Sunday, August 14, 2016

A great resource for school (and all) librarians

We Need Diverse Books is an organization that is dedicated to supporting diverse authors and promoting diverse books. The group started with a hashtag and has grown by leaps and bounds to become a force in the publishing and children's books world. The website includes TONS of resources and links to websites by and about diverse authors, their books, and the world of diversity in schools and school libraries.

http://weneeddiversebooks.org

Check out the blog, and follow them on Instagram, too.
Finding Your Purpose!

This article is geared towards public libraries, but its principals can be applied to school libraries as well. Find your purpose (different than a mission statement) and use it to make your library incredibly relevant to your community in this time of Amazon, Google, and Netflix.

Huber, J & Potter, S. (2016). The purpose-based library: finding your path to survival, success, and growth. Retrieved from: https://americanlibrariesmagazine.org/2016/07/20/purpose-based-library/
The Power of (in) the (Im)possible

Great article that has influenced my thinking around collaboration and co-teaching, and has especially helped me re-think my perception of myself as a Teacher Librarian--a vital part of a learning community.

Todd, R. (2013). The power of (in) the (Im)possible. Teacher Librarian, (41)2.

Saturday, August 13, 2016

Taking Your First Job: Where the Rubber Meets the Road and Starting Off: Where Not to Begin

Brandt, Alisa


Akers, A. (2016, July 14). Taking your First job: Where the rubber meets the
    road [Blog post]. Retrieved from Knowledge Quest website:
    http://knowledgequest.aasl.org/taking-first-job-rubber-meets-road/


Akers, A. (2016, August 10). Starting off: Where not to begin [Blog post].
    Retrieved from Knowledge Quest website: http://knowledgequest.aasl.org/
    starting-off-not-begin/
CO
IL

Anne Akers wrote these two blog posts about a month apart this summer and they both offer excellent advice to library students as they land their first school library jobs.
When asked by a former student after being hired for a perfect school library job, Akers is asked where to start? Entering a new library can be overwhelming and full of many projects from weeding to hanging up posters. Aker suggests not making any dramatic changes right away until you have the lay of the land. She recommends starting with small, easily accomplished tasks that give a sense of accomplishment. She also suggests setting the tone and vision of the library by posting the mission statement at the Standards for 21st Century Learners in prominent places in the library. All of her suggestions start with people and relationships.
In her follow up blog post, Aker explains further why she said to NOT start with the collection but instead to prioritize relationships. She says that to start those critical early days establishing yourself by focusing on the collection reinforces a certain stereotype (guardians of books) and does not build relationships. Schools need librarians who will be teachers and part of what takes place in the classrooms.


Evaluation: These two posts are so important for establishing how teacher librarians are perceived at what we can all do to change the stereotypes of libraries and librarians of yore. It means having a vision and confidently displaying it through the library environment and the actions of the librarian. I believe this is useful for librarians starting their first job and seasoned librarians who have been working in the same school for decades. Visions should adapt and while it takes a while to undo old visions, it is nevertheless an important task to take.

Physical Space + Thinking = Cultures of Learning

Brandt, Alisa

Lange, J. (2016, August 9). Physical space + learning = cultures of learning
    [Blog post]. Retrieved from Independent Ideas website: http://aislnews.org/
    ?p=4356

ET
CO

This is a very short blog post about how physical spaces in a school (and library) should reflect the kind of learning activity that takes place there. Lange was inspired to write this post after attending a conference in which author Ron Ritchhart presented a session based off of his book, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools. Richhart suggests that the activity in a classroom “shifts” from one in which the teacher presents material to the class to one where students and adults can work collaboratively. Richhart suggests that there are three kinds of learning spaces: “caves” (for individuals); “watering holes” (small groups); and “campfires” (large groups led by a “storyteller”).
The article continues with some suggestions for creating these spaces. Lange recommends displaying student work and surfaces covered in whiteboard paint so students can demonstrate their thinking. She also shares that she created a kind of Harry Potter “house sorting” book display for students to “sort” their summer reading into one of the three houses from the book. This demonstrates peer thinking in an open and shared space. And finally Lange offers another suggestion from Richhart to go on a “ghost walk” through other educators’ classrooms to get a sense of the kind of activities and what types of learning happens there and how that can be enhanced by the library.

