Get ready for our next social media campaign by thinking about our March topic--why do you feel "lucky" to be a school librarian.
Wednesday February 28th Secondary Team Meeting TAC--Library Services AASL Standards
Thursday March 8th Elementary Team Meeting 8:30-11:30 TAC 4th Floor AASL Standards
(Book Covers with the head missing)
I was going to make a display for National Procrastination Week (March 1-7), but....
Thank you to Annette Luedtke at Belle Ryan Elementary for sharing this great tip! She uses these starter cards with her students at the beginning of class to help them learn how to talk with each other about the books they are reading. She has them laminated, cut out, and one rings at each table. What a great way to get kids talking about what they are reading!
The fastest way to get your questions answered is to contact the right person!
McKenzie White (531) 299-9362 Instructional technology , ITL Program
Posting your Learning Goals is just the first step in using them effectively with your students. When working with LGs, be sure that you are:
1) All of your instruction should be centered around your learning goals which should relate back to standards
When crafting your lesson plans, your learning goal should should be the driving force. Remember, there are student friendly learning goals already created in the Pacing Guide sections of the A+ Curriculum Guides (located in our Library Services Notebook). Those student friendly learning goals will grow and change as we continue to work with the new AASL standards and our state standards.
2) Highlighting them at the beginning of your lesson
Make sure you explain the learning goal to your students before the lesson begins
3) Referring back to the learning goal during the lesson
As you progress through the lesson, be sure to reference the goal where it feels natural
4) Checking that students understand the learning goal by asking them to restate it
Students can restate the goal as written or put it into their own words. Students should clearly understand what they need to do to reach mastery for the learning goal.
5) Assessing the learning goal through formative or summative assessment
This can be an easy thumbs up/thumbs down activity, a brief glance at student work as you move around the room, a conversation with small groups of students as they are working, an exit ticket at the conclusion of the class or lesson, etc.
"Why don't students use feedback? Sue Brookhart writes that if students don't know how to use feedback or don't understand the learning goal they're applying it to, they're likely to see feedback as evaluative rather than informative. Like a final grade, feedback under these circumstances marks an end to learning, not an opportunity to extend. Raters can be motivators, however, when feedback is timely, specific, actionable, and compassionate. Here's how to put forward-focused feedback to work in your classroom."
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).