The document discusses cultivating creativity in children through authentic engagement and applying first principles of instruction. It provides examples of real-world questions students may ask and how those questions could be explored through various subjects like music, language arts, art, science and more. The document also addresses potential challenges like standardized testing and outlines theories and research that support allowing students to pursue their own questions to increase motivation and creativity. It concludes by inviting the reader to an upcoming conference on transforming school library services for students.
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
Iowa caring about our kids through culturally responsive teaching Andrea DeCapua
English learners are a diverse group who enter our schools with a wide range of backgrounds and needs. Many of them readily develop the necessary language skills, are able to access grade-level subject area content knowledge, and progress satisfactorily in school. However, there are other English learners for whom school presents major challenges, who do not progress smoothly, and who are at high risk. This is especially true for students with limited or interrupted formal education (SLIFE). Like all English learners, SLIFE need to develop language proficiency; in addition, unlike other English learners, SLIFE must also develop literacy skills and master new school-based ways of thinking and learning. Because of their prior learning experiences, SLIFE do not share our assumptions about teaching and learning, and when they come to our classrooms they are confounded by the ways in which language and content are presented, practiced, and assessed. The key to helping this population is culturally responsive teaching, which asks educators to develop a new level of awareness of both their own and the students’ culturally derived learning priorities. I examine these different priorities and present a culturally responsive instructional model, the Mutually Adaptive Learning Paradigm (MALP®). This instructional model promotes academic achievement by helping SLIFE access the literacy practices and school-based ways of thinking of our schools while honoring and respecting their own learning paradigm as they transition to our classroom expectations and demands.
North Penn Educational Foundation Funded Grants Booklet 2018Madison Wiernusz
In 2018, while working as a Public Relations intern for the North Penn School District, I collaborated with the North Penn Educational Foundation to create this funded grants booklet. I summarized each grant and designed the booklet using a variety of Microsoft programs, including InDesign.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
North Penn Educational Foundation Funded Grants Booklet 2018Madison Wiernusz
In 2018, while working as a Public Relations intern for the North Penn School District, I collaborated with the North Penn Educational Foundation to create this funded grants booklet. I summarized each grant and designed the booklet using a variety of Microsoft programs, including InDesign.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
Knowledge Building in Senior Kindergarten and Grade 1Bodong Chen
This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Learn how to increase communication effectively with children through the use of sign language at home or in your early childhood development program. We hope you will use this information to guide you through the process of introducing and using sign language successfully in your classroom or home. Visit http://hatchearlylearning.com/webinars for upcoming events and recordings.
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
Presented on the 3nd meeting of the multilateral school partnership Our TRESAURES in Zagreb (May, 2011)
THE TREASURES WITHIN US – TALENTS, ABILITIES, CREATIVITY, IMAGINATION – We are all talented for something but our abilities, creativity and imagination need to be discovered and developed from the childhood through our school years and education. On that path we need understanding and support from our teachers who will help us become happy and successful human beings. Regardless of whether we are talking about our general intercultural ability, specific academic talents, creative or productive thinking, leadership ability, visual and performing arts or psychomotor ability, it is of great importance that teachers and educators find ways to bring creativity to the class every day allowing us, students, to be creative and imaginative and to be able to show all our talents in their full glory. In other words, we think that once brought into the class, creativity would eventually trigger all our hidden abilities turning us all into creative learners.
A motivational lecture on the power of imagination to fulfill your dreams and allow you to be the person you were meant to be. LOTS OF GREAT QUOTES AND PICTURES. YOU ARE SURE TO BE INSPIRED!
Balancing the Equation --While modern life has many positives, there are specific ways that it is impacting the development of young children. This presentation chronicles some of the historical changes, and their effects.
