Webby Wednesday - Instashare

Webby Wednesday - PEGGO

Change Your YouTube Videos into MP3 Files

Appy Friday - Pixel Press - Gaming and Coding Made Simple

Why Educators should have these Apps on Their iPADS

Take a minute and look at each app icon to see how you can benefit using that particular app as an educator.

Webby Wednesday - School in the Cloud by TEDxer SUGATA MITRA

50 Tech Tools every Teacher-Librarian Should Know

Are you looking for some web tools to investigate this summer?  Take a look at the 50 tech tools listed below to get started. If you click on the button, it will take you to the website or app.  If there is a picture, you can click there to get an example of what some of the tools do.  Please note: not all pictures have an example!

Webby Wednesday - BUNCEE

UbD - Putting it All Together

I completed my online class Design for Understanding Meets the 21st Century Librarian, and I cannot recommend it highly enough.  It has been both exciting and humbling to learn so much at this point in my career, but I must say it has transformed my teaching.  I am now seeing the kind of learning I have always aspired to inspire.  

The fourth (and final) step was to look at the Big Ideas I had identified at the beginning, the evidence that will prove the Big Ideas were learned (step 3), and then - finally - after identifying the skills and knowledge students will need to complete the performance task, design the lessons. I had to evaluate what my students already know how to do and think, decide what they still need to learn, and determine how they will learn it.  This was a fun step, yet also more challenging than I anticipated. I brainstormed a list and pared it down into the number of lessons time allowed.

Here is my final product:

There were a couple of things I hated to cut, but they fell more under the "fun" activity category. My time with students is so limited that I feel a lot of pressure to be effective and efficient - no time to waste!  Yet, I recognized that I do occasionally do things just for fun.... because I want students to know that reading and learning are enjoyable activities.  However, for this unit, I chose to plan through a lens of efficiency.  It sounds terribly sterile, but it was actually delightful.

The big fun came at the end through the performance task. Students pretended they were designing a library.  They had the power.  They made the decisions.  They explained their rationale.... with no wrong answers.

This whole unit was something I had never covered before, and I now see it as essential.  Ironically, I had all the books and resources I needed to support it.  I had just never figured out how to make them relevant or appealing.

Now the world has three classes of students running around with the Big Idea that libraries are a need and the resources in the library are reflective of their needs.  

What could be more rewarding?

Appy Friday - Make the Internet Work for You

UbD - How Do You Know?

It's week three of Design for Understanding Meets the 21st Century School Librarian and time to complete Step Two.

Step One was to identify the Big Ideas that I wanted students to take away from the unit I am planning.  I chose to write a unit for Grade 2 based on the big idea "Libraries are organized based on the needs and wants of its patrons".

Next I needed to identify HOW I would assess that they understand this big ideas.  Not just know the big idea.  Not repeat it back to me.  But understand it.

What does it means to understand?  When student understands a concept, they are able to transfer their skills or knowledge, they know when and how to apply it in a new situation.

I realized this week that I teach this way to a great degree already.  I may not always formally plan it, but I am always looking for the transfer of learning.  I don't want students to memorize Dewey Decimal numbers, I want them to understand there is a system in place, that similar items are grouped together, that this system is found in many libraries and they can transfer their knowledge when visiting a different library.

I realized this week that this is also why I am so frustrated when a teacher proposes I teach a 15 minute lesson on in-text citations to a class that is not currently working on an essay or term paper.  Teaching out of context almost guarantees there will be no transfer!

How can one assess learning of information literacies?  Formative assessments can be in the form of exit tickets, checklists, or responses to writing prompts. These are great, quick ways of checking progress, but I admit I am guilty of not always assessing what students are learning in the library. I do a lot of informal assessments, such as watching to see if they apply what I just taught about using the OPAC or checking to see if students have logged into databases rather than reverting to Google, but I know I can do more.

For the unit for this course, I came up to with two possible performance tasks that would serve as summative assessments.  In the first one, students redesign our existing library (on paper), rearranging resources and explaining what they moved and why.  In the second, students serve as various members of a "library board" and decide how to spend a ficticious grant we just received.  Both are engaging.  Both require students to understand the resources and services a library can offer as well as the wants and needs of the users.  They both require higher level thinking, and - that most precious commodity - time.

After writing up these tasks, I decided they were not all that different from some of the work I did for my graduate classes.  And again I am struck by what an opportunity this is to teach children what I wish more administrators understood.  It gives me hope for the future of libraries.

UbD - What is a Library?

I'm well into the second week of my AASL online course, and I now have to begin planning a unit using what I have learned thus far.  Fortunately, I was given a relevant, exciting idea by the grade 2 teachers who recently requested I tie library instruction into their current unit of inquiry "Communities are organised based on the needs and wants of people".  I am supposed to guide students in examining the roles libraries play in communities, perhaps looking at different libraries around the world.