Evaluation: I am very interested in reading Mr. Richhart’s book after reading Lange’s post but I have to say that I see some underwhelming examples of how to use the author’s suggestions. I would be curious to know more about Richhart’s thinking about physical spaces and how they create cultures of learning. Certainly displaying student work gives an example of a particular learning culture and it becomes a way to echo and reinforce those cultures. But I would also like to learn how to create those spaces in my library. We have already seen that our group study rooms from individuals or small groups works well in addition to our open group study areas. We also have two classrooms for a “campfire” space. But I think it would be great to be able to learn how to help individuals more.

Ten Things Your Administrator Needs to Know as the School Year Begins

Brandt, Alisa


Ten Things Your Administrator Needs to Know as the School Year Begins
CO
ET
Church, A. (2016, August). Ten things your administrator needs to know as the
    school year begins [Blog post]. Retrieved from Knowledge Quest website:
    http://knowledgequest.aasl.org/ten-things-administrator-needs-know-school-year-begins/


Church lists all the ways that Teacher Librarians are catalysts for deeper student learning and teacher collaboration. The article could serve as a pocket-sized (or email) advocacy tool by describing all the roles that TL take on from teaching literacies and ethical use of information to being an inspirational instructional partner and program designer.

Evaluation: The timing of this article is excellent. As we are wrapping up this summer semester learning all about the ways that Teacher Librarians can contribute to the success of our students and the strengthening of our programs and the new school year beginning soon, this piece is inspirational. We know the value of our skills and contributions as well as some of our classroom teacher friends and a few of us are lucky enough to have administrators who champion our cause as well but it is always good to have a reminder of what we do and why we are important to our school community. Personally, I find having an example of what to say when asked about what we do is helpful and this article gives a little boost of confidence as I enter another school year.

Friday, August 12, 2016

Teaching Social Studies with Video Games
ET
IL

Maguth, B. M., List, J. S., Wunderle, M. (2015). Teaching social studies with video games. The Social Studies, 106(1), 32-36. doi: 10.1080/00377996.2014.961996

Summary:
This article highlights the use of interactive video games as instructional tools in the classroom.  Students used the game Age of Empires II: The Age of Kings to build up a civilization.  This game was chosen because it could be aligned with state standards, had an easy to use interface, and good enough graphics to keep students engaged.  The teacher assessed student learning by having students write reflections related to academic content standards such as geography, trade, economics, etc.  Students were required to make connections between class discussions and the video game.  Teacher and student found the game to be a success in allowing students to practice academic content in “real world” scenario that was engaging.  The article even attributes this teaching strategy as an example of learning through play—a theory of Vygotsky and Piaget.

Evaluation:

This article highlights the importance of information and technology literacy in our classrooms.  While this article did not highlight the role of a teacher librarian, I can only imagine how much more beneficial the outcome would have been if teacher and teacher librarian had co-taught this assignment.
Leadership: School Librarian Evaluation

CA

Moreillon, J. (2013). Leadership: school librarian evaluation. School Library Monthly, 30(2), 24-25, 59. Retrieved from: http://www.abc-clio.com/Portals/0/PDF/FeaturedArticles/LU/SLMFreeArticles/1113_v30n2p24_Leadership_Moreillon.pdf

Summary:
The implementation of Common Core influenced a review of teacher evaluations.  Teachers are evaluated on many aspects of their teaching including student achievement on standardized tests.  While school librarians are not specifically evaluated based on student assessment, they should be concerned about student success and how it can be achieved.  This article suggests that with the use of formal and informal assessments, such as pre- and post-tests, reflections, graphic organizers, and checklists, school librarians can accurately assess student learning and achievement.  It is also important for school librarians to practice self-assessment.  Some suggestions in the article for self-assessment include reflection on teaching, collaboration with teachers, professional development, outreach, collection access, leadership, and planning and evaluation.  The article even provides an example of a self-assessment, “School Librarian Self-Assessment: Five Roles of the School Librarian” as a resource for teacher librarians and school administrators.