Dr. Montessori lived during the dawn of Industrialization. She realized that embedded within the activities children had experienced for thousands of years conveyed not only direct information but also implicit procedural knowledge (order of operations, cause and effect, etc.). They also provided the precise physical exercise needed to coordinate muscles and strengthen the nervous system. These activities helped the child become independent, and to understand practical matters such as: how food is grown, how clothes are made, and courtesy in social interactions. This knowledge allows children to feel confident concerning their ability to meet their own basic needs.
Life OUTSIDE of the classroom has changed dramatically. For this reason, if we are to be successful, we must also make changes to the activities that take place INSIDE the classroom.
Creativity is a novel and personal experience. Creativity is universal. It is not confined to any individuals, groups of individuals, caste, colour or creed. It is not bounded by the barriers of age, location or culture. Everyone possesses and is capable of demonstrating creativity to some degree. Although many research findings and incidents favour the suggestion that creativity is god given and natural endowment, the influence of the sensory experiences, cultural background, education and training in the nurturing of creativity cannot be ruled out. Therefore one’s creativity maybe correctly said to be a function of natural endowment as well as its nurturing. . The individual receives impressions of the world only through the senses .It is evident therefore deviation from the normal vision has important significance. More impressions reach the brain for interpretation through the sense of sight than through all the other senses combined. Visual difficulties may influence individual in all spheres of life. It is a moral responsibility to see that a positive educational programme is devised under which facilities would be available for nurturing the creativity of the blind children. Proper care and provision of opportunities for creative expression inspire, stimulate and sharpen the the creative mind. It is in this sphere that parents, society and teachers make a significant contribution. They are required to help the children in nourishing and utilizing their creative abilities to the utmost. The educational process, therefore, should be aimed at developing creative abilities among children.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
The Hong Kong Special Administrative Region (Hong Kong) ratified the United Nations Convention on the Rights of the Child (CRC) in 1994. Participation rights under Article 12 of the CRC states that State Parties should ensure that children’s views are given due weight on matters affecting them (Article 12 CRC, 1989). Pupils’ voice is often attributed to this Article and has consequently become a growing area of concern in schools (Lundy, 2007). Despite the international call for increased pupil voice in schools, there is currently a dearth of literature in regard to children’s voice in primary schools in Hong Kong (Forde et al., 2018). The Concluding Observations by the Committee states that there is a lack of “effective and broad mechanisms…to promote and facilitate respect for the views of all children and children’s participation in all matters affecting them” in Hong Kong (CRC, 2013). As a Chinese Confucian society, Hong Kong places respect to teachers at the highest priority and children are expected to not challenge or question them (Ng, 1996, 2001). Therefore, this research aims to understand the extent of which children believe they have participation rights in a faith school in Hong Kong and whether school leaders and parents understand children’s rights. Departing from an interpretivist perspective, this research draws on 12 semi-structured one-on-one interviews to better understand the participants’ lived experiences and views of children’s voice at school. The initial findings suggest that tenants and values stemming from Confucianism play a significant role as to why children’s voice is often not encouraged within the school as academic success is prioritized. However, students demonstrate forms of agency by articulating their personal views and voice. Ultimately, this demonstrates conflict between the children’s prescribed behaviours stemming from Confucian culture and their own autonomous thinking.
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Influencing Instructional Partnerships in Universities: Schools of Library an...Emporia State University
Dow Presention at 2014 Association for Library and Information Science Education, Philadephia, Pa January 21-24, 2014. Special Interest Group (SIG) Program: School Libraries
This presentation uses M. D. Merrill's (2007) first principles of instruction as a theoretical lens for understanding that librarians must lead the way to improving school enviornments using effective, theory-based design of problem-based instruction that includes acquistion of knowledge and information literacy skills. This is a presentation at the 2013 Kansas Library Association-Kansas Association of School Librarians annual conference in Topeka, KS.
Building Bridges to the Future! Teaching Information Literacy Skills Across Disciplines, Standards, and Institutions. (Presentation Panel: Cynthia Kane, Janet Story-Anderson, Carmaine Ternes, Mirah Dow)
Kansas Library Conference, Topeka, KS
October 9, 2013
Dow is the final presenter. This is the Dow presentation portion of the session.
