Taks, Teks, Technology, and Teamwork

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Taks, Teks, Technology, and Teamwork

• Connie Parr
• Betsy Ruffin
• Cleburne Intermediate School
• Cleburne, TX

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Getting Teachers to Collaborate

• Here are some suggestions
• Be direct just ask a likely one to work with you
• Show them the possibilities
• Send an all-call email asking for volunteers
• Offer them PDAS certificates
• Ask for your administrators support in asking
• Get word of mouth started
• Put collaborative project examples in your
  library newsletters
• Integrate it with technology

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Hints and Tips

• Find out when research projects are done and
  offer your services, especially in areas where
  the teachers may not be as comfortable like
  technology
• Attend curriculum department meetings to find out
  what is going to be taught. Check with teachers
  to find out units of study
• Have forms for requesting materials to be pulled
  or purchased, for reserving library time, for
  requesting collaborative teaching or teaching of
  library/research skills readily available
• Prepare short library lessons that coordinate
  with books or units

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More Hints and Tips

• Create a PowerPoint library orientation. You
  could do one for students and one for teachers,
  then post it on your library computers or your
  campus network.
• Speak at faculty meetings, showing what you have
  available
• Have a Breakfast and Books to encourage teachers
  to come see the latest materials and technology
• Be familiar with the TEKS and TAKS for your grade
  levels
• Remind teachers about and help them with
  inter-library loans

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Notes on Collaborative Planning

• Have a planning form
• Take advantage of email or messenger programs
• Find a time to get together more than one
• Come with a spirit of cooperation and willingness
• Start early in planning
• Be prepared to monitor and adjust your plans

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Collaboration Planning Form

• Include
• Basic Information team, subject(s), dates
• Title of Unit and Timeline
• Goals and Objectives, including Taks and Teks
• Resources Available print and electronic
• Responsibilities who will do what
• Week by week plans for unit
• End project and evaluation of product and
  collaboration

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Our Project

• Title was Holidays Around the World
• Final product due was a PowerPoint presentation
• Length of unit was 6 weeks, including time for
  students to present
• Lessons included were research, use of databases,
  internet searching, website evaluation, correct
  citing of sources, reading skills in context

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HOTS

• HOTS Higher Order Thinking Skills
• Words such as decide, compare, predict, critique,
  defend, develop, create would denote HOTS
  questions
• Our project required the students to make a
  decision about the holiday and give solid reasons
  for their choice

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Lessons Taught by Classroom Teacher

• Reading skills in context
• Use of print sources
• Note-taking
• Citation of sources

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Lessons Taught by Librarian-Technologist

• Web searching
• Web evaluation
• Use of databases
• Basics of Power Point
• Big Six research model

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Lesson Co-taught

• Research
• Application of all skills taught in lessons
• Computer use in lab
• Formation and support of an opinion on a topic

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Timeline
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Timeline
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Veterans Day
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United States Map
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Celebrations Memorials

• Securities hold special services at the Tomb of
  the Unknown Soldier at the Arlington Cemetery in
  Arlington, Virginia.
• There are also special parties to honor the
  veterans that fought and are still alive.

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Celebration Date

• Veterans Day is celebrated on November the 11th
  every year.
• Veterans Day used to be called Armistice Day. On
  the 11th hour of the 11th month of the 11th day
  everyone would stand towards the east.

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East?

• The reason people would stand towards the east
  was because that was the direction to face
  France.
• Why did they face France? That was where the
  Armistice Contract was signed.
• On Monday, November 11th, 1918, the Germans
  signed the Armistice Contract, ending World War I.

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My Personal Opinion

• I think that Veterans Day is a very important
  holiday to the USA because we honor the people
  who fought in World War I just so we could be
  free.

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Citations

• Uhler, Sharron G. Veterans Day. World
• Book. 2004.
• www.k12tlc.com
• Veterans Day.http//www.patriotism.org/veterans
• 5Fday

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What Did The Students Learn?

