2.2+Dispositions+Work+Space

=2.2 Dispositions Work Space =



2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

What does it look like when indicator is met? What will you observe students doing? How will you help students to meet this indicator? What will you have done? The librarian had previously given a lesson to Ms. Belotes 4th grade class on "RADCAB", talking to the students about safe, accurate internet sites. The students were used to working with encyclopedias and nonfiction books from previous research projects. A fourth grade student will be working on a Civil War project in which they have to tell of the casualties of the American Civil War, not only loss of lives in the war, but monetary, emotional, social, etc as well as loss of lives from disease. The student goes to the internet first and looks on wikipedia under "Civil War". He remembers that the librarian warned him that wikipedia is not always accurate, so he uses this as a starting point. He then goes to [|www.civilwarhome.com] which he found by googling and finds the number of soldiers that died. The student has only 30 minutes on the computer due to the limited number in the media center so the librarian decides to look in the encylopedias. The student pulls volume 1 A (for American) but cannot find what they are looking for. The librarian notices the student struggling and guides them to volume C. There are many pages on the Civil War so the librarian reminds the student how to use the text features to find the information needed. They find "Casualties of the Civil War" in bold print and the student finds the information needed here. (Laura Holland)

What does it look like when indicator is met? Students will have been successful using various research strategies from numerous resources to locate information on a desired topic. What will you observe students doing? Students will use internet search engines to locate desired information. Students will evaluate websites for authority, currency, purpose, and objectivity. Students will use print resources to locate desired information. Students will use online catalog to locate print resources and use reference materials to find encyclopedia content. Students will use scanning techniques to locate information. How will you help students to meet this indicator? Librarian will guide students to internet search engines and review tips for evaluating websites. Librarian will help students locate print materials. What will you have done? Librarian will have prepared evaluating lesson and research strategy lesson. Librarian will have assisted students on a one-on-one basis to locate desired information. --Good idea incorporating prior lessons and knowledge to current lesson. Numerous strategies used. (Joseph Hayes)

What does it look like when the indicator is met? Students will understand that different results come from using the Internet for research in comparison with using books for research. They will be able to differentiate between what information is reliable and correct by comparing resources. What will you observe the students doing? Students will be given a list of questions to answer using the Internet, as well as print sources. They will find the answers to these questions using both sources in order to determine the best sources for accurate information. How will you help students to meet this indicator? The Librarian will provide help to students in order to help them determine how to tell if a source is up to date and reliable. The student will be guided by the Librarian in learning to double check information again sources, as the Internet is not always 100% reliable. What will you have done? The Librarian will have researched the best question and answer combination for students to research for reliability purposes. The Librarian will have provided vital tips in determining reliability and also will have provided credible resources students can use to find accurate information for the assignment, as well as future assignments. (Lauren Hill)

2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. What does it look like when the indicator is met? The students will be able to come up with multiple conclusions and provide evidence and reasoning for those conclusions. What will you observe the student doing? Students will read excerpts from literature and then form several conclusions as to how they think the story will end by providing evidence and reasoning from the literature for their conclusions. They will put their conclusions in order based on the amount of evidence they have for each idea. How will you help students to meet this indicator? For the first set of stories the Librarian will exhibit how one comes up with substantial evidence to form conclusions. The students will then have a trial period where they may ask of the Librarian how to come up with additional possibilities and/or how to identify the best way to prove that the conclusions can be supported with proper evidence. (Lauren Hill)

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. Grade 3 What does it look like when the indicator is met? The student will be able to conclude different measurements make up a gallon. What will you observe the student doing? Students have been studying liquid measurement in the classroom using a variety of lesson activities. Once students come to the library they will be using the Smart Board to demonstrate the Gallon Man figure is equivalent to different sizes that makeup a gallon. Students will interactively draw conclusions when they are given the opportunity to demonstrate knowledge by using patterns of measurement.A gallon man figure will be displayed on the Smart Board. Students will use prior knowledge to complete the figure by using a combination of sizes that will equal a gallon. Students will interactively move the different varieties of figures in different sizes to make pints from cups to quarts and then a gallon. Students will observe how some movements do not equal the gallon, but will be guided by the librarian to rethink the measurement to make it equivalent. A follow up Gallon Man Showdown game will be played by using the template cards provided by the librarian. How will you help the students to meet this indicator? Librarian will guide students in concluding different measurements equal a gallon. What will you have done? Librarian will have prepared the Gallon Man interactive activity to integrate classroom studies while guiding students to make the varied measurements equal a gallon, provided the gallon man template cards and set up the Smart Board. (Annette)

In 9-10th grade What does it look like when the indicator is met? Students can list step by step how cause translates into effects, or vice versa. This could be applied to science experiments (see above), literature, personal problems, and societal issues. Using authoritative research they can justify their answers through databases, literary criticisms, etc.

How will you help students meet this indicator? I think modeling and guided practices would be good methods for helping students to draw conclusions by noticing patterns that help lead to decisions. First, the librarian would create a table with two sides; one causes, one effects. She could brainstorm with the students a situation, for example, a student made an A on a test. What could be possible causes? The student studied the material thoroughly beforehand, the student was present and paid attention in class, the student asked their teacher questions when they did not understand something. What could be possible effects? The student made an A in the entire course, the student had a higher GPA, the student was more prepared for standardized tests, the student got accepted to a more selective university.

What will you observe students doing? Then, students could practice this in their own or in groups with the teacher or librarian to help if they were stuck. Finally, students could research answers to larger and more complex questions of their own like the causes and effects of global warming, the BP oil spill, the American Revolutionary War.

What will you have done? The librarian would have guided activities related to revealing the patterns in the world around them in order to draw meaningful conclusions. This not only helps in school situations, but to aid students in using research to draw meaningful conclusions as they become lifelong learners. (Kristen H)

Good job. You covered both the essential questions and have a specific project for students to do to show their knowledge of skills (Joseph Hayes)

2.2.4 Demonstrate personal productivity by completing products to express learning.

What does it look like when the indicator is met? Students are able to manage their time and learning. At the early grades this requires more guidance from the teacher and media coordinator and as they get in higher grades it becomes more independent so that the student takes on more of the responsibility. The students make a plan for what needs to be done and how they will go about it. Sort of a to do list.

How will you help the students to meet this indicator? The librarian will teach students how to make a plan, or a timeline for the tasks needed for the assignment and estimate the time needed for these tasks. This helps the student manage time and deadlines as well as giving them a "map" of what needs to be completed. As students become more proficient at this the goal is they will take on the planning piece themselves as they mature and progress through grade levels. April Heine