HookerB_KA

FRIT 7231 Instructional Design Key Assessment #2 Brittany Hooker

Identification of Learning Problem My target audience is Kindergarten-5th grade students attending Tussahaw Elementary School in McDonough, Georgia. They range in abilities academically, emotionally, & socially and can be described as performing above, below, or on target in their respective grade levels. The problem identified as meeting the requirements for extra instruction is learning how to effectively use the online public access catalog (OPAC) and locate materials in the library media center (LMC). This problem was identified after speaking with the media specialist at Tussahaw Elementary and discussing areas of weakness in the media program based on her observation of previous years data. The students need this instruction in order to better perform on the information questions of the annual Criterion Referenced Competency Test (currently given in grades 3-5). Another reason for instruction is to lay the foundation for information literacy skills so students can be efficient and effective users of information. Currently, grades K-2 are not taught information literacy skills at Tussahaw Elementary. They do not know how to use the OPAC to search for materials in the library. The desired outcome or goals are for students to be able to do the following: 1. Explain that the materials in the LMC are used for reading, research, and learning 2. Identify the sections of the LMC (Everybody, Fiction, Non-Fiction, Biography, Reference) 3. Describe the characteristics of items found in each section 4. Describe how materials are organized in each section 5. Access the OPAC through the computer workstation 6. Demonstrate how to search using the OPAC for a subject/topic, author, or title 7. Demonstrate the basic procedures of selecting materials (such as locating the appropriate resource for a chosen topic and using place markers, shelf markers, call numbers and asking for assistance if needed) 8. Demonstrate the basic procedures of checking out and returning materials (checking book for wear, using the library card, identifying the location of and scanning the barcode, waiting in line, asking for assistance)

Learner Analysis

Introduction: The school I currently work at is Tussahaw Elementary. We have been a Title 1 school for 4 years now and serve students from Kindergarten through 5th grade. Our enrollment is 588 which changes weekly as we are in a transient area of the county. I was able to begin collecting my data about the intended audience of learners for the analysis by using the Georgia Department of Educations website. From there I looked up my elementary schools report card which has demographic data, attendance information, CRCT data, and adequate yearly progress information. I also interviewed teachers during the end of the year grade level meetings, examined the school records in the data room at school, and interviewed the media specialist and a dedicated volunteer about their observations and assessments of students using the OPAC to find information and books for class and pleasure reading in the media center.

Entry Skills and Prior Knowledge: Some of the students in grades K-2 have a little experience typing on the keyboard while most of the students in grades 3-5 have at least typed a paper using a word processing program like Microsoft Word. Students in grades K-5 have experience through the school year playing educational games from websites on the schools computers during computer time as a weekly specials class. Most of the kindergarten and 1st grade students can use a mouse though some have trouble opening and closing windows and double clicking icons on the desktop. Older students are fluent in this area and can use basic search features on the internet through search engines like Google. The older students have demonstrated and expressed difficulty using key words and narrowing down searches on the internet and OPAC to find answers to questions and locate resources. They would rather just ask where an item is than look for it in the OPAC. Upper grade students mostly use natural language in searches and do not often attempt to use filters or limiters. They have some understanding of the organization of the library that is primarily limited to picture books, non-fiction, and chapter books while the younger students are only aware that types of books can be found together (for example, all the Clifford books are together in one section). Students in grades 3-5 are taught mini lessons on the Dewey Decimal Classification System and 3rd graders participate in a Do the Dewey scavenger hunt.

Attitudes toward Content and Academic Motivation: Just as students are different in experiences and preferred learning styles, the students also vary in terms of motivation and selfdiscipline toward their academics. All interviewed expressed that students are more engaged when they can select their own topic for research projects. This helps those who are less interested in research to become more engaged through taking ownership in the activities and making the topic personal to them.

Educational Ability Levels: Classes consist of low performing students (who may or may not have limited English proficiency (8%), or a learning or physical disability (14%)), average or ontarget grade level achievers or those who excel in mastery of the standards and may be recommended for the talented and gifted program of which there is one class of mixed grade levels (12%) that meets twice a week. The school has two moderately intellectually disabled classes. One for students in grades K-2 and another for students in grades 3-5.

General Learning Preferences: Based on information observed first hand and through interviews, most of the student population seems to prefer visual and hands-on or kinesthetic learning opportunities over auditory learning of orally presented information through lectures and discussions. Students also prefer to choose their own way to demonstrate their knowledge.

Attitude toward Teachers and School: The vast majority of students seem to enjoy schoolespecially for its social aspects. They have expressed that they like their teachers and classmates. The teachers are mostly respected by their students as authority figures though some students obviously do not fit the norm and disobey or purposely cause trouble so they can get out of class. There are students who really enjoy school and learning so they go above and beyond expectations and participate in academic competitions such as spelling bees, or the Academic/Reading Bowl competitions. Other students participate in school clubs for fitness, or leadership such as school council.