"Nothing is as Real World as Competition: School librarians' roles with stud...Emporia State University
Presentation is written for a student, STEM teachers, and school librarian audience. Provides guided inquiry-research process outline; and uses the scientific method model to outline action steps. Tips for best projects are based on quality needed to become a Broadcom MASTERS winner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. Cultivating Creativity and Imagination in Children and Youth:
Librarians’ Effective Use of First Principles of Instruction
A conversation while looking through a with wit
with polished edges. . . . . .
4. useful to your job
We will talk about cultivating creativity.
What do we know about children and youth in today’s schools?
Creativity?
Cultivating creativity through first principles of instruction and
authentic engagement: EXAMPLE QUESTIONS BY YOUTH
Look out for “blind” spots
Upcoming annual event at Emporia State University - You’re Invited!
5. t o d a y ‘ s s t u d e n t s
• Many students have electronic devices. All students need sophisticated skills for using devices in
academic work (problem-solving).
• Communication styles and skills have changed. There are huge gaps to fill.
• When teaching and learning is meaningful to students, students have more motivation and
positive energy for doing assignments and projects. Students want to ask and answer their own
questions.
• Students needs skills for learning in a group (ideally small groups). Teachers and librarians cannot
teach one student at a time
• Students have no time to waste. There are many challenges facing them - - in their personal lives
and world.
6. major challenges facing society
prevention and treatment of illness and disease
maintaining clean food and water
sufficient energy
global environmental change
need for civil discourse and ethical decision-making
~~~~~~~
Today’s children and youth are likely to face these problems throughout their lifetime.
Creativity is relevant to making moral and ethical decisions.
8. imag·i·na·tion is related to images
First imagination, then comes creativity . . . . .
Images are related to what psychologists and brain scientists refer to as
the brain’s “mental workspace,” a neutral network that coordinates
activity across several regions in the brain and consciously manipulates
symbols, images, ideas, and theories.
Tse, Peter U., et al. 2005.
9. cre·a·tiv·i·ty is imagination applied
Imagination, creativity, and innovation exist along a continuum (Liu and
Noppe-Brandon, 2009).
“If imagination is the capacity to conceive of what is not, then
creativity, in turn is imagination applied: doing something, or making
something with the initial conception” (p. 21).
10. for children and youth to be successful . . . .
“Librarians must lead the way to improving school environments using
effective, theory-based design of problem-based instruction that
includes acquisition of knowledge and information literacy skills” (p. 8).
We must participate in inquiry to
answer students’ questions.
Dow, M. J. (Ed.). (2013). School libraries matter: Views
from the research. Santa Barbara, CA: Libraries Unlimited, p.8.
Kansas Summer Institute for School Librarians
11. theory base:
First Principles of Instruction (Merrill, 2007, p. 63)
Learning is promoted when
• learners are engaged in solving real-world problems.
• existing knowledge is activated as a new foundation of knowledge.
• new knowledge is demonstrated to the learner.
• knowledge is applied by the learner.
• new knowledge is integrated into the learner’s world.
12. Four-phase Cycle of Instruction (Merrill, 2007, p. 63)
Activation of relevant prior knowledge
Demonstration of new knowledge to be learned
Application of the new knowledge to specific situations
Integration of new knowledge and skills into students’ daily activities
13. INFOGRAM
First Principles of
Instruction used by
teachers and school
library media
specialists
Dow, M. J., (2013).
Effective use of first
principles of instruction.
School Library Monthly,
29(8), 8-10.
Please feel free to share
and use this model.
Who should
work together?
Librarian
AND
Music Teacher
Art Teacher
Reading Teacher
Math Teacher
Science Teacher
Social Science Teachers
Others
14. theory base:
authentic engagement leads to creativity
• Student motivation – the degree to which a student wants to learn - - is an important
consideration for educators (Pascarella and Terenzini, 1991; Barkley, 2010; Deci et al.,
2010).
