Bedford High School
Flipped Library Instruction
In a school of 900 high school students, Jessica didn't have time to co-teach with every teacher in her school, so she create a flipped library curriculum.
Teachers embed chunks of the library information literacy scaffolding videos and instructions into their classes. Teachers can choose from a variety of skills, grade levels, and tools to share with their students. And then.. Jessica uses her time to visit the class when the students are actually using the skills and resources they learned. Voila! Check out Jessica's lessons at: http://bhslibguides.sau25.net/informationliteracy
Through the development of a flipped library classroom, Jessica has led her school in the integration of vital research skills that will prepare her students for college and career.
Angie Miller, Inter-Lakes High School
As a previous English teacher, Angie wanted to make sure that her library offered partnered support in writing. Working with faculty recommendations, she invited students to become writing consultants. The writing consultants trained with Angie, in the library, examining strategies to run successful conferences for writers of all abilities in all disciplines. They calibrated their writing expectations by using sample student papers as common ground for discussions, used tutorials and readings on the practice of consulting, and became familiar with the Common Core Writing Standards. Writers schedule themselves for conferences, and bring their assignment as well as the writing piece so that consultants can assist them in meeting teacher expectations, while also personalizing the feedback process.
With the guidance and advisory of the local university writing center, Inter-Lakes Writing Center became the first high school, student-led writing center in the state of New Hampshire. Through the creation of the writing center, Angie has become a leader in Common Core Writing Standard implementation, while also elevating the culture of writing within the building. You can visit their website here.
Sanborn Regional High School
A Common Core Research Rubric
When Pam arrived at Sanborn five years ago, she was thrilled to see a lot of research happening across the curriculum. Students in English, Social Studies, Science, Technology, World Languages, and Wellness were reading, using the online databases, and writing throughout the semester. However, she quickly realized that instruction was all over the place. Science teachers said one thing while English said something else. Pam approached the English teachers to work with her on creating a single school-wide research rubric for use across the content areas. They used the research language from the Common Core and developed a simple to use rubric teachers could easily insert into any level of research: from formative to summative projects. They relied heavily on this rubric scoring guide to keep the language reader friendly and objective while the content remained challenging.
Through the creation of the school-wide research rubric, students are getting a consistent message about making claims, finding evidence, and citing their sources. Pam's leadership has improved instruction and aligned research across all content areas. You can use and adapt any of Pam's research tools on her website.
What is Your Story?
Plymouth Elementary School
When Beth joined the faculty at a PreK-8 school, she walked into a traditional role of providing read-alouds in a jam-packed, fixed schedule. After building professional relationships for several years, the breakthrough came when when an innovative classroom teacher sacrificed plan time with Beth to teach collaboratively two and three times a week, developing research strategies and information literacy skills. The class moved forward into a research project that attracted the attention of grades 3-5 teachers, and so began the work for a collaborative and flexible library program. The big picture changed for Beth when one of these teachers began teaching grade 6, which is part of the middle school. Toting her partnership with Beth to the middle school has sparked the revolution with upper grades as well. These two now manage a 20% project in which students spend 20% of their class time pursuing a meaningful topic of their choice using the Engineering Design Process. Students now understand that becoming independent finders of information is the key to true knowledge, and their time in the library is more about comparing strategies and notes rather than avoiding reading class.