Pictures from my practicums

Eisenhower Elementary School

Students at Eisenhower Elementary

Students having a Harry Potter Party.

Jefferson West High School Library. Students Studying in the library

Podcasts for kids

10 Podcast for teachers and students
http://www2.scholastic.com/browse/article.jsp?id=11531

Podcast for kids by kids
http://www.kid-cast.com/

Podcast.com
http://kids.podcast.com/

Professional portfolio

My professional portfolio can be found at
www.brandyrobben.weebly.com

Links to Resources

Link to Eisenhower Elementary School
http://www.bvsd.org/schools/eisenhower/Pages/default.aspx

Link to Jefferson West High School
http://www.usd340.org/

Useful Websites:
ALA- http://www.ala.org/
AASL-http://www.ala.org/ala/mgrps/divs/aasl/index.cfm
ALSC-http://www.ala.org/ala/mgrps/divs/alsc/index.cfm
Scholastic- http://www2.scholastic.com/browse/index.jsp
Booklist website and magazine-http://www.ala.org/ala/aboutala/offices/publishing/booklist_publications/booklist/booklist.cfm
Journal for Youth Services in Libraries- http://scholar.lib.vt.edu/ejournals/JYSL/
Big6 Skills- http://big6.com
Neverending search- http://joycevalenza.com

Elementary Unit

Brandy Robben

LI876A-Elementary Practicum

Lesson Plan

Title: Communities around the world

Grade: 2^nd grade

Overview: Students will watch a video on different communities around the world, then compare their community they live in to the communities on the video.

Time frame: 20 mins.

Content area: Social studies, library skills, and technology skills

Content area standards: Colorado, 2^nd grade, Social Studies,

Geography-1. Use geographic terms and tools to describe space and place

2. People in communities manage, modify, and depend on their

Environment

Library and Technology Standards:

Information Literacy Standard 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

2.1 - Organizes information for practical application.

a. Uses note taking and graphic organizers with teacher guidance.

2.2.-Draws conclusions from information.

a. Connects information to personal experience (text-to-self).

b. Connects understanding to other materials (text-to world).

Information Literacy Standard 3-Learners use skills, resources and tools to share knowledge and participate ethically and productively as members of our democratic society.

3.1 –Collaborates with and communicates information and ideas

a- Use writing and speaking skills to communicate new understandings effectively

b -Contributes to discussions and group activities

c- Participate actively and reflect on learning with others

3.2-Respects the differing interests and experiences of others

a-Communicates and listens in a respectful manner

b-Understands and appreciates cultural diversity and learning styles

Cooperative teaching plan:

The librarian will: Introduce today's lesson to students. Show video to students about communities around the world.

The teacher will: Do the Vinn diagram with students and discuss the differences and similarities between student's communities and the communities of Tanzania and India. Do separate Vinn diagrams, one for Tanzania and one for India.

Resources:

-Books on India and Tanzania

-Chart paper for Vinn diagrams

-Mediacast video: Communities around the World, around the corner.

Culminating activity:

Students will come into the library and sit on the carpet. The librarian will introduce the lesson for the day to the students. The librarian will show the video on communities. The video will discuss communities in Tanzania. The teacher will pause the video at appropriate stopping point. The teacher will fill out the Vinn diagram on the chart paper with students. The students will discuss their community, Tanzania's community and what both communities have in common. The librarian will play the video showing the community in India. The librarian will stop the video. The teacher will repeat the process of filling out the Vinn diagram for India.

Assessment:

Students will be able to identify characteristics of their community and the communities in the video. The students will participate and fill out the Vinn diagram as a group.

Results of lesson:

The lesson went well. Students participated and enjoyed the video. The students understood the concept of the Vinn diagram. The students were able to clearly list characteristics of their community, the other communities in the video and what both of them have in common. The students then checked out books.

Secondary Unit

Brandy Robben

Secondary Practicum

Lesson Plan

Title: Annotated Bibliography Project

Grade: Freshman World History II

Overview: Students will use online databases to locate information for their history research projects.

Time frame: 45 mins

Content area: Social Science, technology skills, research skills

Content area standards: History Standard for Kansas: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments and turning points of the Era of World War (1914-1945).

Benchmark 4: The student uses a working knowledge and understanding of individuals, groups, ideas, developments and turning points of the World since 1945.

Library and Technology Standards:

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

3.1.4 use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

-Document quotations and cite sources using correct bibliographic format.