Group Characteristics: Social characteristics include a range of students who are social butterflies to those who are quite introverted and are very shy. Some students have many friends while others have little if any close relationships with their peers. They also range from mild mannered to easily angered or frustrated. Cultures are diverse as well. Based on the Georgia K12 School Report Card, the percentages for students by race/ethnicity are 1% Asian, 5% multiracial, 6% Hispanic, 29% White, and 59% Black. Of this population, 2% are limited English proficient, 2.7% are in the gifted program, 13.8% are in special education, 14% are students with disabilities, 37.1% are in the Early Intervention Program (EIP), and 64% meet the eligibility requirements for free/reduced meals. The school has met AYP for attendance, Reading/English Language Arts and Mathematics since its opening in the year 2008.

Task Analysis

I used a topic analysis but also combined it with a procedural analysis when some procedures were necessary just like the examples of the textbook demonstrate. I conducted the task analysis after building upon my prior knowledge of routines and procedures in the library for checking out books. Since I was unable to find a subject matter expert (SME), I acted as my own and used tutorials found on the internet to build more knowledge about the different functions and various features of the OPAC my school uses which is Follett Destiny. The SME has 8 years experience and access to media mentors with a combined 40 years experience one of which is nationally certified. A. Choose a topic you are interested in learning more about. B. Go to the computer work station in the library. 1. Find the catalog shortcut that looks like a tree. 2. Use the mouse to double-click on the tree icon. C. Conduct a Basic search by typing into the search box and clicking on the appropriate button or pushing the enter button on the keyboard. 1. Title A. The title is the name of the book B. Example: No David! 2. Author A. The author is the person who wrote the book B. Example: David Shannon 3. Subject/Topic A. The subject or topic is what the book is about B. Examples: an animal, a person, a place, a thing or a theme 4. Series A. A series is a set of books by the same author and similar themes B. Examples: The Magic Tree House, The Boxcar Children, Goosebumps 5. Destiny Quest search A. A kid-friendly search platform B. Right-click on the Destiny Quest tab in the upper left corner of the main catalog page. C. Additional helpful features 1. Top ten most popular books to browse 2. New arrivals to browse 3. Drag and drop feature to add book selections to a personal list 4. Visual sticker on each books picture lets you know availability info. D. Conduct a Power Search to limit your results 1. Select Power tab at top of the catalog search screen a. To confirm, you will see a blue arrow next the Power tab

2. Select the appropriate search criteria from the drop down menu a. Title 1. The title is the name of the book 2. Example: No David! 2. Author 1. The author is the person who wrote the book 2. Example: David Shannon 3. Subject/Topic 1. The subject or topic is what the book is about 2. Examples: an animal, a person, a place, a thing or a theme 4. Series 1. A series is a set of books by the same author and similar themes 2. Examples: The Magic Tree House, The Boxcar Children, Goosebumps 3. Type in the search box 4. Select additional limiters from the drop down menu a. all these words 1. Use to search for all the words you typed 2. Example: American Symbols will search for both words together and separate b. any of these words 1. Use to search for any of the words you typed 2. Example: American Symbols will search for both American and Symbols giving you results for both words c. this exact phrase 1. Use to search for both words together not separately 2. Example: American Symbols will give you results on symbols of America exactly as typed 5. Left click on search button or add more criteria to your search using and, or, & not before clicking on the search button or pushing the enter button on the keyboard. 6. Example: keyword: birds NOT symbols to exclude books on birds as symbols E. Conduct a Visual search to search with picture cues 1. Select Visual tab at top of the catalog search screen a. To confirm, you will see a blue arrow next the Visual tab 2. Select one of the categories to search a. Animals b. Famous people c. Folk and fairy tales d. Geography e. History f. Holidays g. Science e. Sports 3. Select a subcategory to search 4. Browse the selection to find the book you want F. Narrow your search for a book in the catalog

1. Select preferred material type a. Select a type using the drop down menu b. Example: book 2. Award winners a. Use drop down menu to search for literary prizes b. Use drop down menu to search for state award winners 3. Reading level a. Type a number range in the provided boxes b. Example: 1.0 to 1.9 for first grade reading level 4. Interest level a. Select a level range from the drop down menu b. Example: K through 3rd grades 5. Reading program a. Select accelerated reader from the drop down menu b. Select lexile from the drop down menu 7. Destiny Quest limiter additional features a. Review rating-choose the number of stars b. Language-right click on a link to select the language G. Decide which type of book or information you are seeking. 1. Picture books a. More illustrations than words b. Found in the everybody section 1. Call numbers on spine a. Arranged in alphabetical order b. E for everybody with first 3 letters of authors last name 2. Example: E SHA c. Most often make-believe stories d. Example: No David! By David Shannon 2. Chapter books a. More words than pictures b. Longer than picture books c. Make-believe stories d. Found in fiction section 1. Call numbers on spine a. Arranged in alphabetical order b. FIC for fiction with first 3 letters of authors last name 2. Example: FIC LOW e. Examples: The Giver by Lois Lowry 3. Nonfiction books a. More words than illustrations b. Contains true facts, not make believe c. Found in the nonfiction stacks 1. Call numbers on spine a. Arranged by Dewey decimal system from 000 to 999 b. Numerals with first 3 letters of authors last name 2. Example: 363.3 MAR

