Final Reflections

Well, this class has been a learning experience and a half. Some technology came easily to me, and some had to be wrestled with, causing a few headaches and new lessons in perseverance. The learning community has been a rich one, and several of the comments, ideas, and examples have very constructive. I'm glad that I'm coming out of this experience with materials that I can use in my classroom right away, such as the orientation video and, depending on where I get a job, the webquest. One thing I appreciate most is that we had to create a lesson with technology that genuinely made the lesson better, not just tech for tech's sake. I hope to continue to learn and incorporate my knowledge into my future education!

Library Orientation I through V

I.         Original Lesson

Library Treasure Hunt

Summary:
Teams of students conduct a treasure hunt in the high school library.

Main Curriculum Tie:
Library Media/Information Literacy (7-12)
Standard 3 Objective 1
Locate identified resources.

Materials:

• Six different Treasure Hunt Worksheets/Answer Sheets on different colored papers.
• Candy bars for the winning team.

Attachments

·       Treasure_Hunt_Worksheets.doc

Intended Learning Outcomes:
At the end of the lesson, the students will be able to explain how they located the various items both on the computer and in the stacks.

Instructional Procedures:

1. Meet the students as they enter the Media Center.
2. Point out the various areas of the Media Center. Make sure to focus on the questions which will be covered on the Treasure Hunt.
3. Divide the class into six different teams. Competing as teams, they complete the worksheet.
4. Correct the worksheets as they finish. Return immediately so they can correct the sheet if there are errors. The first team with all the correct answers wins.
5. Hand out the candy bars to the winning team members as they leave. Collaborating teacher may give participation points if desired.

Assessment Plan:

• No pre-assessment needed.
• Observe and record comments and questions asked during the activity.
• Post activity: Review the completed worksheets. Re-teach concepts not learned.

Author:
CATHY KELLER

Created Date :
Jun 25 2008 14:15 PM

http://www.uen.org/Lessonplan/preview?LPid=21327 accessed on 4/28/2012

II.         Lesson Adaptations and Modifications

Lesson Section	Original Lesson	“Technofied” Lesson
Title	Library Treasure Hunt	Library Scavenger Hunt
Main Curriculum Tie	Library Media/Information Literacy (7-12)	Library Media/Information Literacy (7-12)
Standards	Standard 3 Objective 1	Montana K-12 Information Literacy/Library Media Content Standards Framework v  Information Literacy/Library Media Content Standard 1             - The student will identify the task and determine the resources needed. v  Information Literacy/Library Media Content Standard 2             - The student will locate sources, use information, and present findings.
Materials	Six different Treasure Hunt Worksheets/Answer Sheets on different colored papers. Candy bars for the winning team.	QR codes posted around the library A QR reader for each team (6+) Smartphones and ipads or ipod touches w/cameras will do Student Response System Interactive quiz loaded on projector (CPS software) Media player and projector with sound or A computer and headphones for each student
Resources	Locate identified resources.  Attachments ·       Treasure_Hunt_Worksheets.doc	Blog address for QR code questions Address for QR code creator Interactive assessment Library Orientation Video
Intended Learning Outcomes	At the end of the lesson, the students will be able to explain how they located the various items both on the computer and in the stacks.	1.     Students will be able to locate materials in the library using the online catalog, a librarian, and/or their fellow students, with the aid of QR code readers. 2.     Students will understand what behavior is expected of them in the library, what times they can use the library, and what materials are available to them, with the aid of a prepared video and the Student Response System. 3.     Students will master the use of QR code readers and the Student Response System in order to create new understanding.
Instructional Procedures	Meet the students as they enter the Media Center. Point out the various areas of the Media Center. Make sure to focus on the questions, which will be covered on the Treasure Hunt. Divide the class into six different teams. Competing as teams, they complete the worksheet. Correct the worksheets as they finish. Return immediately so they can correct the sheet if there are errors. The first team with all the correct answers wins. Hand out the candy bars to the winning team members as they leave. Collaborating teacher may give participation points if desired.	1.     Meet the students as they enter the library and have each one of them take a seat facing the projector screen, or assign each student a seat at a computer. 2.     Play the prepared “Library Orientation” video. Tell students to observe the video very carefully, as they will need the information provided in order to succeed in the next step of the orientation. 3.     Once the video is over, explain to the students that they will be using their newfound knowledge to navigate various clues posted around the library. The clues will be embedded in QR codes that are hidden in strategic areas all over the library. In order to complete the assignment successfully, they must follow all of the clues and answer all of the questions correctly. 4.     Divide the class into six different teams and assign QR readers to each group. Make sure that each student has a chance to use the QR reader. All of the teams will begin at a central location in the library, where they will find a QR code with their team number on it. This is the first clue. 5.     The QR codes will be linked to the library blog that has several Google survey forms embedded in the page. As they scan each code, they will find a clue to the next location and will use that final destination to answer the questions linked to the blog. They continue this until they have answered all of the questions. 6.     Once the hunt is completed and the QR readers are returned, students will be assigned a numbered clicker. They will answer questions regarding what they just experienced and the information given them at the beginning of the class through the interactive quiz on the CPS system 7.     Once the quiz is complete, give students a few moments to check out books before returning to their class.
Assessment Plan	No pre-assessment needed. Observe and record comments and questions asked during the activity. Post activity: Review the completed worksheets. Re-teach concepts not learned.	No pre-assessment needed. As the scavenger hunt is conducted, information is gathered in Google spreadsheet linked to each of the individual blog posts. Although it does not show individual understanding of concepts, it should give an overall idea of what may or may not need to be re-taught. The interactive quiz with the clickers gives an exact measurement of what each individual learned from the activity, and provides an opportunity for immediate discussion and reinforcement.
Author	Keller, Cathy. Utah Education Network. Utah State Office of Education, June 25, 2008. Web. May 4, 12.	Cook, Samantha.

