Integrated Technology Learning
Experience
Intro Material
Course:
Library/Computer Exploratory
Unit: Mastering
the Online Library Catalog and Finding Books on the Shelves
Unit
Length: 6 30minute lessons
Grade
Level: 2^{nd} Grade (in the spring)
Description
of Unit:
Students love the visual effects of the online library catalog (http://www.beacon.lib.ia.us:8080/kids/?config=859
) and being able to independently navigate the interface. However, looking up a book on the online
library catalog and finding the book on the shelf is a complicated
process. The second half of second grade
is a good time for students to learn this process. They are comfortable manipulating a computer,
understand alphabetical order, and are mature enough to go through the entire
process without much help. This unit is
intended to take students through finding fiction and nonfiction
booksessential skills in the process to becoming independent library
usersto operating the online library catalog and finding the books on the
library shelves.
Students will start with the “harder work” of learning how to find fiction and nonfiction books. Next they will continue with the “fun work” of learning the online library catalog. Both sets of skills will be combined in order for the students to independently look on the online library catalog for books and find the books on the shelves.
Students will start with the “harder work” of learning how to find fiction and nonfiction books. Next they will continue with the “fun work” of learning the online library catalog. Both sets of skills will be combined in order for the students to independently look on the online library catalog for books and find the books on the shelves.
Description of Students
Demographics: This class
of 2^{nd} grade students goes to Riverside Elementary School in Fort
Dodge, Iowa. At this school, over 80% of
the students qualify for free lunch.
There are 21 students in the class.
There are 8 girls and 13 boys.
They are racially diverse; 5 Black, 2 Hispanic, and 14 White.
Special
Needs: There are two students on “behavior sheets” (where
the teacher marks off noticed behaviors during the class time—this allows for
data collection to help determine if the student needs to attend an alternative
education program in the district).
Other
Information (for UDL): Students
are enthusiastic both about checking out books and about using the
computers. Most do not have access to
books and computers in their homes. The
class, as a whole, learns better by doing than by listening or watching.
Goals
Overall Goal:
Students independently look up books on the online library catalog and find
them on the shelves.
Specific Goals:
1) Students find fiction books in the Everybody and Fiction sections of the school library.
2) Students find nonfiction books in the Nonfiction section of the school library.
3) Students independently use the online library catalog to look up books.
4) Students take information from the online library catalog to find the books on the shelves.
1) Students find fiction books in the Everybody and Fiction sections of the school library.
2) Students find nonfiction books in the Nonfiction section of the school library.
3) Students independently use the online library catalog to look up books.
4) Students take information from the online library catalog to find the books on the shelves.
Standards and Learning Outcomes
The following two learning outcomes directly support two Iowa Core Curriculum Literacy Standards.
The following two learning outcomes directly support two Iowa Core Curriculum Literacy Standards.
Standard:
Literacy/Reading/Literature
RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Outcome: Given call numbers, author names, and titles, students will find fiction books on the library shelves.
RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Outcome: Given call numbers, author names, and titles, students will find fiction books on the library shelves.
Standard:
Literacy/Reading/Informational Text
RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Outcome: Given call numbers, author names and titles, students will find nonfiction books on library shelves.
RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Outcome: Given call numbers, author names and titles, students will find nonfiction books on library shelves.
The following
three learning outcomes are from the Iowa Core Curriculum Standards for 21^{st}
Century Skills.
Standard: Employability Skills
Develop initiative and demonstrate selfdirection in activities
Learning Outcome: Students will take the call number, author, and title for a specific book from the online library catalog and find the book on the shelf.
Develop initiative and demonstrate selfdirection in activities
Learning Outcome: Students will take the call number, author, and title for a specific book from the online library catalog and find the book on the shelf.
Standard: Technology Literacy
Utilize predetermined digital resources and tools to answer questions or solve problems.
Learning Outcome: Students will find books that interest them on the online library catalog.
Utilize predetermined digital resources and tools to answer questions or solve problems.
Learning Outcome: Students will find books that interest them on the online library catalog.
Standard: Technology
Literacy
Understand and practice appropriate and safe uses of technology.
Learning Outcome: Students will find books relevant to their studies and interests on the online library catalog.
Understand and practice appropriate and safe uses of technology.
Learning Outcome: Students will find books relevant to their studies and interests on the online library catalog.
Overall Sequence for the Multiple Lesson
Unit
Lesson
1: Finding Fiction Books
Students learn how books in the Everybody and Fiction sections of the library are organized, then take a call number and find Everybody and Fiction books on the shelf.
Lesson 2: Finding Nonfiction Books
Students learn how Nonfiction books are organized, then take a call number and find Nonfiction books on the shelf.
Lesson 3: Finding Fiction and Nonfiction Books Review
To make sure students understand how to find books on the shelf given a call number, students review and practice finding both Fiction and Nonfiction books on the shelf.
Lesson 4: Getting to Know the Online Library Catalog
Students learn the features of the Online Library Catalog and find books of interest on it.
Lesson 5: From the Online Library Catalog to the Shelf
Students find books of interest one the Online Library Catalog, write down the call number and other necessary information of the book(s) and then find the book(s) on the library shelves.
Lesson 6: Returning Books to the Shelf
Students reverse the finding procedure and practice accurately putting books back on the shelf to show thorough understanding of the library's organizational system.
Students learn how books in the Everybody and Fiction sections of the library are organized, then take a call number and find Everybody and Fiction books on the shelf.
Lesson 2: Finding Nonfiction Books
Students learn how Nonfiction books are organized, then take a call number and find Nonfiction books on the shelf.
Lesson 3: Finding Fiction and Nonfiction Books Review
To make sure students understand how to find books on the shelf given a call number, students review and practice finding both Fiction and Nonfiction books on the shelf.
Lesson 4: Getting to Know the Online Library Catalog
Students learn the features of the Online Library Catalog and find books of interest on it.
Lesson 5: From the Online Library Catalog to the Shelf