d. Example: Weather by Fred Martin 4. Biographies a. More words than illustrations b. Contains true facts about a persons life c. Found in the biography section 1. Call numbers on spine a. Arranged in alphabetical order b. BIO for biography with first 3 letters of persons last name 2. Example: BIO WAS d. Example: George Washington by Stuart Kallen 5. Encyclopedias a. A collection of information b. Contains true facts, not make believe c. Found in the reference section 1. Call numbers on spine a. Volumes are in number or alphabetical order b. REF for reference d. Example: search for dog under volume D 6. Dictionaries a. A collection of information 1. Different types include picture, primary or basic 2. Entries are in alphabetical order 3. Guide words 4. Pronunciation 5. Definition 6. Examples of use b. Contains true facts, not make believe c. Found in the reference section 1. Call numbers on spine 2. REF for reference d. Example: search for dog and you will see the pronunciation, definition, and may see a picture, the word used in a sentence, or related items (see also) H. Write down the location of the books you want to check out 1. Use provided scratch paper and pencil 2. Supplies are located on the counter and by the computers I. Walk over to the circulation desk and get a place marker J. Search the appropriate section of the library you want the information from 1. Use the shelf markers on the bookcases and walls to guide you picture books everybody section chapter books fiction stacks nonfiction books (fact based) nonfiction stacks biographies about peoples lives biography section encyclopedias reference section dictionaries reference section

2. Ask for assistance if needed K. Search using the call numbers you wrote down 1. Ask for assistance if needed 2. Use the shelf markers for help L. Use the place marker when selecting a book 1. Slide the marker in front of the book you want to look at 2. Leave the marker in the place of the book on the shelf 3. Browse the book a. Check to see if it is the correct book b. Check to see if it is a Just Right book 1. Use the Five Finger Rule poster on the wall 2. Ask for help if needed c. Look for signs of damage 1. Rips/torn pages 2. Soiled pages d. If damaged, bring to the book hospital at the circulation desk and select a different book M. Walk over to the circulation desk when you are finished selecting your books and wait in line 1. Find the barcode on the back of the book 2. Find the barcode on the front of your library card N. When it is your turn, lie the book and library card on the counter so that both barcodes can be seen and scanned by the media staff. Return the place marker to the basket on the circulation desk then walk out of the library and return to class quietly O. Return the checked out materials to the book bin before you check out another book 1. The drop slot is located on the front of the circulation desk

Flowchart

Instructional Objectives Terminal Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1a. Perform a search for materials on a specific self-selected topic 1b. Given shelf markers and Dewey posters, locate materials in the correct section of the library based on item selected from the catalog (Psychomotor domain)

Terminal Objective 2: The learner performs a basic, visual, power, or quest search for library materials Enabling Objectives: 2a. Explain at least two ways searches can be performed (title, author, subject/topic, series, and keywords) 2b. Apply a limiter when searching to narrow results (type, award, level, interest level, AR/Lexile, year, length, rating) (Cognitive/psychomotor domains)

Terminal Objective 3: The learner identifies sections of the library Enabling Objectives: 3a. Compare two sections of the library by describing how the books in those sections are alike or different from each other 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetic order, Dewey Decimal System) (Cognitive domain)

Terminal Objective 4: The learner demonstrates the procedure for checking out materials Enabling Objectives: 4a. Demonstrate proper handling of books and place markers 4b. Using the prompt on the place marker and posters on the walls, determine if the book is a Just Right book 4c. Using the prompt on the other side of the place marker and posters on the circulation desk, determine if the book has signs of damage 4d. Identify the barcodes on the back cover of the book and front of the library card. (Psychomotor domain)

Classification of Instructional Objectives

Content Fact Concept Principles Procedure Interpersonal Attitude 2a 3, 3b

Performance Recall 1 3a 1a, 1b, 2, 2b, 4, 4a-d Application

AASL Learning Standards 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness to needs, importance, and social and cultural context. 1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.6 Display emotional resilience by persisting in information searching despite challenges. 1.3.5 Use information technology responsibly. 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. 2.1.4 Use technology and other information tools to analyze and organize information. 2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 3.1.6 Use information and technology ethically and responsibly. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3.2 Recognize that resources are created for a variety of purposes. 4.4.1 Identify own areas of interest. 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Standards Alignment Table

Terminal & Enabling Objectives Terminal Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1a. Perform a search for materials on a specific selfselected topic 1b. Given shelf markers and Dewey posters, locate materials in the correct section of the library based on item selected from the catalog Terminal Objective 2: The learner performs a basic, visual, power, or quest search for library materials Enabling Objectives: 2a. Explain at least two ways searches can be performed (title, author, subject/topic, series, and keywords) 2b. Apply a limiter when searching to narrow results (type, award, level, interest level, AR/Lexile, year, length, rating) Terminal Objective 3: The learner identifies sections of the library Enabling Objectives: 3a. Compare two sections of the library by describing how the books in those sections are alike or different from each other (more or less pictures or words, if make believe, has true facts, contains information about a persons life, or is a collection of information). 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetic order, Dewey Decimal System) Terminal Objective 4: The learner demonstrates the procedure for checking out materials Enabling Objectives: 4a. Demonstrate proper handling of books and place markers 4b. Using the prompt on the place marker and posters on the walls, determine if the book is a Just Right book 4c. Using the prompt on the other side of the place marker and posters on the circulation desk, determine if the book has signs of damage 4d. Identify the barcodes on the back cover of the book and front of the library card.