Evaluation:

This article provides a guide to school librarians with specific standards that should be met based on the American Association of School Librarians (AASL) 21st-Century Approach to School Librarian Evaluation.  An emphasis in the standards is placed on the collaboration and co-teaching of school librarians with other teachers and faculty members.  Self-assessment and self-evaluation are important tools for any person to reflect upon if they want to become better.  The resource provided at the end of this article is a great tool to help school librarians initially self-assess themselves so that they can set goals for future improvement.

Thursday, August 11, 2016

TED Talks Education

Karen Rogers

ET
CA
CO

TED. (2013, May 11). TED Talks Education. Retrieved July 13, 2016, from

https://www.youtube.com/watch?v=dilnw_dP3xk

Summary:  This video has a plethora of educators, Bill Gates, psychologists, and students who talk about educational theory, new ways of looking at curriculum and assessment, and how to improve our teaching.  The speakers talk about the importance of relationships, inquiry, perseverance, how to motivate students, and ways to help teachers improve.

Review:  The video is incredibly empowering and inspiring.  It encourages teachers to change their traditional mindset and take some risks in education.  It talks about the problems faced in education and ways to improve them.  It talks about the importance of building up student confidence and passion for knowledge being even more important than talent.  I think it is something all people in education should watch before starting the school year.

Project-Based Learning: Success Start to Finish

Karen Rogers

CA = Curriculum Assessment
CO = Collaboration

 Edutopia. (2012, May 23). Project-Based Learning: Success Start to Finish. Retrieved July 13, 2016, from https://www.youtube.com/watch?v=-OWX6KZQDoE 

Summary:  This is a great video about Manor New Technology High School where they have a completely project-based learning program.  The video demonstrates how teachers implement and create the projects for the classroom.  It gives a great amount of information about why you should choose project-based learning and how to assess the projects.

Reflection:  This video was very useful and I think it would be a great video to show staff who have doubts about delving into project-based learning because it actually shows the planning process and thought process behind teaching in this way.  A lot of the fear around this type of learning deals with teachers not having the knowledge on how to start planning or implementing these types of lessons.  Most educators agree that this type of learning is best for helping students to engage and learn in the classroom, but they don't know how.

Tuesday, August 9, 2016

Hoverboards and “hovermoms”: helicopter parents and their influence on millennial students’ rapport with instructors.

Anne Luca

ET

Frey, T. K., & Tatum, N. T. (2016). Hoverboards and “hovermoms”: helicopter parents and their influence on millennial students’ rapport with instructors. Communication Education, 65(3), 359-361.

Summary

This article deals mostly with how teachers should interact with mom's of the millennial generation. Millennial children are considered to be quite different. They have a very different environment in which they grew up and were raised in. For this reason, they require teachers to changing their strategies in how they are intending to go on with teaching. However, this article also deals with how the parents effect that teaching, and what that does to the students. Hovermoms, or over bearing parents, tend to change relationships with teachers, making students expect a specific type of relationship with their instructor.

Evaluation

This article is particularly useful because is shows the change in both student needs and culture. Culture and changing lifestyles have impacted what students needs are, and how they behave in class. It changes how teachers need to relate to students as well as how they need to relate to the student's parents. While relating to parents might not seem like the most important thing, but I think that it could prove to be very helpful. A good way to start understanding students it start by looking at their parents.

