My great
serendipity on Saturday was selecting three sessions that linked in interesting
ways to get me thinking hard about how to collaborate better with teachers and
introduce more elements of guided inquiry into my practice.
I started
the day with David Loertscher, who shaped my initial ideas about the
possibilities of a school library and continues to do so. His most recent research, conducted with a
professor at the Uof Toronto, demonstrates an astonishing increase in student
learning when teachers and librarians collaborate and co-teach. Carol Gordon presented in the afternoon, and
confirmed Loertscher’s by showing some exciting work going on when a librarian
working in collaboration with a teacher in New Jersey got exponentially better
results than she’d had the year before when she taught research projects alone
in a weekly fixed schedule.
Loertscher
and Gordon both explained that after FIFTY years, it was clear that fixed
schedule elementary programs were unlikely to go away. So they are now looking at a “fixed and”
model as Loertscher put it. They both
had an interesting take on how to solve the problem.
Loertscher
recommended employing robust MakerSpaces during fixed sessions with
classes. He showed examples of both
traditional MakerSpaces stocked with legos, MakeyMakey, little bits, etc. and
(I LOVED THIS) virtual MakerSpaces with links to tools such as Google Draw that
allowed kids to create in an open-ended environment. Once this is set up and kids are taught to
come in and engage and work independently with these models, a second class
could be using the library for research AND THE LIBRARIAN HAS FREED UP TIME TO
CO-TEACH! Interesting idea with some
caveats around management—but definitely worth thinking about. Notes are here.
Gordon’s approach
(which she’s just done beautifully with a teacher and librarian and has a great
project to show) involves taking a teacher-library team and having them work in
an asynchronous fashion on a joint project using a tool such as Edmoto (and
Google docs/folders would work) to share materials and information about
progress on projects. Gordon’s idea is
that the librarian basically works to coach the teacher on the research process
and helps with materials selection. The
teacher then works to roll out research between library visits, and when
students go for weekly “library time” they do more research with the
librarian. The teacher also helps the
librarian gain knowledge of content and content-directed questions. Using Edmoto and a clear and flexible
calendar, her team seamlessly collaborated and discussed student work, looked
to roll out new learning with responsibility assigned to teacher or librarian
(depending on who was where when) and the result was a beautiful project on the
Civil War done with a true guided imagery approach. My notes are here.
To round
things out, Laura D’Elia, Jenny Lussier, and Melissa Stewart all provided
insight into aspects of adding more guided inquiry elements into teaching,
including:
·
Preparing
very young students for research with I wonder moments, ability to do
exploration with realia and books, and open-ended discussions—Jenny does this
very well
·
Looking
carefully at wordless books and books with minimal text to get students to
notice details and examine visual images carefully (Melissa Stewart has great
practical suggestions—my notes are here)
·
Setting
up a standardized guided inquiry online toolbox for students with the research
steps carefully identified and explained and links to places where students can
save work for each step of the process.
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