AASL Standards Alignment 1.1.1, 1.1.4, 1.1.8, 1.2.2, 1.2.6, 1.3.5, 1.4.1, 1.4.2, 1.4.4, 2.1.4, 2.2.1, 3.1.6, 4.1.1, 4.1.4, 4.2.1, 4.4.1, 4.4.6

1.1.8, 1.2.6, 1.3.5, 1.4.1, 1.4.2, 1.4.4, 2.1.4, 2.2.1, 3.1.6, 4.1.1, 4.1.4, 4.2.1, 4.3.2, 4.4.6

1.4.1, 1.4.4, 2.1.4, 3.1.6, 4.1.4, 4.2.1, 4.3.2, 4.4.6

1.1.5, 1.2.2, 1.2.6, 1.4.1, 1.4.4, 2.1.4, 3.1.6, 4.4.6

Design of Instruction-Alignment with Instructional Strategies

Strategies Lesson 1: Students will evaluate and select the pictures that demonstrate proper procedures. They will match pictures of students to possible just right books

Goals

Objectives Objective 4: The learner demonstrates the procedure for checking out materials Enabling Objectives: 4a. Demonstrate proper handling of books and place markers 4b. Using the prompt on the place marker and posters on the walls, determine if the book is a Just Right book 4c. Using the prompt on the other side of the place marker and posters on the circulation desk, determine if the book has signs of damage 4d. Identify the barcodes on the back cover of the book and front of the library card. Objective 3: The learner identifies sections of the library Enabling Objectives: 3a. Compare two sections of the library by describing how the books in those sections are alike or different from each other (more or less pictures or words, if make believe, has true facts, contains information about a persons life, or is a collection of information). 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System) Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1a. Perform a search for materials on a specific self-selected topic Objective 2: The learner performs a basic, visual, power, or quest search for library materials Enabling Objectives: 2a. Explain at least two ways searches can be performed (title, author, subject/topic, series, and keywords) 2b. Apply a limiter when searching to narrow results (type, award,

UDL Representation & Engagement Prior knowledge to build interest and engagement, modeling procedures with pictures and videos, audio and captions available if needed. Students can review components as needed. This optimizes personal choice in the learning experience.

Assessments

Prior knowledge recall & Demonstration of facts and procedures through modeling & mental practice

1.Explain that the materials in the LMC are used for reading, research, and learning 8.Demonstrate the basic procedures of checking out and returning materials

Quiz items

Lesson 2: Students take notes in their own way while viewing either a presentation or video about the parts of the library. Students read lists or view pictures of items found in the library. EGRUL/organizati on strategy to identify differences between two sections of the library.

Representation Students are able to choose to write notes or draw examples to help them recall information from the video. They can choose which tool they want to use to learn the information (video or slideshow presentation). Students can choose to read view pictures for more information. Students can review components as needed. This optimizes personal choice in the learning experience. Representation & Action/Expression Students choose to view still shots, a video, flow charts or any combination of resources. Students choose how they will prove they

2.Identify the sections of the LMC (Everybody, Fiction, NonFiction, Biography, Reference) 3.Describe the characteristics of items found in each section 4.Describe how materials are organized in each section

Quiz items

Organization and Evaluation of concepts & Immediate feedback through video questions

Lesson 3: Students view tutorials and practice performing searches through a link in the module to the online catalog. They choose the way to

5.Access the OPAC through the computer workstation 6.Demonstrate how to search using the OPAC for a subject/topic, author, or title

Search Results Project using any web.2.0 tool

Quiz

demonstrate their learning about limiters, how to search in different ways, and choose the way they will prove they conducted a successful search.

7.Demonstrate the basic procedures of selecting materials

level, interest level, AR/Lexile, year, length, rating)

conducted a successful search to demonstrate their understanding. This optimizes personal choice in the learning experience and authenticity through the development of their products.

items

Organization and Evaluation of concepts. Using tutorials to enhance learning.

Lesson 4: Students will practice the Dewey Decimal System through WebQuests or pathfinder and links to DDS review and practice games. Then they will select which books belong to each section.
WebQuests to enhance and engage learners

4. Describe how materials are organized in each section 7. Demonstrate the basic procedures of selecting materials

Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1b. Given shelf markers and Dewey posters, locate materials in the correct section of the library based on item selected from the catalog Objective 3: The learner identifies sections of the library Enabling Objectives: 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System)

Representation & Engagement Students choose how to practice the material. This optimizes personal choice in the learning experience. They have the option of reading narrative captions or audio to listen to. Also, students can review components as needed.