Who Creates Curriculum? New Roles for Teachers

Anne Luca

CA


Monson, M. P & Monson, R.J. (1993)Who Creates Curriculum? New Roles for Teachers. Education Leadership. Vol 51 pg 19-21

Summary
This article covered what can be used to help teachers decide what should be taught in classes. Using the model referred to as the curriculum model, teachers essentially form committees and ask questions in order to figure out what would be the best for students. Teachers are encouraged to use the this model because it puts teachers as the main people who should be deciding curriculum, rather than the district or the government. It encourages teachers to think about learning outcomes and what their goals are to for teaching and learning.

Evaluation:

I certainly found this article to be very interesting. I though that this was a great alternative to have non-teachers decide what students should learn. To me, it should seems like teachers should most certainly be the ones deciding what students are learning. I think that this was a great way for teachers to get even more involved with their student's education.

Partner Teaching: A Promising Model

Anne Luca

CO

Bronson, C. E., & Dentith, A. M. (2014). Partner Teaching: A Promising Model. Education, 134(4), 506-520

Summary
This article covers what about co-teaching and collaboration can be helpful. Aside from going over in detail what styles teachers can used to co teach, this article covers what the benefits are for co-teaching and collaboration. They have pointed out that it is very helpful in the case of larger schools and larger class sizes. Students preform better with co-teaching while being in these larger class sizes. Reading in particular seems to be a skill that is effected by co- teaching.

Analysis:

I found this article extremely helpful. It was great for applying learning about how co teaching could really improve student lives. I think it was one of the most informative articles that I have found as far as the positive effects of co teaching and combining class rooms into one. There are many benefits, like improvement in reading scores a swell as improvement in grades.

Not Hush Hush Anymore

Mierop, Kerrie

CO

Wilson, A. (2016, April 1). Not Hush Hush Anymore. School Planning and Management. Retrieved from https://webspm.com/articles/2016/04/01/learning-commons.aspx

Summary: This article discusses how the one-size-fits-all school library is no longer relevant in today’s learning culture. The school library of today must embrace a collaborative center that is at times noisy, but is now a “flexible, interactive, technology-rich area”. The author, Wilson, discusses the necessity of a flexible library that gives students and teachers the ability to move furniture, use private study rooms for both groups and individual study, and gives the students the materials and resources to learn at their own pace. Wilson explores three schools that have made the transformation from the traditional library to a learning commons library. Each school transformed the library starting with redesigning the space and adding the necessary technology. Wilson states the need for the school library to transform into a collaborative learning environment that serves the whole school.


Review: Wilson writes a great article that explores how three schools evolved from a traditional school library into a learning commons center that has allowed the staff and students to have a “flexible, interactive, technology-rich area”. The article shows how the schools adjusted their library environment to help enrich the learning for both staff and students. 

Library to Learning Commons: A Recipe for Success

Mierop, Kerrie

CO

Hayes, T. (2014). Library to Learning Commons: A Recipe for Success. Education Canada. Retrieved from http://www.cea-ace.ca/education-canada/article/library-learning-commons

Summary: This article discusses how the traditional school library is no longer serving the needs of today’s students and teachers. The school library needs to evolve into a learning commons and embrace an inquiry learning base collaborative environment. This learning environment will create and foster a thriving reading culture. The learning commons will create a staff collaboration center, give the students the access to additional resources, and save variable research time for teachers, students, and the teacher librarian.

Review: The author uses the example of how she inherited her grandmother’s old recipes and how, although they are great recipes, with what we know about nutrition she has embraced a new healthier diet. The author agrees with her grandmother that food brings the family together, however, as time goes by we need to update these recipes to make them work for our diet. Just like the traditional recipes, the traditional library needs to be updated to make it accessible to the culture of today. The article is well written and lets the reader know that times and culture do change and we need to change with it.

Monday, August 8, 2016

Miller, Olivia

CO

Husid, W. (2013). Collaboration: Make it happen in your school. Library media connection 31(4), 42-44.