Students find books of interest one the Online Library Catalog, write down the call number and other necessary information of the book(s) and then find the book(s) on the library shelves.
Lesson 6: Returning Books to the Shelf
Students reverse the finding procedure and practice accurately putting books back on the shelf to show thorough understanding of the library's organizational system.
Gradual Release of Responsibility
Lesson 4: Getting to Know the Online Library Catalog
Indicator of Success: I can look up a book that interests me on the online library catalog.
Lesson 4: Getting to Know the Online Library Catalog
Indicator of Success: I can look up a book that interests me on the online library catalog.
Questions
to Ask: In a library, how can you find a book you are
interested in? (ask someone, look at the
charts on display, know an author’s name)
Wonder if you wanted a book on scubadiving . . . how could you find
that book by yourself? (online library
catalog)
Focus Lesson: I Do/You Watch
Purpose: The purpose of this lesson is to introduce you to the school’s online library catalog. You will learn how to search for books you are interested in and copy down the information about the book you will need to find it on the shelf.
Model:
*Teacher will show students how to get to the online card catalog via computer/data projector/screen. Internet/Our Schools/School Name/LMC Online Catalog
*Teacher goes through the home screen and various options. (Search bar, Circle images, Series bar)
*Teacher looks up a subject of interest and shows how to flip through the book titles.
*Discuss how to check and see if a book is checked in, the summary, and the everimportant call number (quickly review E/Fic/nonfiction at this point).
*Show students how to write down the call number, author, and title on a piece of scrap paper . . . this will allow them enough information to find the book on the shelf. Save the paper.
Focus Lesson: I Do/You Watch
Purpose: The purpose of this lesson is to introduce you to the school’s online library catalog. You will learn how to search for books you are interested in and copy down the information about the book you will need to find it on the shelf.
Model:
*Teacher will show students how to get to the online card catalog via computer/data projector/screen. Internet/Our Schools/School Name/LMC Online Catalog
*Teacher goes through the home screen and various options. (Search bar, Circle images, Series bar)
*Teacher looks up a subject of interest and shows how to flip through the book titles.
*Discuss how to check and see if a book is checked in, the summary, and the everimportant call number (quickly review E/Fic/nonfiction at this point).
*Show students how to write down the call number, author, and title on a piece of scrap paper . . . this will allow them enough information to find the book on the shelf. Save the paper.
Guided Instruction: I Do/You Help
Activity: Whole Group
Guidance: Students sit at their assigned computers. Using guiding questioning, teacher mockwalks/talks students through the entire process using Faronics Insight (to control the student screens). The process includes getting to the online catalog, typing in a subject of interest, searching for a good book, and writing down the appropriate information.
Formative Assessment: Students write down the correct information (call number, author, and title).
Activity: Whole Group
Guidance: Students sit at their assigned computers. Using guiding questioning, teacher mockwalks/talks students through the entire process using Faronics Insight (to control the student screens). The process includes getting to the online catalog, typing in a subject of interest, searching for a good book, and writing down the appropriate information.
Formative Assessment: Students write down the correct information (call number, author, and title).
Productive Group Work: You Do
Together/I Help
*Students work in groups of 3 or 4, sharing one computer.
*Collaboration: Each student is assigned a role. They will work together, but each needs to be individually accountable so the whole group will be successful.
1. Navigator (controls the mouse and keyboard)
2. Researcher (decides on a topic to look up and how to look it up—type it in, use the Circle, or look in the series bar—and chooses the book)
3. (if needed) Information Gatherer (tells the Recorder the information—call number, author, title—that needs to be written down)
4. Recorder (records the information—call number, author, titleon a piece of scrap paper)
*Accountability: In their roles, students will work with other members of their team to look up a book on the online library catalog and get the appropriate information written down in order to eventually take this a step further and find the book on the shelf.
*Switch roles and repeat one or two more times.
*Technology: The technology enhances the process because it directly connects to realworld learning. Students need to be able to use electronic databases of information in daytoday life, and this database of books allows students to practice manipulating, compiling, and sorting data according to their individual needs. Even if students do not spend time at their public libraries when they get older, students will use sites such as Amazon or iTunes or Google. The process students learn through finding books on the online library catalog is similar to the process used to find items on Amazon, iTunes, or Google (etc.).
*Students work in groups of 3 or 4, sharing one computer.
*Collaboration: Each student is assigned a role. They will work together, but each needs to be individually accountable so the whole group will be successful.
1. Navigator (controls the mouse and keyboard)
2. Researcher (decides on a topic to look up and how to look it up—type it in, use the Circle, or look in the series bar—and chooses the book)
3. (if needed) Information Gatherer (tells the Recorder the information—call number, author, title—that needs to be written down)
4. Recorder (records the information—call number, author, titleon a piece of scrap paper)
*Accountability: In their roles, students will work with other members of their team to look up a book on the online library catalog and get the appropriate information written down in order to eventually take this a step further and find the book on the shelf.
*Switch roles and repeat one or two more times.
*Technology: The technology enhances the process because it directly connects to realworld learning. Students need to be able to use electronic databases of information in daytoday life, and this database of books allows students to practice manipulating, compiling, and sorting data according to their individual needs. Even if students do not spend time at their public libraries when they get older, students will use sites such as Amazon or iTunes or Google. The process students learn through finding books on the online library catalog is similar to the process used to find items on Amazon, iTunes, or Google (etc.).
Independent Learning: You Do Alone/I
Assist If Needed
*Students work independently.
*Activity: Students start at the “blue screen” to open the online library catalog, search for a book they are interested in, and write down the information they will need in order to find the book on the shelf.
*Repeat
*Summative Assessment: Students write their names on their scrap pieces of paper and hand them in. The teacher notes if they have genuine information recorded.
*Students work independently.
*Activity: Students start at the “blue screen” to open the online library catalog, search for a book they are interested in, and write down the information they will need in order to find the book on the shelf.
