ALA 2013 presentation

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ALA 2013 presentation

  1. 1. STEM STEAM TEENs 20’s & 30’s More…
  2. 2. Link to all the great resources: http://cedarlake libraryala .blogspot.com
  3. 3. What’s HOT in STEAM Education: How Using ECRR 2 Supports Literacy, Common Core & School Success
  4. 4. Reading Is Fundamental
  5. 5. Reading Is Fundamental  Use the RIF website for many free downloads, including handouts for parents and activities for educators.  ‗Content Connections‘ on the website is the same thing as common core.  The Activity Calendars are simple to use.
  6. 6. Reading Is Fundamental  Why We Need STEAM:  Three millions jobs that are not filled are the jobs we don‘t know how to do because they require technical skills we don‘t have.  There are initiatives that address this problem, but they are geared to middle school and older.
  7. 7. Reading is Fundamental  Children learn by doing. Help teach vocabulary by calling things what they are. An example is that when presented with a fraction, 2/3, and asked to name the numerator, many could not.  Low reading scores are tied to poverty. Access to print can improve those scores because they can help develop background knowledge.  Cognitive demands get higher by grade.  Phonics is one approach to learning to read, but cannot be the only one. For example, some letters don‘t work—‗c‘(k or s sound) and ‗q‘ (‗kw‘ sound).
  8. 8. Reading Is Fundamental  With common core, keep in mind that different books may have different text features. For example, lift-the-flap books help teach prediction. Show parents how they can help their children by using these different text features.  All children develop Basic Interpretative Communication Skills.  They need to learn Cognitive Academic Language Proficiency.
  9. 9. Reading Is Fundamental  Keep in mind that there is a difference between acquisition and learning. With acquisition, learning is acquired naturally. With acquisition babies and children develop language early literacy skills naturally. Learning is forced.  The acquisition of early literacy and early learning is always more powerful.
  10. 10. Reading Is Fundamental
  11. 11. Reading Is Fundamental
  12. 12. Reading Is Fundamental
  13. 13. Reading Is Fundamental  The information, activities, and ideas provided on this website are endless!  Booklists, activity sheets, games, online activities, research…  Something for everyone— babies-adults!  And a lot for librarians!
  14. 14. Reading Is Fundamental
  15. 15. STEAM Booklist is extensive & includes related activities.
  16. 16. Reading Is Fundamental
  17. 17. Reading Is Fundamental ―We tend to teach reading like we‘re sending people to the electric chair. We need to be happier about it.‖ Judy Cheatham, Vice-President of Literacy Services, RIF
  18. 18. Resources for STEAM Programs in Libraries!Websites:  Boston Children‘s Museum: STEM Sprouts Teaching Guide - http://www.bostonchildrensmuseum.org/sites/default/files/pdfs/STEM Guide.pdf  Reading Rockets: Literacy in the Sciences - http://www.readingrockets.org/extras/stem_series/  Science Discovery: A Hands-on Discovery Science Curriculum for Preschoolers and Kindergartners - http://www.teachpreschoolscience.com/index.html Blogs:  Library Makers (Hands-on Activities for all Ages) - http://librarymakers.blogspot.com/search/label/WonderWorks  Show Me Librarian – All Things Steam - http://showmelibrarian.blogspot.com/p/all-things-steam.html Wiki:  Simply STEM programming in libraries http://simplystem.wikispaces.com/Welcome+to+Simply+S.T.E.M.
  19. 19. Boston Children’s Museum
  20. 20. Boston Children’s Museum
  21. 21. Reading Rockets—so many great links!!
  22. 22. So much…
  23. 23. More & more…
  24. 24. Science Discovery
  25. 25. 75 Lessons, Activities, Ideas!
  26. 26. Library Makers Blog
  27. 27. Show Me Librarian—All Things Steam
  28. 28. Lots of Ideas, Including Sample Storytimes…
  29. 29. And links to more…
  30. 30. And more…
  31. 31. And the Wiki!
  32. 32. Wow! Background information Research Ideas, ideas, ideas! Activities for all ages Passive programming, too
  33. 33. Just a sample…
  34. 34. Block Parties  Block play helps children develop many skills: ◦ Motor & eye-hand coordination ◦ Spatial skills ◦ Creative & divergent thinking ◦ Social skills ◦ Language skills
  35. 35. Block Parties  Studies show that children who engage in block play: ◦ Have improved language, vocabulary, grammar, & verbal comprehension ◦ Improved spatial skills. ◦ Improved math skills--& advanced math skills in later life! ◦ Better able to solve problems. And they watch significantly less TV!
