Granite State Project Partnership

A place where Granite State College faculty and advisors developed OER courseware in a project partnership as part of the launch of the Library Media Specialist certification program.
21 members | 42 affiliated resources

All resources in Granite State Project Partnership

Thinking through Science: Teaching Next Generation Science Standards in the School Library Published

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The learning objectives of this module are: 1. Students will articulate and demonstrate their understanding of Next Generation Science Standards and Three-dimensional Learning.2. Students will integrate Guided Inquiry and Authentic Learning methods with  their collborative teaching of NGSS with science teachers in the school library and the classroom.3. Students will articulate the benefits of Open Education Resources and apply criteria to evaluate and select resources that support Guided Inquiry, Authentic Learning, and NGSS Three Dimensional Learning.The Tasks in this module include:Task 1. Getting to Know Next Generation Science StandardsTask 2. Mapping Next Generation Science StandardsTask 3. Understanding Next Generation Science StandardsTask 4. Collaborating with a Science TeacherTask 5. Teaching Next Generation Science Standards Authentically Task 6. Resourcing Next Generation Science StandardsThe expected learning outcomes resulting from these learning objectives are:1] Enhanced science literacy for school librarians;2] Enhanced knowledge of Guided Inquiry and Authentic Learning for science teachers.As an introduction to the module we view a video that talks about a new vision for science. Next Generation Science standards not only set higher expectations, they aaply what we have learned about how children learn. Next Generation Science Standards are about "doing science." A hands-on approach creates excitement as learners experience science and how it impacts their lives. Click here to view Next Generations Science: A new Vision for k-12 Science Education. As you watch the video, consider the question, "How is the teaching and learning you observe different from how your K-12 science education? Take notes as you view the video. We will use these notes in Task 2 when we create concept maps that represent what we are learning about NGSS. 

Material Type: Module

Author: carol gordon

Math Unit Planning using Backward Design

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This website will help you understand and apply the Understanding by Design (UbD) or Backward Design planning process to develop equitable units of math instruction. The UbD content will draw from the work done by Grant Wiggins and Jay McTighe, digitalcommons@trinity.edu., OER Commons, other resources and from Granite State College math and methods instructors. We will examine each of the 3 main stages of unit planning and apply these concepts to planning math instruction for K-12 students.

Material Type: Module

Authors: Gail Poitrasts PhD, Paula Lombardi M.Ed

Paula's Resources for Diverse Learners- Science Curriculum

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It is a wonderful opportunity if you have access to a greenhouse. Students usually love working in the greenhouse and there are numerous ways to incorporate greenhouse activities into the curriculum. This is especially true for science, mathematics and vocational skills. This webpage is a narrative of some of the activities students and staff worked on when we first adopted our greenhouse. Included are learning activities for high school students in a "life skills" program. A few related handouts are included as attached files.

Material Type: Unit of Study

Author: Paula Lombardi

Creating librarian-teacher partnerships: Roles of school principals and school librarians Published

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This module offers school principals and school librarians the opportunity to build and strengthen understanding and skills toward collaborative instruction with the school librarian and classroom faculty. This module is also appropriate for graduate candidates in school leadership and/or school librarian programs.This module is based on the British University learning model. In England, Small groups of learners meet once a week with a "tutor" - AKA professor to discuss relevant topics, share their work, submit assignments and get feedback. While the faculty suggests resources, learners are expected to conduct research to find their own. This model is especially applicable to school library and school principal candidates who need to build research skills for on-going professional development in the field. Librarians, of course, always need to hone their research skills.Like the British model, learning for this program is largely self-guided. Resources are provided for the learner to develop expertise demonstrated in three major assignments: a white paper, a tri-fold pamphlet, and an analysis of a case study.Candidates must demonstrate and justify competence in targeted ISLLC and ALA Standards to successfully complete the module. This competence is assessed by a rubric used by the candidate for self-assessment and by faculty for performance assessment .Because the learning for this module is largely self-guided, faculty needs to be available for consultation through regularly scheduled office hours and email. The goal of this consultation is to provide coaching and explanation. Faculty will use the Discussion Board Task as formative assessment to guide facilitated instruction and coaching. Summative assessment is demonstrated by the three artifacts produced in the module.

Material Type: Module

Author: Ann Spencer

Guiding the Inquiry: Using the Information Search Process Published

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Guided Inquiry (GI), also known as the Information Search Process (ISP), is a research-based model for teaching information-based inquiry through the collaboration of the school librarian and classroom teacher. A Powerpoint presentation WITH NOTES divides the module into three sections: 1) How do we learn? describes constructivist learning theory developed by Piaget, Dewey, Bruner, Kelly, and Vygotsky and the research on why students plagiarize.2) The centerpiece for this section is the Information Search Process, a staged model that guides information users through Task Initiation, Exploration, Topic Selection, Focus Formulation, Collection of Information, Presentation, and Assessment. The ISP takes a multi-dimensional approach to learning that includes thoughts, feelings, and actions of the information user as they progress through these stages. This section also includes authentic learning tasks as the context for the ISP. 3) Interventions. Since the model is research-based, it is predicative. School librarians can anticipate confusion, frustration, and information behaviors such as selecting information that indicate successful or unsuccessful progression through the ISP stages. The concept of intervention is critical to Guided Inquiry as the school librarian, in collaboration with the classroom teacher, diagnoses the problem and provides an intervention that enables the information user to move from one stage to the next. The goal of this module is to familiarize students with ISP stages, provide print and digital tools for each of the ISP stages, Each section of the module has a learning task for students that requires them to apply what they have learned.