• Samples of TEKS/TAKS Objectives Met
• Language Arts and Reading
• (5)  Listening/speaking/audiences. The student
  speaks clearly and appropriately to different
  audiences for different purposes and occasions.
• (8)  Reading/variety of texts. The student reads
  widely for different purposes in varied sources
• (11)  Reading/literary response. The student
  expresses and supports responses to various types
  of texts

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TEKS/TAKS

• (13)  Reading/inquiry/research. The student
  inquires and conducts research using a variety of
  source
• (15)  Writing/purposes. The student writes for a
  variety of audiences and purposes and in a
  variety of forms
• (20)  Writing/inquiry/research. The student uses
  writing as a tool for learning and research
• Objective 1 The student will demonstrate a basic
  understanding of culturally diverse written
  texts.
• Objective 3 The student will use a variety of
  strategies to analyze culturally diverse written
  texts.
• Objective 4 The student will apply
  critical-thinking skills to analyze culturally
  diverse written texts.

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TEKS/TAKS

• Social Studies
• (3)  Geography. The student uses maps, globes,
  graphs, charts, models, and databases to answer
  geographic questions.
• (16)  Culture. The student understands that
  certain institutions are basic to all societies,
  but characteristics of these institutions may
  vary from one society to another
• Objective 5 The student will use
  critical-thinking skills to analyze social
  studies information.

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TEKS/TAKS

• Technology
• (3) Foundations. The student complies with the
  laws and examines the issues regarding the use of
  technology in society.
• (4) Information acquisition. The student uses a
  variety of strategies to acquire information from
  electronic resources, with appropriate
  supervision.
• (6) Information acquisition. The student
  evaluates the acquired electronic information.

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TEKS/TAKS

• (8) Solving problems. The student uses research
  skills and electronic communication, with
  appropriate supervision, to create new knowledge.
  
• (9) Solving problems. The student uses technology
  applications to facilitate evaluation of work,
  both process and product.
• (10) Communication. The student formats digital
  information for appropriate and effective
  communication

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Databases, Groupware, Search Engines Used

• Britannica Online http//www.school.eb.com
• Facts On File -- http//www.fofweb.com
• K12 Teaching and Learning Center --
  http//www.k12tlc.com/
• Proquest and Sirs -- http//www.proquestk12.com/
• Gaggle Student Email --http//www.gaggle.net
• Google www.google.com
• Vivisimo www.vivisimo.com

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What Did the Teachers Learn?

• Students may be able to use technology, but they
  dont necessarily use it effectively
• Students need to learn to be effective users of
  information in any form, but especially online
  forms
• Teachers all contribute to the process of
  Information and Technology Literacy. We decided
  we were planting the seeds.
• Keep the basic project simple. Its easier to
  add extensions for GT students than to subtract
  for inclusion students
• Students need help in how to write information in
  their own words. Teach them what plagiarism is
• Learn to think on your feet. You may need to
  adjust your daily lesson plan even as you are
  teaching it or before the next class.

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Evaluating Collaboration

• Some questions to ask
• What worked well planning and teaching
• What didnt work planning and teaching
• What might we want to change on this project for
  another year
• What are some ideas for another project

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Pathfinders

• A Pathfinder is a guide for researchers.
• School librarians may prepare pathfinders to
  guide students to resources for a topic of study.
• Teachers may prepare one as a guide to a
  particular research project.
• Collaborators may develop one guide for both
  areas.
• Here is a sample pathfinder developed by Fran
  Rader at Cleburne HS

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Civil Rights Resources
Cleburne High School Library
Click on picture for Sound Files
Click on picture for CHS Library Books
Click on picture for Video Clips
Click on picture for World Wide Web
Sources Graphics from Microsoft Word 2000 Clip
Art. 14 February 2005. Audio from Webcorp Voices
of the Civil Rights Era. A Telling Comparison.
Online Sound 14 February 2005.
http//webcorp.com/civilrights Video from United
Streaming Videos. Free At Last. Online video
clip 14 February 2005. http//esc11.unitedstreami
ng.com/
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Internet Resources for Civil Rights

• National Association for the Advancement of
  Colored People http//www.naacp.org
• Historic Places of the Civil Rights Movement
  http//www.cr.nps.gov/nr/travel/civilrights/
• The Civil Rights Era http//memory.loc.gov/ammem/a
  aohtml/exhibit/aopart9.html