Immediately my thoughts jumped to making lists of wants and needs, watching the Biblioburro, learning about library arrangement, reading My Librarian is a Camel.... Yes, I was full of all kinds of activities.  I have to STOP this habit and think ... what is the big idea that I want students to carry with them?  

I've identified the Enduring Understanding (or big idea) as "Libraries are organized based on the needs and wants of their patrons" and our guiding questions are What does a library need? and What is the role of a library within a community?

I'm sure these will undergo some revision, but I have to start somewhere.

Unfortunately, I am just getting started writing the unit, and I am supposed to already start teaching... so I am already ignoring what I am learning about designing the end first and I jumped into the pre-assessment.   I figure it will make for some good reflection fodder.

This week I asked each grade 2 class to answer the question "What is a library?"

I tried this in small groups on sticky notes.  

I tried it with larger groups and half sheets of beautifully colored paper. 

And then I tried creating a mind map with a whole class on a flip chart.  

Each time I saw the same results.  

Hands-down, without fail, each class answered the question the same:

  A library is a place to check out books.  

A few students added, without prompting, it could be a quiet place to read.  

That was it.  

I really had to work to get anyone to look deeper, to think about other resources, to see other uses for the space.  I couldn't believe these children, who visit this fabulous, well-resourced facility, had such a limited definition.  But we have only just begun...

I've worked for administrators who operated under the same limited definition that a library was just a place to check out books.  No matter what I said or did, their views did not broaden.

But this time I'm armed with BIG IDEAS.  And I'm working with children who are used to thinking deeply.  They expect to have their understandings expand.

The idea of educating a new generation of thinkers on the full potential of a library is exhilarating.   Let's get started! 

UbD - What's the Big Idea?

Week one of my AASL online class "Design for Understanding Meets the 21st Century School Librarian" focused on understanding big ideas and involved a little reflection upon my own teaching styles.

The first discussion opened with a question asking students to share if we tended to fall into the coverage trap or the activity trap.  Do we plan lessons to hit a number of objectives or standards, or do we do things that are fun or entertaining or seem worthwhile regardless of objectives?  Several of us stated that we start with the end in the mind, planning activities based on objectives, but I'm beginning to see that this is just the beginning.  Teaching by design is not just about establishing objectives and knowing what you want students to learn.  No.  It's bigger than that.  We have to go deeper.   We have to ask............

What's the BIG IDEA?

What are students going to take from this lesson (or unit) that they can use in 20 years?

My take on big ideas is that I can address them year after year with new resources and deeper thinking and never exhaust them.  If you haven't read the article I cited in my last post by Jean Donham, I urge you to do so...

By framing teaching and learning around big ideas, such as "Information can be organized in many ways", I can address sections of the library, shelf order, parts of a book, OPAC, databases, note-taking and more, always referring to our big idea so that students begin to make connections themselves, begin to think about how they organize their own information, begin to look for order in an unfamiliar system.  I'm looking forward to posting my big ideas where students can see them as they enter this space.

Another powerful - and challenging - aspect of thinking ahead 20 years is technology.  What can I teach today that will outlast the changes in technology that are occurring faster and faster?  What will students learn that will outlast desktop computers or a particular app?  This is where ethical use, strategic evaluation, and responsible sharing all come in to play.

All of this learning is going into a unit planner.  But first, it's time to understand more about understanding....

AASL eAcademy Invite

My school recently hosted Bill and Ochan Powell for a professional development day.  

Photo from concordian.ac.th

In preparation of this event, multiple copies of their book, Making the Difference: Differentiation in International Schools, were purchased for staff to read. 

Photo from Amazon.com

I highly recommend their work, whether you are at an international school or not.  Many of their strategies are applicable for ELL students anywhere. And every classroom is populated with students whose needs vary. 

But I am especially pleased with the chapter on the role of the library.  It was written by a librarian and clearly outlines the role of the modern library.  And I have to admit, I am rather proud of the fact that one of our teachers, after completing that particular chapter, came up to the library to share what he had read and tell us that it described what was happening in our library.  (Yes!)

In Making the Difference, reference is made to some of the teaching books that I have checked out to teachers in recent years... including some I have carried home with the intention of reading in my "spare time".  One section that really jumped out to me referred to the text Understanding by Design by Wiggins and McTighe.  

Way back when, I was taught to write lesson plans using backwards design, and I still begin with the end in mind.  But I was struggling to update my thinking to using Enduring Understandings to guide my lessons.  I watched classroom teachers do this, for example, guiding students to understand WHY people explore rather than just memorize the dates and locations that are associated with James Cook or Lewis & Clark.  But I just couldn't seem to make a satisfactory connection with that process and information skills students learn in the library.