Material Type: Module

Author: carol gordon

Building Classroom Questioning Skills Through Lesson Modeling Published

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In this module, middle and high school teachers explore a model inquiry-based STEM social justice lesson involving statistics and its implementation to understand the role of questioning techniques in delivering inquiry-based lessons, building depth of knowledge and understanding student thinking. In this module, teachers will:-- Evaluate their own questioning skills-- Report, monitor and reflect on their own questioning skills-- Learn new questioning skills while gaining exposure to an inquiry-based, social justice STEM lesson-- Understand the role of questioning skills in building student exposure to Depth of Knowledge levels 3/4 level thinking

Material Type: Module

Author: Lauren Provost

Cognitive STEAM: Environments Published

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This segment expands the role of library services and spaces in alternative K-12 curriculum. Using STEAM as a model for our discussion, we will review learning styles and how to plan libraries to complement pedagogy. Prior to taking the course you should review student learning styles and multiple intelligence theory. To incorporate all learners into our discussions on space we will look beyond STEM to STEAM including art and design into the process as well. We will investigate a future school library influenced by cognitive research, learning styles and pedagogy. The primary goal in the course is to give educators alternative concepts for educational space design that focuses on pedagogy and the individual learner.

Material Type: Module

Author: Margaret Sullivan

Using Social Media as a Research Tool to Explore Scientific Data Published

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This module is part of the Foundations of School Librarianship on using web resources to enhance learning and build collections. It describes a process by which the school librarian and teacher will collaborate on a high school-level project to explore how researchers are using social media to promote and distribute their research findings. This presents a great opportunity for science teachers and school librarians to tap into high school students' enthusiasm for social media in a constructive and educational way. It also provides opportunities for school librarians to collaborate with teachers on developing or enhancing students information evaluation skills. And finally, the days of speaking of collection development as a library activity that means adding physical volumes to the collection may be over. Rather, we speak of developing access to quality resources that enhance learning. Social media sites that provide free access to quality research data supports the concept of promoting Open Educational Resources (OERs).

Material Type: Module

Author: Patricia Erwin-Ploog

Introduction to Technology Integration Published

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The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. Users: Higher Education Instructors: This module could be integrated into a content area course or used as a mini course on technology integration. Librarians: This module could be used as an in-service tool to introduce teachers to technology integration, library resources and how the librarian and teacher can work together to select, implement, and assess technology to enhance student learning. Self-Paced Study: Anyone can work through the module at their own pace for professional development. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology. Learning Objectives The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Material Type: Module

Author: Paula Lombardi

School Librarians Collaborating with STEM Classroom Teachers : Developing a Visual Model Published

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This module is part of the Foundations of School Librarianship on using web resources to enhance collaboration between STEM classroom teachers and school librarians, with special emphasis on STEM subjects. The module is built around the understanding and use of data to support classroom projects. The module describes a process by which the school librarian and teacher will collaborate on a high school-level project to explore how to find, evaluate, and use data to produce an infographic. Infographics are increasingly important as a vehicle for explaining complex subjects. They are a wonderful blend of data and information to create meaning and new knowledge. This module is intended as a 'stretching' exercise for school librarians who often have scant background in STEM. The skills learned by school librarian students revolve around identifying data sources, developing evaluative skills, translating data into an infographic, and working with classroom teachers in STEM subject to match resources with teacher identified learning goals. 

Material Type: Module

Author: Patricia Erwin-Ploog

Cognitive STEAM: Environments Published

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This segment expands the role of library services and spaces in alternative K-12 curriculum. Using STEAM as a model for our discussion, we will review learning styles and how to plan libraries to complement pedagogy. Prior to taking the course you should review student learning styles and multiple intelligence theory. To incorporate all learners into our discussions on space we will look beyond STEM to STEAM including art and design into the process as well. We will investigate a future school library influenced by cognitive research, learning styles and pedagogy. The primary goal in the course is to give educators alternative concepts for educational space design that focuses on pedagogy and the individual learner.

