Phase II: Planning for Integration
Step 3: Objectives & Assessments
In this step, the librarian will meet with the content teacher to discuss the learning objectives, summative assessments, and formative assessments for the lesson, unit, or project. The learning objectives should be observable and manageable. With a focus on standards-based assessment, the objectives should be determined by the standards of the content area. The library AASL standards and ISTE standards can also be addressed here.
Examples:
Learning Objective: 100% of students will be able to fulfill standard “V. Engage. A Think : Learners develop and satisfy personal curiosity by 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes” Students will accomplish this goal by selecting a nonfiction text of their choice related to the content area by fulfilling social studies standards: “students can evaluate how historical developments were shaped by time and place as well as broader historical contexts,” and “students can incorporate diverse perspectives and minimize the serious dangers of a single version of ‘national power and glory’ in history.”
Learning Objective: 100% of students will be able to fulfill the standard “V. Engage C. Share : Learners engage with the learning community by : 1. Expressing curiosity about a topic of personal interest or curricular relevance.” Students will accomplish this goal by selecting a nonfiction text of their choice related to the content area and fulfilling social science standard “students can present information and evidence clearly, concisely, and logically such that listeners can follow their line of reasoning.”
Step 4: Design Integration Strategies
By collaborating with the content area teacher, the librarian is able to align with the AASL standards for learners (see UHigh Library curriculum map) and support the content area's standards. At times, this content approach might be cross-curricular when working with multiple subject areas. Other times, this approach might focus on one specific discipline.
Example: For the US studies book project, the content would focus on social studies. However, a freshman program research paper would focus on the needs of both world studies and freshman English.
Additionally, grouping strategies can be developed in Step 4. Since the content, technology, and pedagogy have been addressed, this step allows the teacher and librarian to determine the ways in which the students will collaborate. Sometimes the students could work together to evaluate resources or create presentations. Other times, students will work individually to read, research, and create.
Example: For the US studies book project, students will independently choose a book from a select list. Students will then be grouped together based on the book to discuss the topics in literature circles. Finally, students will individually create reports which demonstrate their understanding of the material and how it relates to the context of the historical era.
Next, the teacher and librarian will work to determine the what arrangements need to be set up in order to prepare students to use the technology. This step of the planning process allows the educators to determine how the technology tools will be use used and outlines the tasks needed for the next step in preparing the instructional environment. This would also be an appropriate time for the librarian to evaluate the tools for Universal Design for Learning (UDL) to ensure the tools provide multiple means of engagement, representation, and action & expression.
Example: The teacher and librarian can meet to discuss how students will access the materials and who is going to set up the digital resource. They can assign tasks for who might create Google Forms for collecting responses, determine what software is needed, or make sure the virtual googles, digital cameras, or ipads are charged and ready for use.
Step 5: Prepare Instruction Environment
In this step, the librarian and teacher will work to make sure the resources are accessible and students know how to use the resources and technology. This will include testing of the resources and setting up the technology tools for classroom use and instruction. Step 5 is an area where the library can really situate itself in the TIP model to support the curricular objectives of the content area teachers. Here the library can make sure students and faculty have access the the resources they need to integrate the technology into the curriculum. The library can provide collaboration stations for group work, quiet work areas for recording sessions, a virtual reality workstation for exploration, screens for presentations, desktop computers with necessary software, digital cameras for videos, and various other physical technology tools. The library can also provide support with online access to materials and technology instructional support.
Example: During this step, the librarian will make sure students have access to the materials and create the Libguide for students. The librarian can make sure the print, electronic, and audiobook materials are available in the appropriate format for each student to access. The classroom teacher and librarian can demonstrate the use of the reading app for accessing materials and annotating text either. These demonstrations can be done in person or via an online tutorial which students can reference. The instructors can also model how to use the features of the Libguide to review, evaluate, and select books based on their interests. During this stage, the teacher and librarian can also make arrangements on how student selections will be made, such as preparing a Google Form for students to submit their choices.