• The best way to motivate people is to support their autonomy (Deci and Flaste, 1995).
• Autonomous motivation is “the inner endorsement of one’s actions, and it reflects the
desire to have one’s interest and preferences determine one’s actions” (Reeve, 2006).
• An effective way to increase student motivation is to allow students to be self-
determining in the classroom. Educators can facilitate authenticity by allowing students
to develop research questions that interest them (Kilipfel, 2014).
15. When students identify real-world problems,
what are they likely to say? EXAMPLE QUESTIONS- 1
Early Education – Lower Elementary
What does “frozen” mean in real life?
Are all families like mine?
Upper Elementary
When I try to fly a paper plane, it crashes. Why?
When I play outside in the cold, my body heats up and causes me to sweat. My
clothes stick to me. Wet clothes keep me cold.
16. When students identify real-world problems,
what are they likely to say? EXAMPLE QUESTIONS - 2
Middle School
My brother has a disability. He does not like to eat. He is unhappy and
cries a lot. I wonder if he cries because he is hungry?
Grass does not grow well under tree limbs. This hurts my summer
lawn-mowing job.
17. When students identify real-world problems,
what are they likely to say? EXAMPLE QUESTIONS - 4
Middle School
About 120 amphibian species, including frogs, have disappeared since
1980 (the year my parents were born). What could happen without
frogs in the food chain?
Sometimes I see raw meat on the grocery store shelves that is past the
sell-by date and offered for a reduced price. Is this safe to eat?
18. When students identify real-world problems,
what are they likely to say? EXAMPLE QUESTIONS - 3
Middle School
My grandmother served us cookies made with colored cereal. I broke
out in a red rash. She gave me Benadryl®. Is that safe?
My family does lots of laundry. It is expensive to wash clothes. I
wonder if cold water detergent would clean the clothes and reduce the
cost of soap and use of gas to heat the water?
19. When students identify real-world problems,
what are they likely to say? EXAMPLE QUESTIONS - 5
High School
We have a car, but gasoline is too expensive to purchase. What are best and
worst cars when it comes to fuel efficiency?
When I grow up, how will I be able to afford a place to live? What is
sustainable and affordable housing?
What impact do humans have on the earth’s climate?
Why the angry divide between Washington D. C. lawmakers?
20. student work examples (6)
Children and youth learn more when answering their own questions.
All Grade Levels │ All Ability Levels │ All Content Areas
School libraries are academic libraries. Public libraries are for all people.
21. Humanities, study of human culture
Music
Children Learn More When Learning
Answers Their Own Questions
• What is “blues”?
• What’s that sound I hear in the
song?
Guy Davis (musician, composer, actor,
director, and writer) helped children set their
song ideas to music and to write poetry
based on the style of blues music lyrics. Set children’s words to music.
Children write poetry. Research
and Inquiry.
22. Humanities, study of human culture
Language
Children Learn More When
Answering Their Own Questions
• Are all families like mine?
• What is a younger sister?
• What is "Do-Re-Mi“?
• What is “frozen”?
• What is “controlled”?
Using music and motions, children learn language skills
by assigning the notes of a scale to a particular syllable.
Children memorize faster using their fine and gross
motor in correlation to other tasks such as singing.
Organized use of fine and gross motor skills helps
children stay on task.Research and Inquiry.
Read and Discuss.
23. Humanities, study of human culture
Painting
Children Learn More When Answering
Their Own Questions
• Are you a real person or painted
from an artist's imagination?
• Was your dress made for you?
Teach using books, painting, and note taking
materials. Teach that artwork is more than a
picture.
Play a question game. Each child asks one question;
then, repeat until each child has asked three
questions.
Research and Inquiry.
What do you see?
Does this make you happy or sad?
24. Natural Science and Mathematics research and inquiry
CONSUMMER SCIENCE, experiment
Three coldwater detergents were selected for this investigation
because they were 1) referenced in existing studies; 2) three different
prices, and 3) available in the local region.