*Repeat
*Summative Assessment: Students write their names on their scrap pieces of paper and hand them in. The teacher notes if they have genuine information recorded.
GRRDescription
of Other Lessons
Lesson 1: Finding Fiction Books
Expected Outcome: When given a call number, author name, and title for an E or FIC book, student can find the book on the shelf.
Procedure
*Teacher reviews spine labels and E and FIC categories
*Teacher takes a pretend E or FIC spine label with call number, author name, and book title and matches it to a book on the shelf
*Students work in groups of 3 or 4 to match pretend E or FIC spine labels with call number, author name, and book title to books on the shelf
*Students work independently to match pretend E or FIC spine labels with call numbers, author name, and book title to books on the shelf
Lesson 1: Finding Fiction Books
Expected Outcome: When given a call number, author name, and title for an E or FIC book, student can find the book on the shelf.
Procedure
*Teacher reviews spine labels and E and FIC categories
*Teacher takes a pretend E or FIC spine label with call number, author name, and book title and matches it to a book on the shelf
*Students work in groups of 3 or 4 to match pretend E or FIC spine labels with call number, author name, and book title to books on the shelf
*Students work independently to match pretend E or FIC spine labels with call numbers, author name, and book title to books on the shelf
Lesson 2: Finding Nonfiction Books
Expected Outcome: When given a call number, author name, and title of a nonfiction book, student can find the book on the shelf.
Procedure
*Teacher reviews nonfiction spine labels
*Teacher takes a pretend nonfiction spine label with call number, author name, and title and matches it to a book on the shelf
*Students work in groups of 3 or 4 to match pretend nonfiction spine labels with call number, author name, and title to books on the shelf
*Students work independently to match pretend nonfiction spine labels with call number, author name, and title of book to books on the shelf
Expected Outcome: When given a call number, author name, and title of a nonfiction book, student can find the book on the shelf.
Procedure
*Teacher reviews nonfiction spine labels
*Teacher takes a pretend nonfiction spine label with call number, author name, and title and matches it to a book on the shelf
*Students work in groups of 3 or 4 to match pretend nonfiction spine labels with call number, author name, and title to books on the shelf
*Students work independently to match pretend nonfiction spine labels with call number, author name, and title of book to books on the shelf
Lesson 3: Finding Fiction and
Nonfiction Books Review
Expected Outcome: When given a call number, author name, and title of a fiction or a nonfiction book, student can find the book on the shelf.
Procedure
*Teachercreated video showing the thinking process of finding a fiction or nonfiction book on the library shelves
*Students pair up and teacher talks students through the process of taking a call number, author, and title and finding the book on the shelf
*Students work in pairs and role play one being the teacher and the other a student needing help finding a book on the shelf
*Students work independently to match pretend E, FIC, or nonfiction spine labels with call number, author name, and title of book to books on the shelf
Expected Outcome: When given a call number, author name, and title of a fiction or a nonfiction book, student can find the book on the shelf.
Procedure
*Teachercreated video showing the thinking process of finding a fiction or nonfiction book on the library shelves
*Students pair up and teacher talks students through the process of taking a call number, author, and title and finding the book on the shelf
*Students work in pairs and role play one being the teacher and the other a student needing help finding a book on the shelf
*Students work independently to match pretend E, FIC, or nonfiction spine labels with call number, author name, and title of book to books on the shelf
Lesson 5: From the Online Library
Catalog to the Shelf
Expected Outcome: Student can look up a book of interest on the online library catalog and find the book on the shelf.
Procedure
*Teacher reviews (with computer and data projector) looking up a book on the online library catalog and writing down the information needed to find the book on the shelf, then finding the book on the shelf
*Students talk the teacher through the process of finding a book on the online library catalog and writing down the information needed to find the book on the shelf (use Faronics Insight), then finding the book on the shelf
*Students work in pairs and role play one being the teacher and the other a student needing help looking up a book on the online library catalog, then finding the book on the shelf
*Students work independently to look up a book of interest on the online library catalog, write down the information needed to find the book on the shelf, then go and find the book on the shelf
Lesson 6: Returning Books to the Shelf
Expected Outcome: Given a book, student can accurately place the book back on the shelf.
Procedure
*Teacher takes a book needing shelved from the book cart, then goes through the process of figuring out which area of the library it goes in (E, FIC, or nonfiction), which shelf it goes on, and then where specifically on the shelf
*Student guide the teacher through taking a book from the book cart, figuring out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
*Students work in pairs to take a book from the book cart, figure out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
*Students independently take a book from the book cart, figure out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
Expected Outcome: Student can look up a book of interest on the online library catalog and find the book on the shelf.
Procedure
*Teacher reviews (with computer and data projector) looking up a book on the online library catalog and writing down the information needed to find the book on the shelf, then finding the book on the shelf
*Students talk the teacher through the process of finding a book on the online library catalog and writing down the information needed to find the book on the shelf (use Faronics Insight), then finding the book on the shelf
*Students work in pairs and role play one being the teacher and the other a student needing help looking up a book on the online library catalog, then finding the book on the shelf
*Students work independently to look up a book of interest on the online library catalog, write down the information needed to find the book on the shelf, then go and find the book on the shelf
Lesson 6: Returning Books to the Shelf
Expected Outcome: Given a book, student can accurately place the book back on the shelf.
Procedure
*Teacher takes a book needing shelved from the book cart, then goes through the process of figuring out which area of the library it goes in (E, FIC, or nonfiction), which shelf it goes on, and then where specifically on the shelf
*Student guide the teacher through taking a book from the book cart, figuring out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
*Students work in pairs to take a book from the book cart, figure out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
*Students independently take a book from the book cart, figure out which area of the library the book belongs in, which shelf, and then where specifically on the shelf
Technology Integration Matrix
Lesson