Material Type: Module

Author: Margaret Sullivan

Introduction to Technology Integration for Educators

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This module is an introduction to integrating technology in K-12 classrooms for the pre-service and in-service teacher. The goal of this module is to give teachers an overview of the basic considerations concerning integrating technology in the classroom to meet the needs of all learners. The learner will assess their access to technology and their personal beliefs and attitudes about technology The learner will examine two models of technology integration. TPACK - Technological Pedagogical Content Knowledge SAMR Model of Technology Integration The Common Core Standards that are related to technology and digital media will be examined. Learners will choose a common core standard that suggests using technology and/or digital sources of information and identify technology(s) that will support the standard and enhance the learning environment. The focus will be on selecting technology for the content area (TK and CK) and determine the level of SAMR addressed in the application of the technology Learners will reflect on best practices for maximizing using technology Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a specific learning goal. Learners will examine the important considerations regarding ethical and safe use of technology and Internet use. Learners will examine and evaluate the “Privacy Policy” of two educational game companies. Learners will develop a Technology Integration Professional Development Plan that will include their areas of need and a timeline and resources (network/PLC).

Material Type: Activity/Lab, Teaching/Learning Strategy, Unit of Study

Building Teacher Questioning Skills Through Lesson Modeling

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In this module, middle and high school teachers explore a model inquiry-based STEM social justice lesson involving statistics and its implementation to understand the role of questioning techniques in delivering inquiry-based lessons, building depth of knowledge and understanding student thinking. In this module, teachers will: -- Evaluate their own questioning skills -- Report, monitor and reflect on their own questioning skills -- Learn new questioning skills while gaining exposure to an inquiry-based, social justice STEM lesson -- Understand the role of questioning skills in building student exposure to Depth of Knowledge levels 3/4 level thinking

Material Type: Module

Author: Lauren Provost

Threshold Concepts: Reenvisioning K-12 Information Literacy Instruction Published

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The idea of Threshold Concepts has been widely discussed in higher education for more than a decade. As defined by Jan H.F. Meyer and Ray Land, a threshold concept “can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress”.  (Meyer, J., & Land, R. (2003). Put another way, threshold concepts are the core ideas and principles in any discipline that often become second nature to experts, but may be completely foreign to the novice. And yet, without an understanding of these core concepts, learners cannot progress in further learning in any given subject area. As with all academic disciplines, threshold concepts exist in the area of Information Literacy; grasping information literacy threshold concepts is essential for students to become effective researchers.In 2015, the American Association of College and Research Libraries (ACRL) replaced their Information Literacy Competency Standards, with a “Framework for Information Literacy for Higher Education”. The Framework is organized into six Frames, each anchored by an information literacy threshold concept and supported by a set of knowledge practices and dispositions. These six information literacy threshold concepts include:Authority is Constructed and ContextualInformation Creation is a ProcessInformation Has ValueResearch as InquiryScholarship as ConversationSearching as Strategic ExplorationBased on the research studies and experiences of academic instruction librarians who see first-hand the challenges students experience when conducting college-level research, the new Framework was developed to support information literacy instruction in the digital age. The literature suggests that most students entering college are unprepared for the rigors of academic research. (Head, A. J. (2013). If students can gain an understanding of these six threshold concepts, they will likely be better researchers and generally more successful in their academic work.What are the implications of this huge paradigm shift in college-level research instruction for school librarians? Simply put, school librarians have a wonderful opportunity to prepare students for college level research by systematically teaching information literacy threshold concepts in grades K-12. A scaffolded information literacy instruction program focused on threshold concepts along with standards and skills could help pave the way for students to be effective college researchers. With an estimated 30% of US college and university students dropping out after their first year, preparing research savvy students for the demands of college assignments could have a significant impact on student success and ultimately on college graduation rates.  Instructional ObjectivesBy the completion of Module 1, students will be able to identify a threshold concept from their field or discipline and design a learning activity that could be used to teach this concept.By the completion of Module 2, students will be able to identify one or more stumbling blocks that students encounter when conducting academic research, and describe how a better grasp of one of the six ACRL Information Literacy threshold concepts could help overcome this research barrier.By the completion of Module 3, students will be able to create a lesson plan for a K-12 classroom which teaches or reinforces the threshold concept “Research as Inquiry”. 

Material Type: Module

Author: Susan Mikkelsen

School Librarians Collaborating with STEM Classroom Teachers : Developing a Visual Model Published

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This module is part of the Foundations of School Librarianship on using web resources to enhance collaboration between STEM classroom teachers and school librarians, with special emphasis on STEM subjects. The module is built around the understanding and use of data to support classroom projects. The module describes a process by which the school librarian and teacher will collaborate on a high school-level project to explore how to find, evaluate, and use data to produce an infographic. Infographics are increasingly important as a vehicle for explaining complex subjects. They are a wonderful blend of data and information to create meaning and new knowledge. This module is intended as a 'stretching' exercise for school librarians who often have scant background in STEM. The skills learned by school librarian students revolve around identifying data sources, developing evaluative skills, translating data into an infographic, and working with classroom teachers in STEM subject to match resources with teacher identified learning goals. 

Material Type: Module

Author: Patricia Erwin-Ploog