I know part of the problem is time.  Finding Making time to write out complete lesson plans and then reflect later can be difficult if you are unable to find a quiet place to work.  My door is always open and interruptions are frequent, so this task often gets pushed to "later" on my to-do list.  

But I really wanted to document the curriculum framework I use, not just carry it around in my head.  I hadn't been able to get it onto paper until I finally understood how Enduring Understanding applied to the library.
  
One key to Enduring Understandings is that one should be able to answer the question "How will this matter to the learner in 20 years?"  Rather than making students memorize Dewey Decimal numbers, we can help them learn that "Information can be organized in different ways".  This allows for their contributions to the concept as well provides a basis for understanding how the parts of books are organized, how alphabetical order can help us organize books on the shelves, the Dewey Decimal system, etc.  I was so excited to see how I could take what I had been teaching and create a usable structure for it.  

In doing a little searching, I found an article on Enduring Understandings for the Library by Jean Donham. Donham wrote 9 Essential Questions based on AASL Standards for the 21st Century Learner Beliefs. I used her suggestions to draft my big picture, and then I began to craft Guiding Questions that would drive the learning at each grade level.  

So there I was, brainstorming and writing.

And that's when the invitation from AASL arrived in my inbox.  

The AASL eAcademy is offering a course, Design for Understanding Meets the 21st Century School Librarian, starting March 21.  

I have registered, and I am super-excited to proceed with a network of librarians.   And looking over the syllabus, I see that I will finally read some of those books I have on my nightstand. 

Anyone out there want to join me in the course?

Baby Steps to creating a Makerspace in the Library

Makerspaces in Your Library

When I entered Fields Elementary Library, it was traditional in every way.  Slowly, I have worked to make it a learning space, one where I can share technology and create a community of shared learning. Gone are the days that the library is just a place to check in and check out books.  Since McAllen ISD is a 1:1 district, I am thrilled to see the potential every student has in this space. 

When I interviewed a month ago for this library position, my principal asked what my vision was for the library.  I told her I envisioned a makerspace, one with a 3D printer, Lego Mind Storm sets, robots, and the opportunity for student's imagination to unfold.  That is a tall order when you have a small budget, but she had access to some grant funds that may

make that 3D printer materialize along with other tech gadgets. So, until then, I am starting out small.  It begins with creating a designated space with the potential to grow.  

The exciting part of this whole concept is that the library holds the potential for collaboration between students in other parts of the country or world.  Imagine students from one makerspace to another makerspace via Skype in Education or Google Connected Classrooms.  What if students worked with other students to solve problems together or create models together within their respective maker spaces?  The video below shows how one public library group is doing in their makerspaces via Google Hangouts.

                                      

For now, our small maker space (Fields Fab Lab) has tools for students to build or experiment with simple materials.  When that 3D printer comes in or the Lego Mind Storm kits, the possibilities are endless.  Who else out there has a maker space or is trying to set one up?  Please share your comments below!

Subtext in your Classroom or Library

Subtext

"Subtext is a free iPad app that allows classroom groups to exchange ideas in the pages of digital texts.  You can also layer in enrichment materials, assignments and quizzes - opening up almost limitless opportunities to engage students and foster analysis and writing skills."   I see so much potential with this app!  See what teachers say here and I will walk you through how easy it is to get ePub documents on Subtext. 

I collaborated with 5th grade teachers on a series of great tools for students to respond to the book Wonder, by R.J. Palacio.  I want to make some cross-curricular connections by bringing the disease that August had; as well as, bringing in some math and social studies.  The first thing I had to do was build my library with some articles.  You can see my library below.  

You will also have to set up your class groups.  Subtext works with Edmodo, so if you have Edmodo, it will populate your groups for you.  When you create a group, you are given a code that students will need to access their Subtext group.

When you first get subtext, it will ask you to save a link to your bookmarks bar so that you can easily convert articles.  

Next, begin searching for articles you like on the web.  I loved this article.

 When you find an article that you like click the "Save to Subtext" link and you should see this....

 When you click the Save to Subtext, you will see this next prompt asking if you want to save to one, two, or all of your groups.

Then, when you go to your library, you will see your article in ePub format.

Then you have an option to create questions for discussion.  You are given options for True or False, Multiple Choice, Polling, or Paragraph responses.  I chose a poll to bring in some math statistics.

 After a group has been given instructions to read an article, they would choose the discussion link to respond to the literature.

I found this tutorial - so I am going to include it here....

 Can you see the possibilities of this platform?  My mind hasn't stopped spinning since I have come across it.  Please share your ideas for using Subtext in your library or classroom by leaving a comment below!