Summary

This article gives good tips and techniques for approaching classroom teachers about creating co-teaching learning units, including starting out with smaller units, icebreaker lessons, and relationship building techniques. A good article for getting started with collaborative teaching if you don't have any teachers on board yet. The very first step Husid gives is to become a curriculum and Common Core expert so you can find spaces in existing curriculums where teachers might be open to supplementary resources. Also includes a very useful section on branding yourself as a professional educator and instructional technician; communicating to classroom teachers the skills and technologies you can bring to them and their students can help fuel excitement. Concludes by giving advice on "pacing yourself" and giving enough time to develop relationships slowly, integrate yourself further into multiple teachers' practices, and not take on too much too soon. This allows building of multiple collaboration units over time than can be tweaked and re-used in ensuing years, essentially your own library of instructional co-teaching units!

Review

I found this article very helpful for how to begin collaborative relationships. During our workshops many fellow students noted that it can be hard to get administrators and classroom teachers on board with collaborative teaching; this article gives a roadmap to slowly integrating and ramping up collaborative efforts. I found it useful from a beginners collaborative relationship standpoint, especially the advice about building an instructional unit library over time, starting small with LibGuides and Web 2.0 tools before launching giant collaborative projects right away, and making sure not to overwhelm yourself. I also liked the portions on being aware of how you brand and present yourself as a school librarian, making sure to communicate to teachers and administrators that you are an instructional professional with specialized skills.

What Makes a Literacy?

Miller, Olivia

IL


Bergson-Michelson, T. and Serof, J. (2016). What makes a literacy? Knowledge Quest 44(5).

Summary

This essay clearly and concisely defines "literacy" in a way the explains all the contemporary uses of "literacy" that have been springing up in educational contexts: digital literacy, civic literacy, financial literacy, etc. Answers the question: are these emerging skill sets the province of school librarians? With a resounding YES. Defines literacy and fundamentally a sense-making process; traditional literacy (as in, learning to read and write) transforms symbols on a page into consumable content and information. Other kinds of literacy similarly transform the unknown into sensible components. Students are struggling with sense-making in new contexts; school librarians can help. This includes learning to ask the right kinds of question as a learning process skill that can be applied everywhere. New situations, subjects, and technologies are not impossible to tackle if students know how and what kinds of questions to ask.

Review

This essay is very short; I felt its conciseness actually helped its articulateness. Literacy is a huge topic that branches out into many different kinds of things. This helped me step back and understand it before diving into to more particular details and sub-topics like 21st Century Skills and Digital Literacy. It also contains references to scholars and other essays that become more specific under the Literacy umbrella. A strong piece with many paths to other readings and references.

Designing Learning Experiences for Deeper Understanding

Miller, Olivia

CO


Stripling, B. K. and Harada, V.H. (2012). Designing learning experiences for deeper understanding. School Library Monthly 29(3), 5-12

Summary

This article gives a step-by-step plan for collaborations between classroom teachers and teacher librarians according to the acronym CLEAR GOALS - each letter stands for a portion of instructional unit design. It gives a sample conversation between two instructors for initiating a collaborative teaching experience. The letters in CLEAR GOALS stand for:
  • Content learning goals
  • Learners
  • Essential questions
  • Assessment
  • Resources
  • Guiding framework of inquiry
  • Outcomes
  • Assessment
  • Learning experiences
  • Scaffolding
Also shows how each of these pieces can be created with Common Core standards in mind, as well as deeper learning and critical thinking goals. Incorporates Stripling's Inquiry Model. Ends with visual aids including a sample learning plan and other useful tables. Includes both Content & Process unit planning tips.

Review

I liked this piece because a lot of the CLEAR GOALS steps modeled the portions of the lesson plans we used for our Knowledge Building Center. I found this instructive, clear, and step-by-step. I would recommend this to another librarian or teacher to compare the parts of this plan with our KBCs to get a better synthesis and understanding of both. This is also an easy framework to integrate with the Think Models and Big Think Strategies from our textbook reading.

The Spirit of Inquiry in Information Literacy

Miller, Olivia

ET


Dickinson, G. K. (2006). The spirit of inquiry in information literacy. Teacher Librarian 34(2), 23-27.

