Co-teaching: Science and Information Literacy Standards

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Instruction to pre-service elementary science teachers; emphasizes science teacher and school library collaboration.

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Co-teaching: Science and Information Literacy Standards

  1. 1. “Combine Science and Information Literacy Standards to improve instruction and increase student learning and achievement.” Dr. Kenneth Thompson Professor, PS115 Our Physical World kthompso@emporia.edu Dr. Mirah Dow Assistant Professor School of Library and Information Management mdow@emporia.eduEmporia State University
  2. 2. co-teachingBasic Components (two heads are better than one)• Two areas of expertise are used.• Two teachers share responsibilities for planning, implementing instruction, and evaluation of student work.• Two teachers assess the teaching and learning experience and improve it for next time.
  3. 3. co-teaching models or strategies❶one content area teacher teaches, one assists❷two content area teachers teach, equal partners❸one content area teacher AND one school librarianin a collaborative partnership, working together toachieve goals for student learning#3 Benefits: – Generate more ideas and creativity – Cover more standards and materials – More interesting to a variety of students – More one-to-one attention and instruction – Students do not have to wait as long for questions to be answered. – Students learn to access, evaluate, and use content: become information literate.
  4. 4. Resources to Help Your StudentsAs a science teacher, partner with theschool librarian in teaching scientificprinciples, the scientific method anddoing science projects.Use the library. Go beyond the class textbook with: Books (bound and e-books) Electronic Reference Books Subscription Databases Kansas Library Card (free) Website
  5. 5. Two Stages of Research Student Science Teacher Librarian Stage One: Preparation Stage Literature Context→ Topic → Observation → Question(s) → Hypothesis →
  6. 6. Two Stages of ResearchStudent Science Teacher Librarians Stage Two: Experimental Stage Data Context → Design → Conduct → Analysis → Conclusions → Communication
  7. 7. Guided Inquiry ModelK—What do I Know? Literature review, research area, topic, contextW—What do I Want to know? Research QuestionsF—How do I Find out? Method: What is the design of my study? Who will I question? What method will I use for data collection?L—What did I Learn? Results: data and data analysisU—How do I Use what I learned? Conclusions: Answer your research questions – What’s new? How does it apply to what is already known.N—What will I do Next time? Conclusions How can my study inform next research steps? K-W-F L-U-N (first letter mnemonic strategy)
  8. 8. LibGuide Take a look!“Research” – Handout by Dow & Thompson• Example topic/problem statements Combine science and information literacy standards – Based on authentic scenarios – Keywords for preparation stage – Resources (go beyond course textbook) – Ready-made to formulate hypothesis and to identify independent (stands alone), dependent (depends on other factors) and control variables (constant).
  9. 9. Questions?
  10. 10. ReferencesGuided Inquiry model from book:Kuhlthau, C., Maniotes, L. K., & Caspari, A. K. (2007). Guided Inquiry: Learning in the 21st century. Libraries Unlimited.Representation of the Research Process from book:Blaxter, L., Hughes, C., & Tight, M. (2006). How to research. Open University Press, 8-9.Two Phases of Research model from PP:Dow, M. J. Nothing is as real world as competition. School librarians’ roles with students and teachers in science fair competition. http://www.slideshare.net/mdow/dow-presentation-oct-14Science teacher and school librarian partnership from journal article:Dow, M. J. (2011). School librarians and science fair competition. School Library Monthly, 17-20.“Research” handout in William Allen White Library, Library Resources, Research Guide:http://libguides.emporia.edu/ourphysicalworldPS115

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