Interactive Calendars for Your Library using Thinglink and MoveNote

Cindy and I worked diligently on preparing calendars for our libraries that highlighted upcoming events like Teen Read Week or National Library Week.  I wanted to try to create an interactive calendar that would give students a heads up on what would be happening during the month.  I also wanted to incorporate a couple of great tools like ThingLink and MoveNote.

When you take a look at the Calendar below for October, notice that if you scroll over the calendar, there are links that will take to you sites and video.  We have blogged numerous times on ThingLink and that is what we used to make the calendar interactive.   Now, look specifically at October 14th and 15th.  You will see two MoveNote presentations on those dates.
 
MoveNote is a wonderful tool that allows you to upload PowerPoint presentations and create video to go along with it.

Move note is free and allows you to upload PDF's and JPG's.  I had to save my PPT presentation into JPEG files then upload them afterwards.  

Once you create an account, you can use MoveNote to enhance educational presentations.    Here is MoveNote's video on how easy it is to create a presentation.

Interactive Calendars for your library can be a lifesaver especially with events like Teen Read Week.  Tools like ThingLink and MoveNote make that calendar something that in the long run will make your life easier!  Can you see yourself making interactive calendars or what about interactive flyers for library events.  Share some of the ways you think you can use any of these tools; Cindy and I would love to hear from you!

Apps for the Inquiry Process

Our school just unrolled the first phase of our 1:1 iPad program tonight.  In preparation of this big event, I spent some time this summer looking into how I could support and guide students through the research process using apps.

It was tougher than I expected to build a list like this....  

Apps come and go.
Opinions vary.
And upgrades can leave a favorite app on the bottom of the heap.

But it was also a lot of fun to read through suggestions, try new apps, and build a chart that includes all phases of the research process.  You are welcome to take it, use it, and share it:

At my school, we follow Kath Murdoch's Inquiry Cycle so I have grouped the apps according to the steps of that model.  But I think they can easily be adapted to other models. 

My simple hope in sharing this is that I get you thinking about which apps you use with students during the research process.

And let's keep the conversation going...

Because apps come and go
Technology evolves.
But the need to be able to locate, evaluate, and use information will continue.

What would you add to the list?

Digital Media Academy - Teaching Kids to Code

A couple of months ago, I wrote about the importance of teaching students how to program.  I was a CIS (Computer Information Systems) major in college before I decided to go into education.  As one who enjoyed programming, I believe it is beneficial for students and adults alike. So, I decided to expose my 13 year old son, Sebastian.  He attended the Digital Media Academy at the University of Texas this summer.  He spent 5 days learning to code with Unity3D.  His biggest take aways from the whole experience were:

• Coding is a different language that forces you to thing logically
• 3D figures require you to know density, height, width, length, etc.
• Scripting - nothing moves in your game unless you have scripts
• Making a game on unity requires you start out in a empty dimension. To actually make the game, you must know how to use an XYZ coordinate plane.  
• When coding a script, titles and commands must be uniform throughout the program.

So what does coding with unity look like?  For each type of action, Sebastian had to compose different scripts.  See below:

After getting all the components together - he had enough elements for level 1.  According to him, it takes at least 30 levels to create a small game.  Here is some video of me trying to play his game and getting killed quickly:

Whether we are in the library or in the classroom, our job as librarians is to expose students to effective tools to help them learn.  Coding has so many benefits for students.  Maybe you can host a coding class in library or expose teachers to all the free resources available to students.  You can refer to my earlier blog about coding here:  http://librariansonthefly.blogspot.com/2013/06/coding-have-you-considered-using-it-in.html

Using Padlet in and out of the Library

Using Padlet in and out of the Library

Okay fellow bloggers, help me out here.  I happened upon this gem called Padlet, formally known as wallwisher.  What is that you ask?  

I love that not only can you post ideas, but also you can post documents, slide shows, and videos!  I was able to get an account with my Google account - so it took a mere 4 seconds to sign in.  Then, I was given an option for an icon and backgrounds.  See below....

You are able to choose between a streaming list of responses or a free form list of responses.

Padlet allows you to easily embed your wall within seconds.  I am thrilled to see this new updated version and I hope you will take the time to add to the wall below.  I see numerous ways that this can be used in the library and within subject areas like ELA, Science and Humanities.  So go ahead and share your ideas with us all!

Created with Padlet

The Connected Teacher and Librarian - Web 2.0 tools to stay connected

I saw this on twitter today and love it.  This visual is a great way for a new teacher or librarian to see what tools they can use to stay connected.  Thank you Kimberly Martin for sharing!  Make sure to scroll over this ThingLink resource to find the resources.







Also,  take a look at this end of the year portfolio a teacher created by Lisa Maples.....