Summary

This article draws connections between the writings & theories of John Dewey and contemporary constructivist models of inquiry, specifically comparing the American Association of School Librarians Information Literacy Standards with Dewey's works. Draws in theories like Instrumentalism (the blending of logic & creativity to produce scientific experiments and findings) and theories of knowledge as contextual (interdependent between individual & their environment). Supports educational practices that allow students freedom to express creativity, come up with their own questions, and open models of inquiry instead of rote fact memorization. Take-away slogan: Knowledge isn't acquired, it's INquired

Review

I found this article very engaging and interesting! It makes a good argument for libraries as centers of inquiry not only in a contemporary model, but drawing on the history of one of the most famous library pioneers. Gives a good context for the shifting of educational theories over time, giving ammo against naysayers who argue that inquiry models are "newfangled" and not guaranteed to work. Draws from the past to move towards the future.

Saturday, August 6, 2016

The Evolution of a Traditional Library to a Learning Commons.

Mierop, Kerrie

CO

Ackroyd, J.L. (2014). The Evolution of a Traditional Library to a Learning Commons. Teacher Librarian, 42(2), 25-28. Retrieved from http://discover.sjlibrary.org:50080/ebsco-wa/ehost/detail/detail?sid=a8ff28ce-c86e-4848-bb4c-
11cf5949f5e2%40sessionmgr4002&vid=0&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=100092126&db=a9h 

Summary: This article discusses the personal journey of a library media specialist at Monticello High School in Charlottesville, Virginia. Ackroyd discusses her first year as the school librarian and how she opened the library for students and staff to come in and enjoy the library anytime during the day. Ackroyd expresses how the library’s slow development into a learning commons created a few growing pains. At the end of the first year, the staff felt that the librarians did not have control over the library as students were encouraged to talk and the library itself was no longer a quiet place to study. The article discusses how over the summer the bookcases were moved to the back of the library, a large whiteboard was put up, and created a space where school classes could come in and study and other groups of students can meet and socialize. Over the next couple of school years, the library patronage increased and Ackroyd is now looking at creating a virtual learning commons too.

Review: It was a great personal narrative article that explored the growing pains of turning a traditional library into a learning commons. Although the author had some difficult times, the process of turning the library into a learning environment that both students and staff want to visit has been a rewarding journey for this library media specialist. This article was a great read and gives ideas of how to change a school library into a learning commons where both students and staff want to spend time and creates a wonderful learning environment. 

Modelling information literacy for the classrooms of the future

Jana Brubaker

PS

McNichols, S.  (2015).  Modeling information literacy for the classrooms of the future.  Journal of Librarianship and Information Science, 47(4), 303-313.  doi: 10.1177/0961000614526612.

Most models of information literacy were developed for 20th century modes of research and education.  Old models view the information seeker as a consumer of information; the seeker evaluates and organizes it.  Due to developments in technology, however, information seekers are now viewed as creators and originators of knowledge rather than consumers.  There are no models yet that adequately explain the creation process.  With schools beginning to have students develop web games and other educational technology, we need to adapt existing models to these new models of information literacy.  One of the ways that we can do this is to look at the activities happening in the classroom around technology.  We should also use the AASL’s standards for the 21st century learner as guidelines for our new models.
I think this article made some important points, such as the necessity to include terms like “creators” and “originators” in new information literacy models.  These terms are included in the AASL’s standards, so we should consider them important for new models.  The article also mentioned revising our ideas of linearity.  Most information literacy models value a linear, progressive model. This is not always realistic since people often circle back during research.  This is a good point and should be considered in the development of new models.

Overcoming the crisis in curriculum theory: A knowledge-based approach.

