Children and Nonfiction

Gualano, Gabriela

Korbey, H. (2013, July 12). How to get kids hooked on nonfiction books this summer. [Web long comment.] Retrieved from http://blogs.kqed.org/mindshift/2013/07/how-to-get-kids-hooked-on-nonfiction-books-this-summer/

Blogger Holly Korbey proposes that nonfiction reading is as important, perhaps more important, than reading fiction. One recent study by Publishers Weekly shows that children read four times as much fiction as nonfiction.  Children’s science writer Vicki Cobb wants to change the imbalance. She strongly believes that children need to be exposed to more high quality nonfiction books with Common Core connections and has created a website, iNK THINK TANK, http://inkthinktank.com/, with recommendations for grades K – 12.

While narrative fiction causes the reader to look inward to self-discovery, nonfiction causes the reader to look outward at the world at large. High quality writing, whether fiction or nonfiction, uses dynamic literary devices that captivate the reader. The website has many recommended books listed by grade level and cover science, biography, poetry art, and other genres.

I agree that a well-written nonfiction books is as fascinating as a fiction book. Nonfiction exposes readers to ideas and investigates these experiences. Although, I am not interested in science I am interested in other nonfiction ares such as biographies, which the website does cover. The CCSS emphasizes nonfiction and by 10th grade more reading for the curriculum will be nonfiction. This type of reading may be more complex and the more exposure children have will ease their introduction to a new area.

Great Teachers Don't Teach

Duncan, Laura

Johnson, B. (2013, June 28).  Great teachers don't teach.  [Web log comment.]  Retrieved from http://www.edutopia.org/blog/great-teachers-do-not-teach-ben-johnson?utm_source=facebook&utm_medium=post&utm_campaign=blog-greatteacherquote

This article drives home the point that, while there are many important qualities that make an excellent teacher, perhaps the most important quality is a willingness to put the student in the driver's seat.  The author's sites his own learning experiences, describing a class he took in college, in which the students participated in a number of psychological experiences.  Rather than merely being lectured to or simply discussing theories, the students directly participated in psychological theories, and the author argues that this form of learning had the greatest impact on his long-term knowledge.  Thus, he encourages project-based learning, in which students learn and apply skills in a real scenario, rather than simply thinking about them theoretically.

This is a valuable article - it emphasizes the value of participation, engagement and higher order thinking and encourages teachers to move away from a passive teaching approah.

How to Apply Design Thinking in Class, Step by Step

Duncan, Laura

Stevens, A. (2013, June 26).  How to apply design thinking in class, step by step.  [Web log comment].  Retrieved from http://blogs.kqed.org/mindshift/2013/06/how-to-use-design-thinking-in-class-step-by-step/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article walks the reader through the basic process of transforming the classroom environment into a design thinking classroom.  First, the author says that a space needs to be created that invites possibility, creativity, surprise and engagement from the students.  Typically, a gym is often a school's "space of possibility," since there is little imposing material in a gym that dictates its use.  The challenge is making the classroom environment produce the same effect.   The author recommends holding "studio time," in which students are invited to freely create and adjust to the new set of expectations for this more flexible time.  Further, teachers can engage students in creating a new design thinking curriculum, by encouraging them to brainstorm about design careers (e.g. interior design, architecture) and then start thinking like designers.  Students should be invited to contribute how they'd like to develop the new classroom and what tools they'd like to add.  Concept development is an important part of the process.  Teachers should help students through the creative process, giving them up to an hour to think, brainstorm and draft out their ideas.  At the end of studio time, it's important for teachers to engage students in reflection about their work and the experience of studio time.

This article is useful, though not as step by step as it claims, in my opinion.  Since the concept of design thinking and studio time is somewhat abstract and probably fairly unfamiliar to most readers, it would have been helpful if the author had spent more time elaborating on the concepts of design thinking and studio time themselves.  Nonetheless, it's a creative concept and inspires teachers to think outside the box and promote flexibility.

Can Digital Games Boost Students' Test Scores?

Duncan, Laura

Barseghian, T. (2013, June 17). Can digital games boost students' test scores? [Web log comment].  Retrieved from http://blogs.kqed.org/mindshift/2013/06/can-students-learn-better-with-digital-games/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article addresses the huge presence that video games hold in most children's lives, and whether they can positively impact students' achievement.  According to a new study, which analyzed 77 peer-reviewed journal articles of students, digital games, as compared to forms of instruction that did not include them, showed a positive effect on students' cognitive competencies - particularly in science, math, engineering and technology.  The author noted that integration digital games into classrooms is becoming increasingly popular, with organizations like the Gates Foundation launching labs to "prototype and develop games formative assessments."  Recent studies show that digital games are becoming one of the most popular types of technology integrated education and teachers are observing the positive impact that these games are making. Still, the author acknowledges that some teachers remain skeptical, pointing out the value of feedback and live interactions in the classroom.