Current TIM Cell

Why

BAM! Take it Up a Notch

Lesson 1: Finding Fiction Books
Students learn how books in the Everybody and Fiction sections of the library are organized, then take a call number and find Everybody and Fiction books on the shelf. 
N/A

No technology used

Active/Entry
Students use a drill and practice program, such as
Or
Alphabetizing Through the 3^{rd} Letter
This is direct instruction/individual seat work for students. Could be used in the Guided Instruction or in for Independent Learning.
Active/Adoption
Give students 510 books and have them type the call numbers in correct order in a Word document. This is using a specific tool for a specific task, directed by the teacher. 
Lesson 2: Finding Nonfiction Books
Students learn how Nonfiction books are organized, then take a call number and find Nonfiction books on the shelf. 
N/A

No technology used

Active/Entry
Students use a drill and practice program such as
Or
Or
Call Number OrderDewey Decimal System 2
This is direct instruction/individual seat work for students. Could be used in the Guided Instruction or in for Independent Learning.
Give students 510 books and have them type the
call numbers in the correct order in a Word document. This is using a specific tool for a
specific task, directed by the teacher.

Lesson 3: Finding Fiction and Nonfiction Books Review
To make sure students understand how to find books on the shelf given a call number, students review and practice finding both Fiction and Nonfiction books on the shelf. 
N/A

No technology used

Active/Entry
Students use a drill and practice program to
review the order of E, FIC, and nonfiction books, such as
Order in the Library!
This is direct instruction/individual seat work for students. Could be used in the Guided Instruction or in for Independent Learning.
Students type fictional call numbers in a Word
document, print, cut out, then have a partner put them in order. This is using a specific tool for a
specific task, directed by the teacher.

Lesson 4: Getting to Know the Online Library Catalog
Students learn the features of the Online Library Catalog and find books of interest on it. 
Active/Adoption

Students are using the online library catalog as a
tool. They are interacting with it and
not just watching or listening. They
input information to receive responses.
The teacher directs the students in using the online library catalog,
a specific tool. Students need to
follow directions in order to complete this lesson.

Active/Infusion
Students have a choice of tools to use to find
books in the library:
LS2Kids Book River Classic Search
Students are learning 3 different online library
catalog programs to find books. Students
can choose which to use, and all three are available to students at all
times—at school and at home.

Lesson 5: From the Online Library Catalog to the
Shelf
Students find books of interest one the Online Library Catalog, write down the call number and other necessary information of the book(s) and then find the book(s) on the library shelves. 
Active/Adaptation

Students are able to work with the online library
catalog without step by step directions.
The teacher can help when needed, but is not directly instructing
students. The online library catalog
is being used in a traditional way.
This tool is available to students on a regular basis.

Authentic/Adoption
Students apply what they know about the online
library catalog at school to the online library catalog at the Ford Dodge
Public Library:
LS2Kids Classic Search Students write down call number, author, and title of book(s) and take the information to the public library and find the books on the shelves at the public library.
Using the public library’s online library catalog
reaches beyond the instructional setting.
Students are then using the catalog to find books and materials to
pursue their own interests. Even
though they might be finding materials to help with school work, the use of
the technology is beyond instructional.

Lesson 6: Returning Books to the Shelf
Students reverse the finding procedure and practice accurately putting books back on the shelf to show thorough understanding of the library's organizational system. 
N/A

No technology used

Collaborative/Adoption
In groups of 3 or 4, students write a script, use
a FlipCam, and record directions for putting books back on a shelf. So, if a first grade student finds a book
on the floor (i.e.) he/she might be able to put it back on the shelf in the
correct order after watching this video.
FlipCams are being used in conventional ways (to
record), and students are collaborating—working in groups—to complete the
project. The FlipCams are not a
regular part of the learning process . . . a onetime special project.