Quiz items

Assessments: A quiz utilizing multiple-choice, true/false, matching, and short answer/essay questions will be sufficient for measuring the objectives with the exception of objectives 1a, and 2b. To determine if a student is able to perform a catalog search and apply a limiter to the results, the students will need to submit their search results through email/drop box submission. They can copy/paste a screenshot of the results list, highlight and copy/paste the list into a word document to submit, or choose to write and/or show a detailed description of the process they used to search. Plan for differentiation: The principles of UDL (the selection of multiple means of representation, action/expression, and engagement) were considered when developing the assessments for the objectives in which students will be able to have choices as to how they show their learning and understanding. The incorporation of UDL principles allows me to meet the needs of a diverse student body. Students will take a quiz to fulfill most of the assessment of the objectives, but will be able to choose how to demonstrate their ability to search and apply a limiter to the catalog search to narrow results. The quiz (below) uses picture examples to help aid visual learners and spacers between questions to provide a clear distinction between questions which can sometimes be confusing to students. It also uses a slightly larger font size to help students with visual problems.

Quiz: Searching for and Selecting Resources in the Library

Clifford and the big parade

Call #: E BRI Bridwell, Norman. Series: Clifford the big red dog Published 1998 Reading Level: 2.7 Interest Level: K-3 Accelerated Reader Level: 2.4 / 0.5 pts. Lexile: 480

1. In which section of the library can you find this book? (1b) a) reference b) everybody c) biography d) nonfiction

Thoroughbred horses

Call #: 636.1 GAM L. Series: Horses Published 1996

Gammie, Janet

Reading Level: 4.8 Interest Level: K-3 Accelerated Reader Level: 4.0 / 0.5 pts. 2. In which section of the library can you find this book? (1b) a) nonfiction b) biography c) everybody d) reference

3. Name two different ways to conduct a catalog search. (2a)

a)._______________________________ b.) _________________________________

4. Using the examples below, compare the books in the everybody section to the books in the fiction section. (3a) Everybody (Inside the book)

http://www.amazon.com/Llama-Time-Share-AnnaDewdney/dp/0670012335/ref=sr_1_1?s=books&ie=UTF8&qid=1373845266&sr=1-1&keywords=llama+llama+time+to+share+by+anna+dewdney

Fiction

(Inside the book)

http://www.amazon.com/Olives-Ocean-Kevin-Henkes/dp/B004IH0MR2/ref=sr_1_6?ie=UTF8&qid=1373845208&sr=86&keywords=olive%27s+ocean+by+kevin+henkes

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

5. How are the books organized in the nonfiction section? Pick all that apply. (3b) a) call numbers b) first 3 letters of title c) Dewey Decimal System d) first 3 letters of authors last name

6. How are the books organized in the fiction section? Pick all that apply. (3b) a) first 3 letters of authors last name b) Dewey Decimal System c) first 3 letters of title d) call numbers

7. How are the books organized in the everybody section? Pick all that apply. (3b) a) Dewey Decimal System b) first 3 letters of authors last name c) call letter E d) first 3 letters of title

8. How are the books organized in the reference section? Pick all that apply. (3b) a) first 3 letters of title b) call letters REF or R c) first 3 letters of authors last name d) Dewey Decimal System

Use the Dewey Poster below to answer the following questions.

http://3.bp.blogspot.com/-xu5fztBeC4w/UIF1xXdEu9I/AAAAAAAAAqc/Ynl7SDY63CM/s1600/Dewey-wordle-poster.jpg

Match the book to the correct call number. (1b, 3b) 9. A Pocketful of Poems by Nikki Grimes 10. The Milky Way by Steve Kortenkamp 11. Barnyard Lullaby by Frank Asch 12. Abraham Lincoln * B LIN * 782 ASC * 523 KOR * 811 GRI

13. This is the correct way to keep a book. (4a)

True

False

14. This is the correct way to use a shelf place marker. (4a)

True

False

15. How many words is too hard when selecting a just right book? a. 0-1 b. 2-3 c. 4-5 d. none of the above

16. A book is damaged if it is (4c) a. colored/written in b. has torn pages c. has food or liquid stains d. all of the above

______________________________________________________________________________

17. Where are the library barcodes located? Select all that apply. (4d) a. front cover of book b. back cover of book c. front of library card d. back of library card

Quiz Answer Key

Quiz: Searching for and Selecting Resources in the Library

Clifford and the big parade

Call #: E BRI Bridwell, Norman. Series: Clifford the big red dog Published 1998 Reading Level: 2.7 Interest Level: K-3 Accelerated Reader Level: 2.4 / 0.5 pts. Lexile: 480

1. In which section of the library can you find this book? (1b) a) reference b) everybody c) biography d) nonfiction

Thoroughbred horses

Call #: 636.1 GAM L. Series: Horses Published 1996

Gammie, Janet

Reading Level: 4.8 Interest Level: K-3 Accelerated Reader Level: 4.0 / 0.5 pts. 2. In which section of the library can you find this book? (1b) a) nonfiction b) biography c) everybody d) reference

3. Name two different ways to conduct a catalog search. (2a)

a)._______________________________ b.) _________________________________ subject, author, title, keyword, series

4. Using the examples below, compare the books in the everybody section to the books in the fiction section. (3a) Everybody (Inside the book)

http://www.amazon.com/Llama-Time-Share-Anna-Dewdney/dp/0670012335/ref=sr_1_1?s=books&ie=UTF8&qid=1373845266&sr=11&keywords=llama+llama+time+to+share+by+anna+dewdney