This article is valuable, as it shows yet another example in which technology is moving into the classroom and  the positive potential that this integration could engender.  Worth reading for an appreciation of the role of video games in particular, and how they can be used in an educational manner.

What Does 21st Century Learning Look Like in an Elementary School?

Duncan, Laura

Jukes, I. (2013, June 18).  What does 21st century learning look like in an elementary school? [Web log comment].  Retrieved from http://fluency21.com/blog/2013/06/18/what-does-21st-century-learning-look-like-in-an-elementary-school/?utm_source=Committed+Sardines&utm_campaign=deaddffec8-RSS_EMAIL_CAMPAIGN&utm_medium=email&utm_term=0_f244ccc9d2-deaddffec8-188994535

The author notes that tech integration is often focused on high school and middle school settings but is an equally important topic for elementary schools.  The article argues that teachers must emphasize Communication, Collaboration, Creativity and Critical Thinking to students, ensuring that students are actively participating in their education rather than "consuming passively."  Technology has a big role in these goals, as it can connect students to each other and the outside world, to share and participate in the creation of ideas.  Further, the author argues that technology allows students to learn according to their own needs and learning styles, rather than forcing students to all learn via one unchanging route; it allows for the differentiation of instruction.  Thanks to the presence of technology, a fifth goal (in addition to the 4 C's listed above) is to get students producing and consuming content that provides a meaningful connection to the greater world.
The author provides a brief list of resources about teachers who have focused on this last goal, such as teacher blogs.  He encourages the teacher to integrate his/her integration of technology instruction according to the availability of tech tools, the curriculum and the students' needs.  Teachers are encouraged to enact a few small steps that won't break the bank, such as using just a couple tech tools for a couple subjects to get started.  Further, teachers should make use of websites like Google, which provides a wealth of free tech services.

This is an inspiring little article about how to start thinking like a 21st century doer and helping your students to in that mindset, too.  It offers some practical tips about implementing ideas in the classroom and also emphasizes the broader goals that teachers should keep in mind as they set their goals and directions.

Six Big Tech Trends in Education to Follow

Duncan, Laura

Schwartz, Katrina. (2013, June 5).  Six big tech trends to follow in education.  [Web log comment].
Retrieved from http://blogs.kqed.org/mindshift/2013/06/six-big-trends-in-education-to-follow/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

This article summarizes the NMC Horizon Report of 2013, K-12 edition.  Schwartz explains the big take-aways follows:  First, due to the ever-increasing presence of the internet in students' lives, there are more opportunities for blended and online learning classroom models.  Further, print and digital textbooks are suffering as open-source content becomes better-known and utilized.  The increase of the internet's presence has also decreased teacher isolation and increased collaboration and discussion thanks to social media.
Second, these changes are making some educators feel uncomfortable, as they struggle to keep up with technology's evolution and broadening role in education.  Some teachers are resistant to adapting and professional development has had trouble keeping up with the vast changes.
Next, the report predicts that in the next year, the demand for cloud-based computing in schools will increase and mobile learning may move to foreground, as the market for educational apps continues to grow exponentially.
Learning analytics (using real-time data from digital learning platforms to inform teaching approaches) will also increase, according to the report.  More high-quality open content will also become readily available over the next few years. Lastly, the report predicts that 3-d printing will eventually become part of the educational movement, as these printing devices become less expensive.

In all, this article was fascinating and useful.  Technology's integration into the classroom is moving at an increasingly rapid speed, and it's essential that we prepare and inform ourselves so that we can stay ahead of the curve in our work and keep our school libraries on top of the trends.  This is a great article for a brief summary of what's to come.

Why Teachers Should Be Trained like Actors

Duncan, Laura

Schwartz, K. (2013, July 1).  Why teachers should be trained like actors.  [Web log comment]. Retrieved 
from http://blogs.kqed.org/mindshift/2013/07/teaching-as-acting-a-performance-profession/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

The author makes the argument that, although performance is an essential component of teaching, there is little professional training for teachers on this particular skill.  As school director Ken Lemov notes, "Knowing what you want to do is a long way from being able to do it."  Lemov has started providing teacher workshops in which beginner teachers can role play and practice teaching in front of one another, while the group acts like a class of students.  Lemov believes in encouraging teachers to respond in "real time," learning how to think on their feet, receive feedback and use that feedback immediately to adjust their approach.  He notes, however, that teachers often have trouble letting going of old habits.  He notes that there is an apparent correlation between the quality of instruction and the quality of content.  He says that a "A teacher who pays enough attention to make instructions clear is probably also paying close attention to how academic discussions and projects are structured."  

These points all rang true to me.  I've met many school librarians who say that their biggest complaint about their MLIS/school librarian education was the lack or limited amount of focus on behavioral and classroom management.  Being comfortable in front of a class of students, sometimes unruly, sometimes bored, sometimes confused, is one of the foundations of excellent teaching, and yet it's something that teachers - and school librarians, especially - have little training on.  This article is worth the read, as it encourages you to reflect on your own teaching style and presence in the classrom, and to keep an open mind about your approach.