Integration of Digital
Technology:
The lessons in this unit
integrate computers, data projector, and an online database.
BAM! Take It Up a Notch
would add online drill and practice activities, Word document, FlipCams, other
variations of the district online library catalog (classic search and
bookriver), as well as the Public Library’s online library database.
21^{st} Century Classroom:
From the Manson Norwest Webster Walkthrough Form
StudentCentered Classroom
From the Manson Norwest Webster Walkthrough Form
StudentCentered Classroom
·
Students at center of learning, teacher
facilitating process
Unit: In each lesson, the teacher models and explains the outcome and the process to get to the outcome. After this, in each lesson, the students are at the center of the learning. The teacher walks around and facilitates the learning, but the students take the lead.
GRR Lesson: There is a spot for group learning and a spot for independent learning, both putting the students at the center of learning.
Unit: In each lesson, the teacher models and explains the outcome and the process to get to the outcome. After this, in each lesson, the students are at the center of the learning. The teacher walks around and facilitates the learning, but the students take the lead.
GRR Lesson: There is a spot for group learning and a spot for independent learning, both putting the students at the center of learning.
·
Cooperative or collaborative learning taking
place
Unit: In each lesson, there is a spot for productive group work—sometimes with a partner, and sometimes with a group of 3 or 4. At these points, students collaborate to complete a task.
GRR Lesson: Students have specific roles and work in groups of 3 or 4 to look up a book and write down the information needed to find the book on the shelf.
Unit: In each lesson, there is a spot for productive group work—sometimes with a partner, and sometimes with a group of 3 or 4. At these points, students collaborate to complete a task.
GRR Lesson: Students have specific roles and work in groups of 3 or 4 to look up a book and write down the information needed to find the book on the shelf.
·
Teacher leading students to the answer not
giving it out
Unit: In each lesson, the teacher and the students have a spot for guided instruction. The teacher leads students in right direction through questioning and trial and error.
GRR Lesson: The students direct the teacher in looking up a book and writing down the appropriate information in order to find the book on the shelf (call number, author, title).
Unit: In each lesson, the teacher and the students have a spot for guided instruction. The teacher leads students in right direction through questioning and trial and error.
GRR Lesson: The students direct the teacher in looking up a book and writing down the appropriate information in order to find the book on the shelf (call number, author, title).
·
Students have choices
Unit: In lessons 1, 2, 3, and 6, students do not have choices because direct instruction is necessary. In lessons 4 and 5, students have more choices.
GRR Lesson: Students, within their groups of 3 or 4, choose which role to play (Navigator, Researcher, Information Gatherer, Recorder). Students can also choose how they would like to look up books (circle, series, search) and what books they would like to look for in the online library catalog.
Unit: In lessons 1, 2, 3, and 6, students do not have choices because direct instruction is necessary. In lessons 4 and 5, students have more choices.
GRR Lesson: Students, within their groups of 3 or 4, choose which role to play (Navigator, Researcher, Information Gatherer, Recorder). Students can also choose how they would like to look up books (circle, series, search) and what books they would like to look for in the online library catalog.
·
Students are engaged in challenging work
Unit: This unit is very challenging because students are taking their current skills, such as alphabetical order and numerical order, and transferring them to a new situation, one that stretches their current knowledge.
GRR Lesson: Students are navigating a database, something they do not have a whole lot of experience with by the end of second grade. They also have to find specific information, such as title, author, and call number, on the database, which is new to them.
Unit: This unit is very challenging because students are taking their current skills, such as alphabetical order and numerical order, and transferring them to a new situation, one that stretches their current knowledge.
GRR Lesson: Students are navigating a database, something they do not have a whole lot of experience with by the end of second grade. They also have to find specific information, such as title, author, and call number, on the database, which is new to them.
·
Teacher questions and probes
Unit: The teacher questions and probes throughout the lessons, but specifically in the guided instruction part of the lessons.
GRR Lesson: The teacher questions and probes as the students take the teacher through the process of looking up a book on the online library catalog. The teacher continues to question and probe during group work and independent work, as needed.
Unit: The teacher questions and probes throughout the lessons, but specifically in the guided instruction part of the lessons.
GRR Lesson: The teacher questions and probes as the students take the teacher through the process of looking up a book on the online library catalog. The teacher continues to question and probe during group work and independent work, as needed.
Teaching for Understanding:
 Problem or project based learning
Unit: The lessons of this unit solve a problem for questions/comments such as: “I want a book about cheetahs.” Instead of needing adult help, after these lessons, students will be able to independently find needed and wanted materials in the library.
GRR Lesson: The problem being solved is “How do I navigate the online library catalog?” After this specific lesson, students will be able to open the online library catalog and use it to find what they are looking for on the database.  Hands on, minds on
Unit: For each lesson, there is independent hands on work.
GRR Lesson: Students manipulate the computer independently, a hands on experience.  Students think and demonstrate
understanding
Unit: Students need to pay attention in the lessons to learn and be able to think and demonstrate understanding.
GRR Lesson: Students need to think about how they are going to find a book they are looking for on the online library catalog. Students demonstrate this understanding by filling out a slip of paper with the information they need to take from the online library catalog in order to find it on the shelf.  Visual learning (conceptual models,
graphic organizers, webs, etc.)
Unit: Besides visually watching the teacher demonstrate, these lessons do not have any specific models, organizers, webs, etc.
GRR Lesson: The interface of the LS2Kids program is very visual. Students see a picture of a football, click on it, and return football books available in the library, etc.  Factual knowledge is transferred to
usable knowledge
Unit: These lessons take facts about alphabetical and numerical order and organization and transfer it to usable knowledge to find books in the library.
GRR Lesson: Factual knowledge about word spellings are used to look up books. If words are not spelled correctly, nothing will be returned as a result.  Students involved in designing, problem
solving, decision making, and investigating
Unit: The whole process of looking for books is a big investigation. Students have to have the idea of a book (design) in their heads, figure out how to look the book up on the library catalogby search, graphic circle, or series list (problem solving), decide which book from the result list to try and find on the shelf (decision making), and then taking the information from the book to find it on the shelf (a form of investigating . . . using the call number, author, and title information as a map).
GRR Lesson: Students have to have an idea of something to look up, figure out how to look it up, decide on a book that looks interesting, and write down that information.  Summarize targeted concepts and skills
Unit: The teacher summarizes the targeted concepts and skills at the beginning of each lesson.
GRR Lesson: “The purpose of this lesson is to introduce you to the school’s online library catalog. You will learn how to search for books you are interested in and copy down the information about the book you will need to find it on the shelf.” The targeted concepts and skills are repeated throughout the lesson.  Multiple means of presenting information
Unit: Each lesson provides multiple means of presenting information.
GRR Lesson: The teacher shows the process on through the data projector, which is mostly listening for the students. Then, the students visually guide the process for the teacher through Faronics Insight. Students work in group for hands on experience, and then individually for hands on experience.
Assessment for Learning
 Formative assessment is used as a tool to
adjust teaching