  36. 36. Get Stem Connected: Bring Free Education Resources into Your Library Programming  Star_Net Project aims to bring science & technology resources to libraries.  The National Girls Collaborative Project targets mostly after & out of school organizations to encourage girls in STEM learning  NASA has upcoming launches with program possibilities--& and annual ‗Observe the Moon Night‘.
  37. 37. Spokane Public Library received a grant for a Discovery Exhibit:
  38. 38. National Girls Collaborative Project
  39. 39. And FabFems, their parent organization…
  40. 40. NASA LADEE Moon launch mission 9/5/2013 Mars launch (MAVEN mission) 11/18/2013 Observe the Moon Night 10/12/2013
  41. 41. Star_Net: Bringing STEM to Libraries
  42. 42. Many activity ideas—click on ‗Resources‘
  43. 43. 20 Programs for under $20 For teens—but many programs can be adapted to a younger—or older age group. Several programs have STEM components All are cheap & fun!
  44. 44. So many programs  Look for that STEM (or STEAM) connection: ◦ Rube Goldberg Machine (http://www.rubegoldberg.com/ ) ◦ Pi Day 3.14 ◦ Gross Out ◦ Tall Paintings ◦ Excavation ◦ Life on Mars ◦ Marshmallow Wars And more……
  45. 45. Download the handouts  From the blog: http://cedarlakelibraryala.blogspot.com . Click on the ‗teens‘ label.  From the ALA Conference site: http://ala13.ala.org/node/10082.
  46. 46. Visual Thinking Strategies: www.vtshome.org
  47. 47. VTS  Encourages the kind of thinking that helps creativity & innovative thinking develop.  Teaches higher order thinking skills.  Teaches acceptance. Children learn about each other and from each other.  Teaches self-awareness & the ability to be self-critical.  Teaches metacognition—becoming aware of your own thinking.
  48. 48. VTS  This is an ideal form of brainstorming  This is the opposite of group think— each individual thinks his idea is the best. VTS teaches visual constructivism— each person brings an idea and everyone can build on each other’s ideas.
  49. 49. VTS  Is true non-competitive learning  Is truly collaborative.  Is suitable for multiple age groups.  Is a format for civilized discourse.  Is a research-based method to teach viewers to make meaning out of what they see.
  50. 50. VTS  ―Through VTS' rigorous group 'problem-solving' process, students cultivate a willingness and ability to present their own ideas, while respecting and learning from the perspectives of their peers. ― http://vtshome.org/what-is-vts
  51. 51. VTS  Select the image—  Viewers must be able to associate with what they see. Something should be familiar or recognizable. For more suggestions check out the vts website: www.vtshome.org http://www.vtshome.org/pages/articles- other-readings
  52. 52. VTS in Action http://vimeo.com/51146289
  53. 53. VTS in Action  http://learning.blogs.nytimes.com/2012 /10/15/new-feature-whats-going-on-in- this-picture/  http://vimeo.com/69783029  http://www.vtshome.org/what-is- vts/vts-in-action--2
  54. 54. VTS in Action
  55. 55. New York Times‘ Learning Network  http://learning.blogs.nytimes.com/cate gory/lesson-plans/whats-going-on-in- this-picture/  Every Monday morning the blog posted a New York Times photograph without a caption, and invites students to answer three simple questions about it. It starts again Sept. 9!
  56. 56. VTS in Action: Take a look…
  57. 57. VTS in Action….another look
  58. 58. VTS Basics  Show the picture. Viewers look at it silently.
  59. 59. Questions & Responses 1. What‘s going on here? (Not what do you see? Young children may list what they see, but this question goes beyond to what they think, wonder, feel.) Paraphrase what is said. It validates what the viewer said and shows you are listening and understanding. Paraphrasing invites the child to look again.
  60. 60. Question #2 2. ―What makes you say that?‖ Or, ―What do you see that makes you say that?‖ Ask for evidence. (This is very ‗STEAM‘!) Viewers can state innovative and surprising ideas, but they need to back them up.
  61. 61. Question #3 3. What more can you/we find?
  62. 62. Using books!  Many Caldecotts work well for VTS  Pictures and words both communicate with marks on a page. Reading is ‗art-rageous‘!
  63. 63. Ending the ‗book picture‘ session…  End with hands-on experiential learning. For example, after viewing & discussing a picture from Click Clack Moo, children made a cow hat and paper plate typewriter.
  64. 64. Keep in mind  The moderator does not tell the viewers anything about the picture— the title, the artist, etc.  This approach in nonjudgmental. It provides a space for many right answers. It encourages everyone to participate.
  65. 65. LOTS of info online!  Go to the blog: http://cedarlakelibraryala.blogspot.com/ and click on ‗Visual Thinking Strategies.  Go to the vts website: www.vtshome.org  Check out the NY Times Learning Network Blog: http://learning.blogs.nytimes.com/category/l esson-plans/whats-going-on-in-this-picture/

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