Fiction

(Inside the book)

http://www.amazon.com/Olives-Ocean-Kevin-Henkes/dp/B004IH0MR2/ref=sr_1_6?ie=UTF8&qid=1373845208&sr=86&keywords=olive%27s+ocean+by+kevin+henkes

______________________________________________________________________________ Answers may include: more pictures and less text in the everybody book. More sentences and less pictures in the fiction book. Both are make believe stories. The fiction book is longer. ______________________________________________________________________________ ______________________________________________________________________________

5. How are the books organized in the nonfiction section? Pick all that apply. (3b) a) call numbers b) first 3 letters of title c) Dewey Decimal System d) first 3 letters of authors last name

6. How are the books organized in the fiction section? Pick all that apply. (3b) a) first 3 letters of authors last name b) Dewey Decimal System c) first 3 letters of title d) call numbers

7. How are the books organized in the everybody section? Pick all that apply. (3b) a) Dewey Decimal System b) first 3 letters of authors last name c) call letter E d) first 3 letters of title

8. How are the books organized in the reference section? Pick all that apply. (3b) a) first 3 letters of title b) call letters REF or R c) first 3 letters of authors last name d) Dewey Decimal System

Use the Dewey Poster below to answer the following questions.

http://3.bp.blogspot.com/-xu5fztBeC4w/UIF1xXdEu9I/AAAAAAAAAqc/Ynl7SDY63CM/s1600/Dewey-wordle-poster.jpg

Match the book to the correct call number. (1b, 3b) 9. A Pocketful of Poems by Nikki Grimes 10. The Milky Way by Steve Kortenkamp 11. Barnyard Lullaby by Frank Asch 12. Abraham Lincoln * B LIN * 782 ASC * 523 KOR * 811 GRI

13. This is the correct way to keep a book. (4a)

True

False

14. This is the correct way to use a shelf place marker. (4a)

True

False

15. How many words is too hard when selecting a just right book? a. 0-1 b. 2-3 c. 4-5 d. none of the above

16. A book is damaged if it is (4c) a. colored/written in b. has torn pages c. has food or liquid stains d. all of the above
______________________________________________________________________________

17. Where are the library barcodes located? Select all that apply. (4d) a. front cover of book b. back cover of book c. front of library card d. back of library card

Content Sequencing and Instructional Strategies Sequence

1 2 3 4

Description
Demonstrate the procedure for checking out materials Identify sections of the library Perform a basic, visual, power, or quest search for library materials Select and locate materials from the library using the online catalog

Objective
4 3 2 1

The instructional sequence shown above is based on concept-related sequencing. This type of sequencing is where similar types of content can be grouped together, allows for examples to be provided first before the instruction, begins with the concrete and moves to the abstract (or more complex) concepts, and the logical prerequisite concepts are taught first so the content can be built upon layer by layer. The early modeling of the culminating task-being able to select and check out a book of their very own engages the learner from the beginning. Lesson 1: An introduction to library procedures Terminal Objective 4: The learner demonstrates the procedure for checking out materials Enabling Objectives: 4a. Demonstrate proper handling of books and place markers 4b. Using the prompt on the place marker and posters on the walls, determine if the book is a Just Right book 4c. Using the prompt on the other side of the place marker and posters on the circulation desk, determine if the book has signs of damage 4d. Identify the barcodes on the back cover of the book and front of the library card. Motivational Strategy: Optional Part 1 (At school): Before beginning the online module, ask students to volunteer information about their favorite things or what theyd like to learn about. Create a list of what students offer (games, bicycle, television shows or movies, dancing, reading, playing with friends, animals, foods, etc). Part 2 (Introductory email to parents to support the online module): Explain that students can check out materials from the library on anything that they want to learn about. Activate prior knowledge and help to generate questions by questioning students about what they already know about the library and the catalog before explaining they will receive a unit of instruction online. Students will then log-on to the online module with assistance. Differentiation methods include support through prompting and questioning as well as individual assistance if needed to log-in to the module. Initial Presentation: The students will view the lesson videos or pictures (modeling the procedure and the use of place markers and posters) and listen to the audio explain how to properly handle library materials and the procedure for checking out books. Differentiation is present with being able to view either the videos or the pictures and listen to the audio as many times as needed. Students may review sections when needed. Generative Strategy: Students will practice by evaluating and then selecting which pictures model the proper handling of books and identify the order of the check out procedure. Students

will use the Just Right Book directive to match a book to a student by analyzing and organizing the information given. Differentiation occurs with being able to view the videos and listen to the audio as many times as needed. Students may read picture captions and review sections when needed. Answers will be provided for immediate feedback. (Morrison et. all, 2012 p. 144), (Richardson, Universal design for learning)