III.         Techno-“fied” Lesson

Library Scavenger Hunt

Adapted and enhanced by Samantha Cook

Original lesson by Cathy Keller

Lesson Objective: Teams of students will watch an informational video, conduct a treasure hunt in the high school library, and take an interactive quiz in order to familiarize themselves with the library.

Main Curriculum Tie:  Library Media/Information Literacy (7-12)

Standards: Montana K-12 Information Literacy/Library Media Content Standards Framework

v Information Literacy/Library Media Content Standard 1

            - The student will identify the task and determine the resources needed. (Goal met by QR code assignment)

v Information Literacy/Library Media Content Standard 2

            - The student will locate sources, use information, and present findings. (Met by both the QR code assignment and CPS quiz)

Materials:

• QR codes posted around the library
• A QR reader for each team (6+) Smart phones and iPads or iPod touches w/cameras will do
• Student Response System
• Interactive quiz loaded on projector (CPS software)
• Media player and projector with sound or
• A computer and headphones for each student

Resources

-       Blog address for QR code questions

-       Address for QR code creator

-       Interactive assessment

-       Library Orientation Video

-        

Intended Learning Outcomes:

4.     Students will be able to locate materials in the library using the online catalog, a librarian, and/or their fellow students, with the aid of QR code readers.

5.     Students will understand what behavior is expected of them in the library, what times they can use the library, and what materials are available to them, with the aid of a prepared video and the Student Response System.

6.     Students will master the use of QR code readers and the Student Response System in order to create new understanding.

Instructional Procedures:

1.     Meet the students as they enter the library and have each one of them take a seat facing the projector screen, or assign each student a seat at a computer.

2.     Play the prepared “Library Orientation” video. Tell students to observe the video very carefully, as they will need the information provided in order to succeed in the next step of the orientation.

3.     Once the video is over, explain to the students that they will be using their newfound knowledge to navigate various clues posted around the library. The clues will be embedded in QR codes that are hidden in strategic areas all over the library. In order to complete the assignment successfully, they must follow all of the clues and answer all of the questions correctly.

4.     Divide the class into six different teams and assign QR readers to each group. Make sure that each student has a chance to use the QR reader. All of the teams will begin at a central location in the library, where they will find a QR code with their team number on it. This is the first clue.

5.     The QR codes will be linked to the library blog that has several Google survey forms embedded in the page. As they scan each code, they will find a clue to the next location and will use that final destination to answer the questions linked to the blog. They continue this until they have answered all of the questions.

6. Once the hunt is completed and the QR readers are returned, students will be assigned a numbered clicker. They will answer questions regarding what they just experienced and the information given them at the beginning of the class through the interactive quiz on the CPS system
7. Once the quiz is complete, give students a few moments to check out books before returning to their class.

