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....

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!