Jana Brubaker

CT


Young, M.  (2013).  Overcoming the crisis in curriculum theory: A knowledge-based approach.  Journal of Curriculum Studies, 45(2), 101-118. Doi:10.1080/00220272.2013.764505
After reading a couple of articles that referenced Michael Young’s article, I thought that I would finally look at the article by him. Young believes that we have a responsibility to prepare students for their future careers.  This requires knowledge rather than just skills.  We need to teach students the knowledge of the past so that they can build on it for the future.  Teachers often put all of their stock in their own expertise, or in the student’s ability and motivation to discover.  Curriculum should find a balance between these.  However, curriculum is often constrained by people and politics, and choices limited.  The real crisis, however, is that curriculum theory fails to deal with epistemological questions concerning truth and, therefore, cannot define knowledge.  If we teachers cannot define knowledge for ourselves, the politicians will do it for us.  Students are entitled to knowledge; Young asks what a curriculum would look like with knowledge as its goal.  
In short, this type of curriculum would prepare students to engage in a dialogue with specific disciplines, and prepare them for this type of dialogue in their careers.  Overall, this was a fascinating article that challenges curriculum theorists.  It is no wonder there are so many responses to this article.  I completely agree that knowledge needs to be fully defined for education to be successful. Students need to be prepared to engage with the world of ideas; those ideas underlie every career path and discipline. If we do not empower them with this knowledge, they will remain at a disadvantage.

Transforming pedagogy: changing perspectives from teacher-centered to learner-centered

Jana Brubaker

ET

Dole, S., Bloom, L., and Kowalske, K.  (2016).  Transforming pedagogy: changing perspectives from teacher-centered to learner-centered.  Interdisciplinary Journal of Problem-based Learning, 10(1).

This article reviews the similarities and differences of problem-based learning and project-based learning, which was interesting to me.  Both are inquiry based, and have similar processes, but different results.  Project-based learning results in a product, or an artifact, while problem-based learning results in solutions rather than products.  One important similarity between the two is the role of the teacher as a facilitator or a coach.  Another similarity is that both are cross-curricular and emphasize student choice.  Both contain what is needed for deeper learning and content mastery.  This deeper learning transfers to other contexts.  
Although research is beginning to show that these models of learning produce deeper learning, they are difficult to implement in schools that are focused on standards-based learning and assessment.  Such a big change in pedagogy takes time.  Teachers need to be able to discuss, think about, and practice teaching in this way before implementing it.  The authors conducted a field study in which they offered an online summer course, with one week of field experience, on both models of learning.  After returning to the classroom, they interviewed the teacher participants to find out if they were using these models of learning. Sixty-four percent of the teachers said that they were still using the models due to the course and field experience and 100% said they would recommend those models to others.
Most of the teachers said it was a great learning experience for them.  They learned how to maintain order in an environment that appears more chaotic.  They were able to focus on critical thinking and problem solving skills in a new way.  They learned how to differentiate and allow students to take control of their learning.  Student participants also had positive experiences.  Classroom climate was reportedly better.  Student-teacher relationships improved too. Overall, the article helped me gain a better grasp of the differences between the two teaching models.

Research on Learning and Instruction for Curriculum, Instruction, and Assessment

Acacia Wilson

CA

Goldman, S. R., & Pellegrino, J. W. (2015). Research on learning and instruction implications for curriculum, instruction, and assessment. Policy Insights from the Behavioral and Brain Sciences, 2(1), 33-41.
Summary: This article focuses on 21st century learning and the skills that education needs to focus on to develop 21st century learners. Curriculum and instruction should focus on problem solving, challenging tasks, collaboration, and self-monitoring and self-regulation. Students should not be treated as passive receivers of knowledge, but active participants in the process. Assessment should focus on ongoing formative assessment to inform teaching. The goal is for students to master the material, not for the majority of students to preform at an adequate level on a summative assessment.


Review: This article does a great job looking at and describing current, popular, and productive issues in curriculum and assessment and touches on some issues relevant to education theory. If you know little about those topics, this is a great overview and introduction to the most relevant issues in curriculum and assessment today. If you already have a good understanding of the topic, this will serve as a refresher on the most current trends.