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Professional Development:
Bibliotherapy
Kyle Guzik
Programs & Models in Gifted Education
Integrating Bibliotherapy Into
Instructional Practice
Thursday May 2, 2013
Bibliotherapy is a beneficial instructional technique which accomplishes multiple
goals at once. Bibliotherapy is useful and can be implemented by teachers in a
variety of subjects from grades K-12. Bibliotherapy can be effective in reducing
stress in the classroom, both for the teacher and the students. The techniques
employed in the process of bibliotherapy may seem familiar; however, for
bibliotherapy to be effective it is instructive to keep a few key points in mind. The
teacher must purposefully select a book to be read aloud in the whole group
instructional method. The narrative, themes, and issues contained in the book
selected must align with the content area and the teacher’s instructional
goals. The teacher must create discussion questions in advance. The teacher
must be prepared with follow-up questions and must intentionally moderate the
whole group conversation.
A. Model best practices for bibliotherapy.
B. Practice bibliotherapy discussion techniques.
Activities:
Introduction (5 min)
1. I will display and discuss a PowerPoint presentation on bibliotherapy to the class.
2. I will answer any questions regarding bibliotherapy and the presentation.
Whole Group Activity (15 min)
3. I will read The Giving Tree by Shel Silverstein to the class.
4. I will demonstrate that the activity can be modified for a variety of grade levels by displaying
alternative instructional methods for elementary, middle, and high school levels.
5. The class will chose a grade level and the professional development session will proceed according to
the choice made by the class. I will model advanced organizers for moderation of discussion and follow-
up questions.
Discussion (5 min)
6. Comment and Critique: is bibliotherapy an effective instructional method?
7. Can bibliotherapy be appropriately modified to suit the needs of students and teachers in grades K-
12?
8. How might teachers better anticipate student comments and modify follow-up questions to direct
class discussion.
The Giving Tree
By Shel Silverstein
1) Bibliographic Entry:
Silverstein, S. (1964). The Giving Tree. Williamsburg, VA: HarperCollinsPublishers
2) Story Summary
3) Developmental Challenges Addressed
4) Themes/ Key Concepts
5) Introductory Activity
6) Menu of Discussion Questions
To include:
A. Identification
B. Catharsis
C. Insight
7. Follow Up Activities
1. Elementary Activities:
Crossword Puzzle
2. Middle School Activities:
Coloring a Tree
3. High School Activities:
Discussion (2-3 students per group)
Alder
Apple
Aspen
Beech
Birch
Blackgum
Cedar
Cherry
Chestnut
Dogwood
Elm
Ginkgo
Hemlock
Oak
Olive
Pear
Pecan
Pine
Plum
Poplar
Redwood
Sumac
Sycamore
Tulip
Tupelo
Walnut
Willow

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Names of Trees

  • 2. Kyle Guzik Programs & Models in Gifted Education
  • 3. Integrating Bibliotherapy Into Instructional Practice Thursday May 2, 2013
  • 4. Bibliotherapy is a beneficial instructional technique which accomplishes multiple goals at once. Bibliotherapy is useful and can be implemented by teachers in a variety of subjects from grades K-12. Bibliotherapy can be effective in reducing stress in the classroom, both for the teacher and the students. The techniques employed in the process of bibliotherapy may seem familiar; however, for bibliotherapy to be effective it is instructive to keep a few key points in mind. The teacher must purposefully select a book to be read aloud in the whole group instructional method. The narrative, themes, and issues contained in the book selected must align with the content area and the teacher’s instructional goals. The teacher must create discussion questions in advance. The teacher must be prepared with follow-up questions and must intentionally moderate the whole group conversation.
  • 5. A. Model best practices for bibliotherapy. B. Practice bibliotherapy discussion techniques.
  • 6. Activities: Introduction (5 min) 1. I will display and discuss a PowerPoint presentation on bibliotherapy to the class. 2. I will answer any questions regarding bibliotherapy and the presentation. Whole Group Activity (15 min) 3. I will read The Giving Tree by Shel Silverstein to the class. 4. I will demonstrate that the activity can be modified for a variety of grade levels by displaying alternative instructional methods for elementary, middle, and high school levels. 5. The class will chose a grade level and the professional development session will proceed according to the choice made by the class. I will model advanced organizers for moderation of discussion and follow- up questions. Discussion (5 min) 6. Comment and Critique: is bibliotherapy an effective instructional method? 7. Can bibliotherapy be appropriately modified to suit the needs of students and teachers in grades K- 12? 8. How might teachers better anticipate student comments and modify follow-up questions to direct class discussion.
  • 9. 1) Bibliographic Entry: Silverstein, S. (1964). The Giving Tree. Williamsburg, VA: HarperCollinsPublishers
  • 12. 4) Themes/ Key Concepts
  • 14. 6) Menu of Discussion Questions To include: A. Identification B. Catharsis C. Insight
  • 15. 7. Follow Up Activities
  • 16. 1. Elementary Activities: Crossword Puzzle 2. Middle School Activities: Coloring a Tree 3. High School Activities: Discussion (2-3 students per group)
  • 17. Alder
  • 18. Apple
  • 19. Aspen
  • 20. Beech
  • 21. Birch
  • 23. Cedar
  • 27. Elm
  • 30. Oak
  • 31. Olive
  • 32. Pear
  • 33. Pecan
  • 34. Pine
  • 35. Plum
  • 38. Sumac
  • 40. Tulip