Lesson 2: The sections of the library media center Terminal Objective 3: The learner identifies sections of the library Enabling Objectives: 3a. Compare two sections of the library by describing how the books in those sections are alike or different from each other (more or less pictures or words, if make believe, has true facts, contains information about a persons life, or is a collection of information). 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System) Initial Presentation: Students will view the presentation or video of the parts of the library while taking notes or drawing examples of the types of books found in each section. Differentiation methods include choosing which type of presentation to view (video or online presentation) and the option to record notes in their own way (write notes or draw examples). Students may review current or previous sections. Generative Strategy: Students will complete a short review game in the module by selecting the correct answer for each question after the video or recall information learned from the presentations review questions (mental practice). Then using the EGRUL and organizational strategy, ask the students to identify (by typing into the module) differences between two sections of the library. Differentiation: Students may select pictures instead of written answers. They may choose how to review this objective and which sections to compare. They may review current or previous sections. Answers for the games will be provided for immediate feedback. Terminal Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1a. Perform a search for materials on a specific self-selected topic Initial Presentation: Students will view lists or pictures of topics that can be found in the library. Differentiation occurs when students are able to choose to read the lists or view the pictures. Generative Strategy: They will practice selecting a topic to perform a search on. Differentiation methods include being able to select and search as many topics as needed to grasp the concepts of selecting and searching the catalog. (Morrison et. all, 2012 p. 146), (Richardson, Universal design for learning)

Lesson 3: The library catalog Terminal Objective 2: The learner performs a basic, visual, power, or quest search for library materials Enabling Objectives: 2a. Explain at least two ways searches can be performed (title, author, subject/topic, series, and keywords) 2b. Apply a limiter when searching to narrow results (type, award, level, interest level, AR/Lexile, year, length, rating) Initial Presentation: Students will view a video or still shots and flow charts on performing a catalog search and how to apply a limiter. Students may view a tutorial of the catalog and its features or review current or previous sections or ask for assistance when needed. Other differentiation methods include the option of how to learn the material (video, pictures, or flow chart). Generative Strategy: Students will practice performing searches through a link in the module to the online catalog. Learning is differentiated by allowing students to review current or previous sections, ask for assistance when needed, and allowing them to perform as many searches as needed to grasp the concept or as time allows. They may also review the step-by-step directions in the flow chart (an assessment will be proof of a successful search). (Morrison et. all, 2012 p. 149), (Richardson, Universal design for learning)

Lesson 4: Introduction to the Dewey Decimal System (DDS) Terminal Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1b. Given shelf markers and Dewey posters, locate materials in the correct section of the library based on item selected from the catalog Terminal Objective 3: The learner identifies sections of the library Enabling Objectives: 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System) Initial Presentation: The students will choose pictures and videos from a list to view explaining the shelf markers and DDS. Differentiation occurs when students are allowed to choose which videos and pictures to explore the topic. Also, pictures will have narrative captions to read and audio to listen to. They may also review current or previous sections. Generative Strategy: Students will practice the Dewey Decimal System through an embedded pathfinder or links to DDS review/practice games. Next, they will be provided with book covers and asked to identify examples of certain sections of the DDS by selecting which books belong in each prescribed section. The differentiation method is choosing how to practice the material.

Also, a link to a summary of the hundreds division of DDS will be provided to aid in learning for all students. (March, 2004), (Milson & Downey, 2001), (Morrison et. all, 2012 p. 144)

Reference List March, T. (2004). The learning power of WebQuests. Educational Leadership, 61(4), 42-47. Milson, A. J., & Downey, P. (2001). WebQuest: Using Internet Resources for Cooperative Inquiry. Social Education, 65(3), 144-46. Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2012). Designing effective instruction. 7th ed., p. 144, 146, 149). New York: John Wiley & Sons National Center on Universal Design for Learning. (2010). UDL Guidelines. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Richardson, S. (Designer). (2010, May 27). Universal design for learning [Web Graphic]. Retrieved from http://prezi.com/zvehbf95tho8/universal-design-for-learning/

Design of Instruction-Alignment with Instructional Strategies

Strategies Lesson 1: Students will evaluate and select the pictures that demonstrate proper procedures. They will match pictures of students to possible just right books

Goals

Objectives Objective 4: The learner demonstrates the procedure for checking out materials Enabling Objectives: 4a. Demonstrate proper handling of books and place markers 4b. Using the prompt on the place marker and posters on the walls, determine if the book is a Just Right book 4c. Using the prompt on the other side of the place marker and posters on the circulation desk, determine if the book has signs of damage 4d. Identify the barcodes on the back cover of the book and front of the library card. Objective 3: The learner identifies sections of the library Enabling Objectives: 3a. Compare two sections of the library by describing how the books in those sections are alike or different from each other (more or less pictures or words, if make believe, has true facts, contains information about a persons life, or is a collection of information). 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System) Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1a. Perform a search for materials on a specific self-selected topic Objective 2: The learner performs a basic, visual, power, or quest search for library materials Enabling Objectives: 2a. Explain at least two ways searches can be performed (title, author, subject/topic, series, and keywords) 2b. Apply a limiter when searching to narrow results (type, award,

UDL Representation & Engagement Prior knowledge to build interest and engagement, modeling procedures with pictures and videos, audio and captions available if needed. Students can review components as needed. This optimizes personal choice in the learning experience.

Assessments

Prior knowledge recall & Demonstration of facts and procedures through modeling & mental practice

1.Explain that the materials in the LMC are used for reading, research, and learning 8.Demonstrate the basic procedures of checking out and returning materials

Quiz items

Lesson 2: Students take notes in their own way while viewing either a presentation or video about the parts of the library. Students read lists or view pictures of items found in the library. EGRUL/organizati on strategy to identify differences between two sections of the library.