• Civil Rights Movement http//search.eb.com/blackhi
  story/micro/129/80.html
• Little Rock Central High 40th Anniversary
  http//www.centralhigh57.org/
• Martin Luther King, Jr. http//seattletimes.nwsour
  ce.com/mlk/

Back to Main Page
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Books in CHS Library

• Three who dared.
• Cohen, Tom. 920 COH
• Freedom's children young civil rights activists
  tell their own stories /
• Levine, Ellen. 973 LEV
• American civil rights biographies /
• Engelbert, Phillis. 305.8 ENG
• I have a dream the life and words of Martin
  Luther King, Jr. /
• Haskins, James, B KIN
• Ripples of hope great American civil rights
  speeches /
• 323.1 RIP
• The civil rights movement /
• Dunn, John M., 323.1 DUN
• The Civil Rights Movement in America from 1865 to
  the present /
• McKissack, Pat, 323.4 MCK
• The civil rights movement /
• 323.1 CIV
• The Civil rights movement opposing viewpoints /
• 323.1 CIV
• Free at last a history of the Civil Rights
  Movement and those who died in the

• Daisy Bates civil rights crusader /
• Polakow, Amy, B BAT
• Equal! The case of integration vs. Jim Crow /
• Stevens, Leonard A. 342.73 STE
• Footsteps to freedom.
• Stevens, William Oliver, 323.44 STE
• Let it shine stories of Black women freedom
  fighters /
• Pinkney, Andrea Davis. 920 PIN
• Life under the Jim Crow laws /
• George, Charles, 305.896 GEO
• The rise fall of Jim Crow the
  African-American struggle against discriminati
• Wormser, Richard, 305.896 WOR
• Rosa Parks my story /
• Parks, Rosa, B PAR
• James Baldwin African-American writer and
  activist /
• Cannarella, Deborah. B BAL
• Farewell to Jim Crow the rise and fall of
  segregation in America /
• Rasmussen, R. Kent. 305.896 RAS
• The struggle for Black equality, 1954-1980 /

Back to Main Page
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Video Resources
Click on picture to see a clip about the Voting
Rights Act

• Civil Rights Movement http//blackhistory.eb.com/m
  icro/129/80.html
• United Streaming Videos http//esc11.unitedstreami
  ng.com/

Back to Main Page
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Audio Resources
Click on picture to hear part of a speech by
Martin Luther King
Webcorp Voices of the Civil Rights Era
http//webcorp.com/civilrights Civil Rights
Movement http//blackhistory.eb.com/micro/129/80.h
tml
Back to Main Page
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Other Collaborative Technology Projects

• Social Studies Project
• Used PowerPoint to introduce study of Australia
  and to create PowerPoint giving facts of country
•   6.4 (A) locate major historical and
  contemporary societies on maps and globes
• 6.21 organize and interpret information from
  outlines, reports, databases, and visuals
  including graphs, charts, timelines, and maps

• Reading/ LA Project
• Used Publisher to introduce study of literature
  genres and to create brochure about a genre for
  library
• 12 B recognize the distinguishing features of
  genres, including biography, historical fiction,
  informational texts, and poetry
• 15 C write to inform such as to explain,
  describe, report, and narrate

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Other Projects

• Science Project
• Used MS Office and Web products to compare
  Scientific Method and Information Literacy and to
  research an energy type and form an opinion
• (3) Scientific processes. The student uses
  critical thinking and scientific problem solving
  to make informed decisions
• (C) research and describe energy types from their
  source to their use

• Math Project
• Used online catalogs as part of Library Math
  scavenger hunt
• (3) Number, Operations, and Quantitative
  Reasoning. The students adds, subtractsto solve
  meaningful problems
• (2) A Generate equivalent fractions

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For Handout, PowerPoint, Forms, and Links

• Go to
• http//campuses.cleburne.k12.tx.us/Campuses/cis/li
  brary/Libraries.htm
• Click on TLA Presentation

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To Contact Us

• connie.parr_at_cleburne.k12.tx.us
• betsy.ruffin_at_cleburne.k12.tx.us
• Cleburne Intermediate School, 810 N. Colonial,
  Cleburne,TX,76033