Unit: Formative assessment is used in the Guided Instruction part of each lesson. The teacher uses information from the formative assessment to determine whether or not large group, small group, or individual instruction in a different manner would be beneficial.
GRR Lesson: The teacher listens as the students explain the process to the teacher, then checks to see if students write down the correct information needed to find the book on the shelf.  Essential concept and skill is clear and
evident to the students
This is addressed verbally, but should be posted for students to see using the I Can format (something the FDCSD is working on).  Teacher provides criteria of quality work
Unit: The teacher demonstrates the process and criteria needed for each lesson.
GRR Lesson: The teacher takes the students through the entire process during the focus lesson.  Teacher provides examples of both high
and low quality work
Unit: The teacher demonstrates high quality work, then leads the students to mistakes (low quality work) to see if they understand the difference.
GRR Lesson: High quality work is shown, and teacher purposefully makes mistakes when students are teaching the teacher how to use the online library catalog.  Self or peer assessment is evident
Unit: This is not outwardly evident, but students can selfassess by seeing if they find the correct book on the shelf or not.
GRR Lesson: Not evident  A collaborative classroom environment
Unit: Each lesson has a collaborative component.
GRR Lesson: Students work in groups, each with a specific role, to go through the process of looking up a book on the online library catalog and writing down the specific information that will be needed to find the book on the shelf.  Assessment for learning takes place
DURING instruction
Unit: Formative assessments are part of the guided instruction.
GRR Lesson: Formative assessment is done while the students are directing the teacher to use the online library catalog in the guided instruction portion of the lesson.  Variety of feedback to students (web,
tapes, oral, written, video, etc)
Not evident. In these lessons, feedback is given orally.
Teaching for Learner
Differences
 Plans for variance in learning
Unit: Many of the lessons provide learning through watching, listening, and doing.
GRR Lesson: Students listen to the teacher and watch the process visually, verbally explain the process, then are active while working in groups and independently.  Assesses the interests and needs of
individual students
Unit: Teacher is aware of the needs and interests of the second grade students (she has a second grader at home). Students are able to individually choose areas of interest to look up. Some students need directions repeated several times, so teacher will guide those as needed.
GRR Lesson: Teacher takes individual interests and needs into account when choosing books to look up for lessons and how many times/ways to repeat information.  Learning goals are clearly stated
Unit: At the beginning of each lesson, the learning goals are vocalized.
GRR Lesson: The teacher vocalizes the purpose of the lesson, but specific learning goals are not stated. These could be done through I Can statements.  Flexible grouping (supplemental and
intensive)
Flexible grouping is not evident. Groups are used, but not specifically supplemental or intensive, etc.  Engages students in selfreflection,
collaboration, and learning choices
Unit: Teacher wanders around and questions/comments as students are working.
GRR Lesson: The teacher asks students why they chose a certain book to look for, how they made that decision, why they chose a specific search route, what they think of the result list, etc. while students are working.  Works in variety of settings (large
group, small group, individual)
Unit: Each lesson combines large group, small group, and individual activities.
GRR Lesson: Focus lesson and guided instruction are both large group, where the whole class is learning the online library catalog. The productive group work is small group work time where students go through the process from different points of view (different roles). During independent learning, individuals work by themselves to go through the process of looking up a book on the online library catalog and writing down the necessary information to find the book on the shelf.  Engages students in selfreflection
Unit: Teacher constantly questions and comments students as they are working on the lessons.
GRR Lesson: Teacher goes around during productive group work and independent learning times to question students about what they chose, why they made those choices, and if the results were successful.
Technology
Infusion
 Web 2.0 tools being
used
Unit: The online library catalog could be considered Web 2.0 because it can be accessed through a simple URL from school, home, and elsewhere.
GRR Lesson: LS2Kids is being taught.  Technology used as a
reference
Unit: The online library catalog is a reference for what books the library has and where they can be found in the library.
GRR Lesson: LS2Kids is being taught as a reference for students to find out whether or not the library has a book of interest and where it can be found in the library.  Technology used as a
textbook
Not evident  Technology used to
differentiate learning
Not evident  Technology used for
collaboration or communication
Not evident (though some of the BAM! Take It Up a Notch activities would fit here)  Using technology to
create a "product" or "project"
Same as above  Technology was not
being used during the walkthrough
Unit: This would be true for some of the lessons in the unit, unless the BAM! Take It Up a Notch activities were incorporated.
GRR Lesson: Computers and the LS2Kids online library catalog can be seen being used in the lesson.
CyberCitizen:
From the Common Sense Media topics, the one that fits the best with this
unit is Searching. Out of these lessons, Using Keywords fits perfectly with the online library catalog
unit. It is the appropriate grade level
(23) and since using the online library catalog requires searching and picking
out keywords to look up (look up “cheetah” not “how many cheetah’s are there in
the world and how long are their legs”), this is a great introduction to the
broader use of keyword searching on a database such as Google.
How: I would add this lesson after
lesson 6 (the last lesson). I like how
Common Sense Media has the lesson set up, and I would follow those directions,
but make connections to searching in an online library catalog.
Why: I had thought about adding it
earlier, but that would interrupt the goals and learning outcomes of having
students look up a book, write down pertinent information, and find the book on
the shelf. It would fit better at the
end because it is refining search skills, which makes sense at this point . . .
after the other skills are learned. Second
grade students have not have much (if any) practice searching on the internet
at this point, so the lesson would be a good segue between the online library
catalog and other databases, search sites, and so on.
See the lesson at: http://www.commonsensemedia.org/sites/default/files/k5searchingusingkeywordslessonplan.pdf
See the lesson at: http://www.commonsensemedia.org/sites/default/files/k5searchingusingkeywordslessonplan.pdf
UDL:
Process: It has been said elsewhere that integrating UDL is just
good teaching practice. As I look
through the lessons in my unit, I see that UDL principles and guidelines are
built into the lessons. I have, for
example, included Multiple Means of
Presentation by incorporating a variety of formats to teach students to
find books on the library shelves and a variety of formats for learning about
the online library catalog. I have
provided Multiple Means of Action and
Expression through scaffolding the lessons with gradual release of
responsibility and through varying the ways students physically move with the
various activities. I have also provided
Multiple Means of Engagement by
leaving students the choice of which books to look for on the online library
catalog and library shelves and making sure students understand the relevance
and value of the skills they are learning.
Expected Outcomes: The expected outcomes when incorporating UDL are exactly the same as the goals and outcomes for the unit (listed in the first few pages of this document). When UDL is recognized, however, it emphasizes inclusion of every student. So, instead of Given call numbers, author names, and titles, students will find nonfiction books on library shelves it might read Given call numbers, author names, and titles, ALL students will find nonfiction books on library shelves.
Expected Outcomes: The expected outcomes when incorporating UDL are exactly the same as the goals and outcomes for the unit (listed in the first few pages of this document). When UDL is recognized, however, it emphasizes inclusion of every student. So, instead of Given call numbers, author names, and titles, students will find nonfiction books on library shelves it might read Given call numbers, author names, and titles, ALL students will find nonfiction books on library shelves.
More specifically, the lessons for the unit include
the following UDL principles and guidelines:
Multiple Means of Representation
Provide Options for Perception:
*The size of text for the online library catalog can be changed if needed.
*Students can understand the lessons by listening auditorially or by watching the processes visually or by working with small groups of students.
*The visual aspects of LS2Kids will be explained orally.
Provide Options for Perception:
*The size of text for the online library catalog can be changed if needed.
*Students can understand the lessons by listening auditorially or by watching the processes visually or by working with small groups of students.
*The visual aspects of LS2Kids will be explained orally.
Provide Options for
Language, Mathematical Expressions, and Symbols
*Vocabulary will be pretaught in a way that connects with students’ prior knowledge. For example, alphabetical order will be taught in connection to alphabetical order they are learning in the classroom. The Dewey Decimal System will be taught as a way to organize like things, such as putting sport books together and shark books together, etc.
*Key concepts are illustrated through multimedia. When finding books, students listen to the teacher, go through the steps playing different roles in small groups, and work independently. The concepts are shown via books, and later in the lesson through the online library catalog. A small stack of books is used to illustrate alphabetical and numerical order, and then it shifts to the entire library.
*Vocabulary will be pretaught in a way that connects with students’ prior knowledge. For example, alphabetical order will be taught in connection to alphabetical order they are learning in the classroom. The Dewey Decimal System will be taught as a way to organize like things, such as putting sport books together and shark books together, etc.
*Key concepts are illustrated through multimedia. When finding books, students listen to the teacher, go through the steps playing different roles in small groups, and work independently. The concepts are shown via books, and later in the lesson through the online library catalog. A small stack of books is used to illustrate alphabetical and numerical order, and then it shifts to the entire library.
Provide Options for
Comprehension
*Background knowledge of alphabetical order is activated in order for students to better understand how E and Fiction books are arranged on the library shelves.
*Big ideas and critical features are highlighted when using the online library catalog. The specific information students need to know in order to find the book on the shelf is gone over several times. Students know what information to look for and where to find in on the online library catalog (call number, author, title), and though there is more information available (summary, copies, illustrator, publication information), students can focus on what is needed.
*Explicit prompts are given as to the order of finding books and as to the order of looking up books on the online library catalog. Prompts are repeated several times, and written directions/prompts for the order can be written down for students to refer back to.
*Background knowledge of alphabetical order is activated in order for students to better understand how E and Fiction books are arranged on the library shelves.
*Big ideas and critical features are highlighted when using the online library catalog. The specific information students need to know in order to find the book on the shelf is gone over several times. Students know what information to look for and where to find in on the online library catalog (call number, author, title), and though there is more information available (summary, copies, illustrator, publication information), students can focus on what is needed.
*Explicit prompts are given as to the order of finding books and as to the order of looking up books on the online library catalog. Prompts are repeated several times, and written directions/prompts for the order can be written down for students to refer back to.
Multiple Means of Action and Expression
Provide Options for Physical Action
*Although adaptive technology (variations of keyboards and computer mice, etc.) are not provided, alternatives for rate, timing, and speed are openly accepted. There is not a certain amount of books students need to look up.
Provide Options for Physical Action
*Although adaptive technology (variations of keyboards and computer mice, etc.) are not provided, alternatives for rate, timing, and speed are openly accepted. There is not a certain amount of books students need to look up.
Provide Options for
Communication and Expression
*Differentiated feedback is given as needed. Feedback could be a reminder, a sitdown 1 to 1 session for understanding, a written explanation sheet, or whatever is needed.
*If students need ideas of books to look for, there are slips of paper with various subjects on them. Students can take a slip and type in the subject that is on it, then choose from one of the books that pops up from there.
*Differentiated feedback is given as needed. Feedback could be a reminder, a sitdown 1 to 1 session for understanding, a written explanation sheet, or whatever is needed.
*If students need ideas of books to look for, there are slips of paper with various subjects on them. Students can take a slip and type in the subject that is on it, then choose from one of the books that pops up from there.
Provide Options for
Executive Functions
*The lessons are set up in a scaffold fashion to ensure students are successful. Instead of tackling the whole goal of students looking up books on the online library catalog and finding them on the shelf, it is broken into parts. Students need to be able to find Everybody and Fiction books on the shelf, then Nonfiction books, and then both mixed together. Until this point, the online library catalog has not even been introduced. Students not having the ability or understanding to find books on the shelf get frustrated when looking on the online library catalog. They find books they want, but do not know how to physically go about getting them in their hands. This process attempts to alleviate that frustration.
*The lessons are set up in a scaffold fashion to ensure students are successful. Instead of tackling the whole goal of students looking up books on the online library catalog and finding them on the shelf, it is broken into parts. Students need to be able to find Everybody and Fiction books on the shelf, then Nonfiction books, and then both mixed together. Until this point, the online library catalog has not even been introduced. Students not having the ability or understanding to find books on the shelf get frustrated when looking on the online library catalog. They find books they want, but do not know how to physically go about getting them in their hands. This process attempts to alleviate that frustration.
Multiple Means of Engagement
Provide Options for Recruiting Interest
*Students see the relevance, value, and authenticity to the unit. I have yet to run into a student who cannot find some book of interest in the library. This is a skill that students will use their whole lives. Both virtually searching for books and physically finding and checking out books. The unit is high interest.
*The levels of novelty, participation, and challenge vary within each lesson. It starts of high because the concepts are new. Then, during guided instruction and productive group work, the novelty and challenge may not be as high, but when the students get to the individual assignments, the level of interest peaks again.
Provide Options for Recruiting Interest
*Students see the relevance, value, and authenticity to the unit. I have yet to run into a student who cannot find some book of interest in the library. This is a skill that students will use their whole lives. Both virtually searching for books and physically finding and checking out books. The unit is high interest.
*The levels of novelty, participation, and challenge vary within each lesson. It starts of high because the concepts are new. Then, during guided instruction and productive group work, the novelty and challenge may not be as high, but when the students get to the individual assignments, the level of interest peaks again.
Provide Options for
Sustaining Effort and Persistence
*The long term goal of students coming into the library, looking up books on the online library catalog, and then finding the books on the shelf is divided into outcomes that are much shorter in length.
*Individual understanding and improvement is emphasized and the degrees for acceptable performance can be different for each individual. Some students may find one book, while others may find ten. As long as students are understanding and improving, the final numbers do not matter.
*Peer interactions are supported in the productive group work portion of each lesson. Roles are assigned and groups know the goals for the group work.
*The long term goal of students coming into the library, looking up books on the online library catalog, and then finding the books on the shelf is divided into outcomes that are much shorter in length.
