I produced a lesson plan to teach 4th graders to use the library catalog this week. I embedded a video in the PowerPoint presentation. Here it is below. It is super short.
I have converted the presentation slides to video below.
Here are the accompanying questions and my answers for this assignment (Paseo 4.1 designed by Annette Lamb for LIS S574 at IUPUI):
Step
1: Select a topic and write a clearly stated objective that follows and
includes the ABCDs. Your objective should be clear and measurable, not
"wishy-washy".
After being guided through a tutorial of how
search for informational books on the library’s online catalog and given a map
of the media center, each team of two 4th grade students will be
able choose a book from the Dewey section, write down the call number for that
item, and find it on the shelves without adult assistance.
Step
2: Describe a category of assessment (i.e., test, checklist, rubric) and why it
would be effective with your objective. Write a matching assessment for your
objective.
The assessment will be a Practice Exercise
which is a formative assessment. It will
be measured by each team’s success in finding a specific item on the library’s
shelves.
Step
3: Identify an information literacy standard (i.e., ACRL, AASL), content area
standard, or reason why this skill would be useful in a professional situation
if not connected with standards.
1.1.8 Demonstrate mastery of technology
tools for accessing information and pursuing inquiry.
Step
4: Describe an instructional theory you could apply in developing instruction
associated with your objective.
The theory that is most applicable to this lesson
is Authentic Instruction. The student
teams (2/team) will be able to choose the subject matter of their search which
will help them to buy-in to the assignment.
They are using the online catalog, a real world tool, to find resources in
the real world context of the library.
These skills are practical because it will help them to locate resources
on their own in the future on the library’s computers. Additionally, because
many public libraries use similar OPACs, the skills they acquire should
transfer somewhat to their world outside of school.
Step
5: Describe and create TWO reception, transformation, or production scaffolds that
could be used by students during instruction. These should be self-contained
web pages, handouts, worksheets, guides or other materials that students could
use in learning. Attach or link to these items. If possible, your materials
should be attached as separate PDF files so they're "ready to use" by
students.
Reception Scaffold:
1.
Tutorial Guide PowerPoint that we will go
through as a class. It will be presented
on the Promethean Board so I can guide them through the search process
step-by-step.
2.
Worksheet to keep track of their findings
Transformation Scaffold:
A map of the media center
to help them take the call number they have found and translate that
information to the physical location in which the resource is found.