Assessment Plan:

• No pre-assessment needed.
• As the scavenger hunt is conducted, information is gathered in Google spreadsheet linked to each of the individual blog posts. Although it does not show individual understanding of concepts, it should give an overall idea of what may or may not need to be re-taught.
• The interactive quiz with the clickers gives an exact measurement of what each individual learned from the activity, and provides an opportunity for immediate discussion and reinforcement.

Resources: all images in the orientation video were either taken from www.public-image-domain.com or were captured in the Sentinel High School library.

IV.         Essay

            The original library scavenger hunt is a common paper and pencil activity that is conducted with incoming freshman and elementary classes at the beginning of the school year. The librarian lectures about the various rules and facets of the library, often several times in one day, and then passes out the worksheets and pencils, allowing the students to roam the library for a few minutes answering the questions on the page. These papers are then turned in and graded by the librarian. For those of us in high school, that can mean upwards of 150 papers a day for two or three days in a row.

            While the video lecture may seem impersonal, it is beneficial in many ways;

a.     It spares the voice of the librarian.

b.     It ensures that no points are missed because of repetitive forgetfulness. (How many times have you repeated a story and then thought, “Wait. Did I say that already?”)

c.     If the video is made accessible outside of the allotted orientation time (i.e. loaded on the library webpage), students can view it at their convenience. This is very beneficial to those who may have been absent the day of orientation, or for those students who need a refresher on how to search the catalog or locate the book drop.

d.     A video is not only engaging; it allows the viewer to see things from different perspectives. The students can virtually walk through the stacks, see the labels on book bindings, watch a demonstration of how the library passes are stamped, and search for a book, all from their seat.

           

            The use of the QR code readers will be an exciting tool for the students to use, but it is also useful for data collection purposes. The codes are directly linked to a google survey form embedded in an open blog. As the students answer the questions the information is logged in a database linked to my account. Once the activity is over, I can peruse the data, create a graph, and see which challenges most students understood, and which concepts may need to be taught again. This is a generalized form of data, as this part of the activity is conducted by groups and does not necessarily reflect the understanding of each individual. That is where the student response system comes in.

            The student response system (in this case I am using CPS) will give the instructor feedback on the understanding of each student in the room. The students will each be assigned a number that corresponds with the “clicker”, or remote, and will answer 30 multiple choice or true/false questions, reinforcing the concepts covered in the video and the scavenger hunt. Every student must answer before the class can move on to the next question. As each question is answered, the instructor has the opportunity for immediate review and concept reinforcement by discussing the correct answer with the class. Once the quiz is complete, the instructor can access the results for each student and see at a glance which students are struggling, and which concepts may need to be re-taught. The original lesson has questions written down on paper, which the teacher must grade by hand. Any confusion or misunderstanding that a student may have will not be addressed until much later, or perhaps not at all.

            To summarize, the use of technology in this lesson makes the information more accessible, the assessments less time-consuming, and the instruction more streamlined.

V.         Addendum to Prezi Presentation

A Quick Overview

            I work in a high school library that serves over 1,400 students and 70 staff members. We offer many services all of which have different rules and expectations. I have designed a streamlined way to offer an orientation to incoming freshman (and anyone who needs a refresher course) by converting the typical paper-and-pencil orientation into a multimedia event.

            This lesson typically takes up an entire 90 minute period. Because I haven’t implemented the new version in class yet, I’m not exactly sure now how long it will take. The video lecture will certainly shorten things up, but the QR code section of the lesson will take longer than the typical hunt, and the follow up with the student response questions may also cause the lesson to remain just as long. I hope to be able to implement the new orientation next school year and I will block out 90 minutes as usual.

            Students enter the library and watch the prepared video. Next, they are handed the QR codes readers in small groups and scavenge around the library. After turning in the QR code readers, students will take the student response system quiz, and finish up by checking out a book.

            My major changes were taking the question and answer format from pencil and paper and making it a student response system quiz, for easy data gathering and instant grading. A secondary change is introducing students to QR code readers and their use, as well as employing another way to gather data. This also gives students a hands-on exposure to the aspects of the library that are usually just lectured about during orientation.