*Individual understanding and improvement is emphasized and the degrees for acceptable performance can be different for each individual. Some students may find one book, while others may find ten. As long as students are understanding and improving, the final numbers do not matter.
*Peer interactions are supported in the productive group work portion of each lesson. Roles are assigned and groups know the goals for the group work.
Provide Options for
SelfRegulation
*This unit does invoke frustration for some students. Hopefully the GRR lesson format will calm the students down. And, there will be at least 2 adults in the library that will be able to help guide/mentor students through the process.
*Students are given support to manage frustration. The adults will help monitor this. Sometimes students become upset when a book is not found on the shelf. This could be because it has been pulled for a holiday display, new book shelf, and so on. Knowing that incidents like this are normal helps the students elevating their frustration levels.
*This unit does invoke frustration for some students. Hopefully the GRR lesson format will calm the students down. And, there will be at least 2 adults in the library that will be able to help guide/mentor students through the process.
*Students are given support to manage frustration. The adults will help monitor this. Sometimes students become upset when a book is not found on the shelf. This could be because it has been pulled for a holiday display, new book shelf, and so on. Knowing that incidents like this are normal helps the students elevating their frustration levels.
*The UDL practices
demonstrated here satisfy the previously identified needs of the students in
this particular class.
Conclusion:
In conclusion, I expect this unit to be 90 percent successful. The way I have been teaching students to look up books and find them on the shelves has been about 50 percent successful. I think the new way will be more successful because of the GRR plan and because of spending more time on the process. In the past, I have spent two days on this unit. It encompassed direct instruction and individual practice. A quick lesson on the online library catalog and then a quick lesson on finding books on the shelves. Then, students would come into the library to check out books and not remember how to look on the computer and find the books on the shelves. It would be frustrating for the teachers, library staff, and the students. Although I expect the new way to be successful, I am not sure that 100 percent of students will ever understand the procedure 100 percent. There are plenty of adults who still have not grasped the concept. But, then again, I could be wrong. Maybe with the individual attention where needed, 100 percent of students will be successful.
The main challenge I see for this unit is the productive group work. If certain students are in groups with certain classmates, this time could become very hectic and out of control. I envision fighting over roles, fighting over what book to look up, and so on. I will just have to check my student groupings with the classroom teacher beforehand. Also, while I love the BAM! Take It Up a Notch ideas, I am not sure that alphabetical order on the computer (for example) will translate to the alphabetical order that students need to know for the organization of books in the library. That transfer of knowledge might work well for some, but not others.
Through this final project and the other projects we have completed throughout the semester, I have gained much insight into instructional development. Our district, like many others, has mandatory curriculum mapping and lesson planning templates for teaching staff to fill out. Many of the components we discussed as being vital to a quality 21^{st} century learning experience are included in our district templates. We have a spot for the Iowa Core standards and guidelines, places for formative and summative assessments, and a portion for differentiated instruction ideas (which is similar to the UDL ideals). However, I keep going back to the gradual release of responsibility lesson plan format. It seems our district could benefit from incorporating parts of this lesson plan template. It makes sense for so many concepts that I teach, and I believe the rate of student success will be higher when gradually releasing responsibility. This is an area where I gained the greatest insight into instructional development, along with parts of the UDL and CyberCitizenry components.
As far as affecting my future instructional development work, I believe the knowledge I have gained and ideas I have learned will make positive impact. Although the lessons I teach during the library and computer exploratory times for kindergarten through fourth graders is not always conducive to the inclusion of all of the components we have learned, my new knowledge will still allow me to make improvements. I am most excited about being able to take what I have learned to the curriculum department and my technology integration activities for the district. Currently, I am part of the curriculum department and attend those meetings. It is wonderful to be able to throw out new ideas, even though they might not be specifically for technology. So many concepts that work for technology also work for education without technology. It all overlaps, integrates, and combines together . . . which is just what we are looking to accomplish . . . for the ultimate 21^{st} century learning experience.
In conclusion, I expect this unit to be 90 percent successful. The way I have been teaching students to look up books and find them on the shelves has been about 50 percent successful. I think the new way will be more successful because of the GRR plan and because of spending more time on the process. In the past, I have spent two days on this unit. It encompassed direct instruction and individual practice. A quick lesson on the online library catalog and then a quick lesson on finding books on the shelves. Then, students would come into the library to check out books and not remember how to look on the computer and find the books on the shelves. It would be frustrating for the teachers, library staff, and the students. Although I expect the new way to be successful, I am not sure that 100 percent of students will ever understand the procedure 100 percent. There are plenty of adults who still have not grasped the concept. But, then again, I could be wrong. Maybe with the individual attention where needed, 100 percent of students will be successful.
The main challenge I see for this unit is the productive group work. If certain students are in groups with certain classmates, this time could become very hectic and out of control. I envision fighting over roles, fighting over what book to look up, and so on. I will just have to check my student groupings with the classroom teacher beforehand. Also, while I love the BAM! Take It Up a Notch ideas, I am not sure that alphabetical order on the computer (for example) will translate to the alphabetical order that students need to know for the organization of books in the library. That transfer of knowledge might work well for some, but not others.
Through this final project and the other projects we have completed throughout the semester, I have gained much insight into instructional development. Our district, like many others, has mandatory curriculum mapping and lesson planning templates for teaching staff to fill out. Many of the components we discussed as being vital to a quality 21^{st} century learning experience are included in our district templates. We have a spot for the Iowa Core standards and guidelines, places for formative and summative assessments, and a portion for differentiated instruction ideas (which is similar to the UDL ideals). However, I keep going back to the gradual release of responsibility lesson plan format. It seems our district could benefit from incorporating parts of this lesson plan template. It makes sense for so many concepts that I teach, and I believe the rate of student success will be higher when gradually releasing responsibility. This is an area where I gained the greatest insight into instructional development, along with parts of the UDL and CyberCitizenry components.
As far as affecting my future instructional development work, I believe the knowledge I have gained and ideas I have learned will make positive impact. Although the lessons I teach during the library and computer exploratory times for kindergarten through fourth graders is not always conducive to the inclusion of all of the components we have learned, my new knowledge will still allow me to make improvements. I am most excited about being able to take what I have learned to the curriculum department and my technology integration activities for the district. Currently, I am part of the curriculum department and attend those meetings. It is wonderful to be able to throw out new ideas, even though they might not be specifically for technology. So many concepts that work for technology also work for education without technology. It all overlaps, integrates, and combines together . . . which is just what we are looking to accomplish . . . for the ultimate 21^{st} century learning experience.
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