-Abide by Acceptable Use Policy by accessing only appropriate information.

-Use programs and websites responsibly and ethically.

Disposition indicators:

2.2.4-Demonstrate personal productivity by completing products to express learning.

3.2.1-Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Cooperative teaching plan:

The librarian will: Show the students how to access the online databases and hand out student's username and passwords for Kan-ed.

The teacher will: Help the students in the computer lab and answer student's questions about topics for project.

Resources:

-Access to Kan-ed.

-Computer lab

-Annotated bibliography worksheet

-An example can be found at https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRd_65M3vWt3wh7DcjTRdB1E5hnCuApLnJ1J-10L1ztv1NPU_mOHsPMm628NBtlFADMq0XvdSOBTWdF0tPLcHZa_M98Vcpq0Q9gNVaZNMEfMvdvYzh0DC0_dkHJ8m4ISRcE0MKYd8oOF4q/s1600/annotated+bib+scan.jpg

Valenza Resources:

-Instructional Tools for Information Literacy

• The nine Information Literacy Standards for Student Learning that promote information literacy, independent learning and social responsibility.


• Best practice for research-based instruction including provide challenging assignments that require students to manipulate and synthesize information, communicate explicit expectations, focus instruction and provide the tools that students will need to be successful during the process and in completion of the product, provide practice that is content-based, and reflect on the efficacy of your practice.


• Summarizing, paraphrasing and quoting


• Database worksheet


• Research CheckBric

-Student Tools for Information Literacy

• Thesis project organizer


• Project outline


• Research conference Form


• Checklist for research
  

Applying Principal of Library and Information Studies according to the ALA Handbook

As the librarian it is my job to uphold the highest level of library services to all students through appropriate and useful resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests. For this assignment all students will have access to the databases. Each student will have a log in to access the databases. By using Kan-ed.org students can obtain articles to use for their research products. The databases are appropriate for high school students.

As the librarian I will uphold the principles of intellectual freedom and resist all efforts to censor library resources. The students can choose any topic as long as it relates to world history. They can use any database on the Kan-ed.org website.

I will promote diversity by purchasing and having access to materials and resources that present positive role models for diverse populations.

Culminating activity:

In the classroom the librarian will show the students how to navigate the district's website to access the library's website and the link to online databases used to conduct research. The website used to access online databases is www.Kan-ed.org. The librarian will give a tutorial of the databases and how to search the databases. The students need to be specific in what they are searching for. Some examples used include, Pearl Harbor, Hitler, and Shakespeare. The librarian hands out to each student their user name and password for Kan-ed. The students then go to the computer lab. The students work independently to access the databases and find articles for their annotated bibliography project. This is an ongoing project. The next step for students after collecting articles is to fill out the annotated bibliography worksheet then conference with the teacher or librarian to check for understanding.

Assessment: The success of student is determined by their ability to access the databases, navigate through databases and locate articles. The students also need to fill out the worksheet including their topic, thesis, resources and any questions they have about their research.

Adaptations and modifications:

If students did not have a log in sheet that was handed to them at the beginning of class I would provide them with the general log in or make them one. A log in for students can easily be generated.

Modification of the lesson includes limiting the databases used to qualify for their specific topic. For example if the student was researching Hitler I would refer them to databases on History or specifically WWII. Checking for understanding was done by making sure the students was able to independently log on to the computer, access the databases and find at least two articles for their research. Another modification for the lesson would be to have students work in groups of two. By pairing a high learner to a low learner the students can help each other with the assignment.

Results of lesson:

The librarian I am working with has been co-teaching this lesson for eight years. This is an introductory lesson to databases and how to navigate them. As long as the students can get to the databases and use the search engine the lesson is successful. The students will have two more times in the computer lab to gather information for the project. This lesson was successful. I taught the class to two classes. Both classes did well with the task but there were differences between the two classes. The first class did really well with logging into Kan-ed but had a lot of questions about what topic to research. The second class had more problems with logging in but once they were logged in they were able to independently navigate the databases. Although this was my first time teaching this lesson and my supervising librarian has been teaching it for multiple years she said that this is the best it has been since teaching the lesson. I believe the lesson was successful because many students are competent with navigating a computer, web sites, and online databases. In the future I would take more time to show the students how to navigate and use the keyword search on the databases. Using the keyword search is an area for improvement.

Secondary Practicum Notebook

AP American History Notes