The research question for this study 6th grade experimental study is:
Does higher priced cold water detergent clean clothes better
than lower priced cold water detergents?
25. Research on the Go!
http://researchonthego.blogspot.com/search?updated-min=2011-01-01T00:00:00-08:00&updated-max=2012-01-01T00:00:00-08:00&max-results=1
6th Grade
Question: How
much hot water does
it take to wash dirty
clothes for a family
each week?
Incorporated English Language
Arts, Science, Mathematics,
Research and Inquiry
27. Is over-the-counter Benadryl® a dangerous
drug? I took it when I had hives after I ate
cookies made from colored cereal.
ZOOLOGY BIOLOGY MATHEMATICS RESEARCH & INQUIRY
28. blind spots
Allowing students to ask their own questions frightens me.
How can educators make time for this kind of instruction?
How will librarians and teachers work together to share responsibilities
for best use of first principles of instruction and authentic engagement?
How can we allow students to be creative when they must be preparing
for standardized tests?
29. Your invitation to the 20th annual Institute
2015 Kansas Summer Institute for School Librarians
Emporia State University
June 10-11 9:00 AM until 4:30 PM
Conference Theme: Transforming School Library Services to
Children and Youth
http://www.emporia.edu/slim/programs/schoollibrarymedialicensure.html
Registration form: http://www.emporia.edu/slim/documents/forms/2015-ksi-
registration-form.pdf
Questions? Contact Mirah Dow mdow@emporia.edu
30. Kansas http://www.imls.gov/news/2015_lb21_nlg_march_announcement.aspx
Emporia State University - Emporia, KS
Grant Program: Librarians for the 21st Century
Category: Research in Early Careers Development
Award Amount: $496,277; Matching Amount: $135,005
Contact: Dr. Mirah Dow
(620)341-5734; mdow@emporia.edu
The Emporia State University School of Library and Information Management is collaborating with
other ESU leadership departments including the Department of Physical Sciences, The Teachers
College, and Information Technology to broaden library and information science education through
formal integration of Science, Technology, Engineering, and Mathematics (STEM) into the Master of
Library Science curriculum. The project involves co-teaching between school librarians and
classroom science teachers. ESU will create a new certificate, the Information, Technology, and
Scientific Literacy Certificate; new interdisciplinary curriculum; and new learning opportunities for a
total of 50 undergraduate and graduate college students.
31. references
Common Core State Standards Initiative (CCSS), 2010.
Deci, E. L., & Flaste, R. (1995). Why we do what we do: Understanding self-motivation. New York, NY: Penguin.
Deci, E. L., Jang, H., & Reeves, J. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of
Educational Psychology, 102 (3), 588-600.
Dow, M. J. (2014). Creating a STEM-literate society. Knowledge Quest, 42(5), 14-18.
Dow, M. J. (Ed.). (2013). School libraries matter: Views from the research. Santa Barbara, CA: Libraries Unlimited.
Dow, M. J., (2013). Effective use of first principles of instruction. School Library Monthly, 29(8), 8-10.
Klipfel, K. M. (2014). Authentic engagement. Reference Services review, 42(2), 229-245.
Liu, E., & Noppe-Brandon, S. (2009). Imagination First: Unlocking the power of possibility. San Francisco, CA: Jossey-Bass.
Merrill, M. D. (2007). First principles of instruction: A synthesis. In Trends and Issues in Instructional Design and Technology. 2nd ed. by R. A. Reiser and J. V. Dempsey.
Person Education.
Reeve, J. Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit, The Elementary School Journal, 106(3), 225-236.
Tse, Peter U., et al. 2005. Visibility, Visual Awareness, and Visual Masking of Simple Unattended Targets Are Confined to Areas in the Occipital Cortex Beyond Huma
V1/V2. Proceedings of the National Academy of Sciences of the United States of America, 102 (47): 17178–83.