Representation Students are able to choose to write notes or draw examples to help them recall information from the video. They can choose which tool they want to use to learn the information (video or slideshow presentation). Students can choose to read view pictures for more information. Students can review components as needed. This optimizes personal choice in the learning experience. Representation & Action/Expression Students choose to view still shots, a video, flow charts or any combination of resources. Students choose how they will prove they

2.Identify the sections of the LMC (Everybody, Fiction, NonFiction, Biography, Reference) 3.Describe the characteristics of items found in each section 4.Describe how materials are organized in each section

Quiz items

Organization and Evaluation of concepts & Immediate feedback through video questions

Lesson 3: Students view tutorials and practice performing searches through a link in the module to the online catalog. They choose the way to

5.Access the OPAC through the computer workstation 6.Demonstrate how to search using the OPAC for a subject/topic, author, or title

Search Results Project using any web.2.0 tool

Quiz

demonstrate their learning about limiters, how to search in different ways, and choose the way they will prove they conducted a successful search.

7.Demonstrate the basic procedures of selecting materials

level, interest level, AR/Lexile, year, length, rating)

conducted a successful search to demonstrate their understanding. This optimizes personal choice in the learning experience and authenticity through the development of their products.

items

Organization and Evaluation of concepts. Using tutorials to enhance learning.

Lesson 4: Students will practice the Dewey Decimal System through WebQuests or pathfinder and links to DDS review and practice games. Then they will select which books belong to each section.
WebQuests to enhance and engage learners

4. Describe how materials are organized in each section 7. Demonstrate the basic procedures of selecting materials

Objective 1: The learner selects and locates materials from the library using the online catalog Enabling Objectives: 1b. Given shelf markers and Dewey posters, locate materials in the correct section of the library based on item selected from the catalog Objective 3: The learner identifies sections of the library Enabling Objectives: 3b. Explain how the books are organized (call numbers, 3 letters of authors last name, alphabetical order, Dewey Decimal System)

Representation & Engagement Students choose how to practice the material. This optimizes personal choice in the learning experience. They have the option of reading narrative captions or audio to listen to. Also, students can review components as needed.

Quiz items

The instruction I have planned is aligned with my goals, objectives, and the concepts of Universal Design for Learning (UDL). The goals were written with the academic standards and learner analysis information in mind. My objectives were based on the goals and learner analysis as well the task analysis to represent all the students need to know and be able to do. The instructional strategies were obtained through readings of research based strategies in the course textbook and other assigned presentations and readings including peer-reviewed journal articles when necessary. The principles of UDL were used as an evaluation tool for the strategies in the selection of multiple means of representation, action/expression, and engagement for the objectives in which students will be able to learn with choices as to how they learn and how they show their learning and understanding. The incorporation of UDL principles will allow me to meet the needs of a diverse student body.

Collecting Evaluations It is very important to collect information about the online module and how students responded to the content and also how it was delivered. Through and interview of the students and a survey of the subject matter expert (SME), I can assess how well the students obtained the information resources (content) and were able to work through the module (organization). The students will be able to evaluate the online module format of instruction through a link at the end of the unit. The SME will be able to evaluate the online module and determine its effectiveness through a survey as well. I would probably create them with surveymonkey.com. Evaluating the SME survey and student interviews will allow me to make changes that will better suit the needs of the students in the future module offerings and to enhance the experience. I will also gain valuable suggestions for topics of future modules and additional strategies and assessment techniques that would work for the module format.

Student Interview Questions: 1. What did you like about the online module? 2. What did you not like or find difficult? 3. Did you prefer the videos or slide show presentations? 4. Did you prefer the photos or audio commentary? 5. How often did you review previous sections? 6. Did you like the games for reviewing the Dewey Decimal System? 7. Was the module easy to navigate through? 8. Were the questions easy to understand? 9. How do you think the online module could be improved? 10. Do you have any suggestions for future online modules?

SME Survey: Comment specifically on the module content and organization, your observations, and any other aspects that you feel are relevant. 1. What is your general reaction to this topic? Do you see a need for this module? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. In your opinion, what was the greatest strength of the teaching approach used for learning the material in this unit? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. In your opinion, what was the greatest weakness of the teaching approach used for learning the material in this unit? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. Do you find the module interesting and appropriately challenging to students? __yes __no __somewhat

5. How would you rate the instructional objectives? __very strong __strong __somewhat (neither strong nor weak) __weak __very weak Suggestions for improvement: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

6. How would you rate the instructional strategies? __very strong __strong __somewhat (neither strong nor weak) __weak

__very weak Suggestions for improvement: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

7. How would you rate the assessment activities? __very strong __strong __somewhat (neither strong nor weak) __weak __very weak Suggestions for improvement: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

8. How would you rate the clarity of instructions? __very strong __strong __somewhat (neither strong nor weak) __weak __very weak Suggestions for improvement: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

9. What suggestions do you have for improving the module presentation of information (videos, slideshows, podcasts etc)? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

10. What suggestions do you have for future online module topics/standards? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________