Better Than P.E. . . Making the Library a Hub of Active Learning in a K-4 School How the library can be used to support the curriculum by incorporating technology (with limited access to computers), literature, Common Core Curriculum Standards, and current brain research to keep the learning atmosphere developmentally appropriate through the use of centers, movement, music and art. Michele E. Carroll, NBCT Teacher Librarian Forest Heights Elementary Harrison, AR AAIM 2013

Purposeful Play: What is it? “Play is the fundamental means by which children gather and process information, learn new skills, and practice old ones (Ginsburg, 2007). “Play becomes purposeful when children’s potential for learning is enhanced while these attributes of play are maintained” Purposeful play enables children to develop social–emotional skills that are delineated in some state standards as problem solving and cooperation .”(Drew, Christie, Johnson, Meckley, & Nell, (2008). Gilbert, Jaesook L., Helene A. Harte, and Carol Patrick. "Purposeful Play Leads to School Readiness." Dimensions of Early Childhood Vol 39.1 (2011): 29-35. Web

Purposeful Play: What is it? “Purposeful play provides opportunities for inquiry-based learning, during which children • explore answers to their questions through hands-on interaction with materials, • build their questioning skills, and • enhance their understanding of key academic concepts (Drew, et al., 2008).” Gilbert, Jaesook L., Helene A. Harte, and Carol Patrick. "Purposeful Play Leads to School Readiness." Dimensions of Early Childhood Vol 39.1 (2011): 29-35. Web

Purposeful Play: What is it? Engaging students in their learning through: Collaborative problem solving Experimentation Visual and Fine Motor Development Gross Motor Development Math Concepts Language Development

Brain Research Exercise boosts brain power. Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Brain Research Survival –do students feel safe in your room or are they in survival mode where learning withers? All brains are wired differently. “Does it make sense to have school systems that expect every brain to learn like every other?” . Attention: We don’t pay attention to boring things. Keep attention for 10 minutes. You pay better attention to things you have a memory to associate; Brain cannot multitask when paying attention– it works sequentially. If interrupted it takes 50% longer to complete the task. Most teachers overstuff students with too much information and not enough connecting dots. After 10 minutes tell a relevant narrative or create an emotional rich event in the classroom Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Brain Research Sensory Integration stimulate more of the senses Information is absorbed through the senses. Learning is most effective when all of the senses work together. Sedimentary Snack during unit about rocks. Students used their senses to describe each layer of the snack, comparing it to sedimentary rocks. Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Brain Research Vision triumphs all other senses; dominating half of the brain’s resources. Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Brain Research “We are powerful and natural explorers” Babies are the model of how we learn . . . not by passive reaction to the environment but by active testing through observation, hypothesis, experiment, and conclusion. Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Brain Research Good News: “Some parts of our adult brains stay as malleable as a baby’s so we can create neurons and learn new things throughout our lives.” Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print.

Common Core Reading Standards for Literature Key Ideas and Details 2. Retell familiar stories

Common Core Reading Standards for Literature Fables Key Ideas and Details 2. Recount stories such as fables and folktales from diverse cultures. Fables

Common Core Reading Standards for Literature K–5 Key Ideas and Details #3. Describe characters, settings and events.

Common Core Reading Standards for Informational Text K–5 The 3 Little Dassies by Jan Brett Arkansas Diamond Nominee 2012-2013 Kindergarten: Create a front cover for this book. The illustration should include the story’s characters and setting. 1st Grade: Create a title page for this book. The illustration should include the story’s characters and setting. 2nd Grade: Create a glossary for this book: “dassie” “Namibia” 3rd Grade: Create a back cover for this book. Write a summary for the book to include a “cliff hanger” for the story and some information you learned from the Jan Brett interview. Illustrations are optional. Reading Standards for Informational Text K–5 Craft and Structure #5. Identify text features in non-fiction books.

Better than P.E. Library is my favorite activity. I even like it better than p.e!

Available Technology in the Media Center I was informed on Friday that our school would be adding another computer lab so I could have access to a computer lab during each of my classes – 28 computers! 35 Playaways 1 SMARTboard 4 iPads 4 Student Computers

Daily Schedule Mrs. Carroll Forest Heights Elementary Media Center Schedule 2012-2013 Monday Tuesday Wednesday Thursday Friday 8:15 – 8:30 Free Flow Breakfast Duty 2nd 8:30 -9:30 Administrative Time McKee Billups Hagler Administrative Time 1st 9:30 - 10:30 Piper Hunt Hodge 10:30 – 11:30 PLANNING PERIOD 4th 11:30-12:30 Rodden 11:30 – 12:00 Melhorn Owen 12:00 – 12:30 LUNCH 12:30 – 1:00 LUNCH 4TH Grade Playaways Book Club 3rd & 4th Grade Avid Readers Book Club K 1:00 – 2:00 Andrews Atkinson Mooney Patton Bower 3rd 2:00 – 3:00 Rook Chaffin Groberg Pace 3:00 – 3:15 Car Duty 3:15 – 3:35

Independence in the Library 1st – 4th graders check out books independently. 2 students are chosen at the beginning of class to check in student books and to pass out bookmarks which have each child’s barcode to allow self-check out. Independence is a necessity for a center filled library!

Sources Gilbert, Jaesook L., Helene A. Harte, and Carol Patrick. "Purposeful Play Leads to School Readiness." Dimensions of Early Childhood Vol 39.1 (2011): 29-35. Web Medina, John. Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear, 2008. Print. Young, Cari S. The Centered School Library: Engaging Every Learner with Library Skills Centers. Madison, WI: Upstart, 2011. Print