Mary Wood

Dewey Decimal Lesson Activities

Part I: Instructions for the Game Website Review

Choose any 3 of the websites provided, or locate Dewey websites on your own, and complete a review of each. You may use the following chart, or you may present this information in any format you choose. Include the title of the website, the url, a brief sentence explanation of what is offered at the site, a full review of features and quality of the site, and how you would use this site for instruction in your classroom.

Website 1 Title of Website Study Stack url http://www.studystack.com/LibraryMedia One sentence description Digital Flash Cards with Dewey and other information. Full review (Good, solid review covering all features of the site)

A website where digital flashcards can be created by instructors and posted for use by others. The flashcards are then rated by the users. The categories under the media tab are wide ranging and offer a lot of variety to choose from or you could make your own. What I like about this website is the crowd sourcing aspect of it, allowing teacheras to share a product and not have to start from scratch,

Application into instruction – describe activities you might develop using this site

This would be an excellent tool to use with a SMARTboard as a large group activity. The class could pair into teams and with a buzzer could call out the correct answer. Great 4­8th grade.

Website 2

Title of Website ToonDoo url http://www.toondoo.com/ViewBook.toon?bookid=83414 One sentence description Website that allows you to create your own cartoon/comic. Full review (Good, solid review covering all features of the site)

I LOVE this site! The only suggestion I would make is allowing printing of the comic that was created, I searched everywhere and could not locate it. This is a free web application that lets you create a comic strip about any subject. It looks easy to use and fun for a wide range of ages. You can share your product very easy through email or twitter. I have shown this to several other the children’s librarians I work with and they are extremely impressed and want to make one for themselves.

Application into instruction – describe

I can see this being used in so many ways by teachers and students. This is an excellent way to have a class demonstrate learning by creating a comic about any subject and what better place to do that than the school library.

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activities you might develop using this site

Website 3 Title of Website Learningplanet.com url https://sites.google.com/site/dawnmediacenter/library­learning­games One sentence description Computer games to learn basic library skills Full review (Good, solid review covering all features of the site)

Learning planet offers a variety of simple computer games that allow young children to practice library skills like ABC order, Dewey, and research skills. These games are graphic and brightly colored, encouraging the children to engage with the information being covered. The website has a selection of games for each topic and which makes it a valuable/ flexible tool.

Application into instruction – describe activities you might develop using this site

These games can be used for individual practice or as a group activity on an interactive board for younger children.

Part II: Instructions for the Dewey Training Aid

POST to Discussion Board

Think of a clever way to introduce/reinforce the Dewey Classification System to students. Develop an age­appropriate tool for introducing Dewey’s 10 main classes to students. For example, this could be in the form of a handout, flyer, vimeo, youtube, poster, screen saver, sliderocket, voki, comiclife, actual realia or photos for shelf identification, etc. Be creative!! This will be used as your tool for introducing students to Dewey Classification for the DDC Game and Lesson Activity. This lesson should be conducted in the school library media center so you can show students how the system is arranged by topic in their SLMC after your instruction. You must also respond to at least three (3) of your classmates’ postings at the discussion board, giving constructive comments about their Training Aid submission. Keep in mind you will be using this aid as a Dewey lesson activity with students. Prezi Presentation: http://prezi.com/lukd3_kko0tt/?utm_campaign=share&utm_medium=copy&rc=ex0share

Part III: Instructions for the Dewey Game Lesson Activity with Pre/Post Test

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Determine a grade level (large group with a sub­group) and indicate a GCCC standard for your activity – it can be related to a content area such as science, geography, etc. It is best if taught within a context area. Administer a pre/post test for your Dewey games activity to the large group. Complete the games activity with the group. Administer the pre/post test after the activity. Analyze your large group and subgroup data indicating how scores on the test changed after your instruction. Use charts or graphs as well as narrative to report your findings. Write a reflection on how the lesson went and what you would change to improve your instruction. You might want to use the following outline example:

IMPACT ON LEARNING Requirements Design for Instruction School, community, and student characteristics

The Ford Academy has an academically robust pre­k program consisting of 12 students. They are located in Richmond Hill, GA and are frequent users of the Pooler Library in Pooler, GA. The majority of the students are five years old and are preparing to enter school in the fall.

GCCC standard(s) AASL Standard: 3.1.3 Use writing and speaking skills to communicate new understandings effectively 1.1.2 Use prior and background knowledge as context for new learning.

Grade level Ages 4­5 Pre/Post Test Students were asked to look at the subject of the book and respond to where they thought each book would be

found in the library. There were 10 books selected for use; history, weather, dogs, art, sports, music, computers, whales, cars, and royalty.

Activity explanation (include description of Training Aid used for initial instruction and Dewey game website links in this narrative)

Introduction the library Introduce Concept Description: Introduce the concept of the library organizational system (Dewey) and what materials can be found in the library. Present class with several books on various topics and ask the students where they might be able to find these items in the library. Direct Instruction Purpose: Build Understanding Description: Present Preszi to students using Ipad: http://prezi.com/lukd3_kko0tt/?utm_campaign=share&utm_medium=copy&rc=ex0share discuss what each category means in age appropriate vocabulary. Small Group Activity Purpose: Build Understanding Description:

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Class will be divided into two groups: Use materials to have students build a Dewey flower (Graphic Organizer), each class is represented by a petal on the flower. Students will select, and attach a visual representation of each schedule on a petal

Assessment Class Discussion (small group) Purpose: Student Assessment Description: The initial set of books is then presented to the students, they are asked to use their flower (Graphic organizer) to decide where each book will be located in the library. I used this as my post test and kept the group divided by boys/girls. Extension Large Group Activity Purpose: Reinforce Learning Description: The students are asked to go into the shelves and find one book they want to read using their graphic organizer as a map/guide.

Analysis of Student Learning

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Table, chart, or graph of whole group data

Correct Answers

Table, chart, or graph of subgroup data

Correct answers for subgroup

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Narrative of findings The whole group consisted of four boys and eight girls. While going through the activity the boys were very

engaged and excited to select each pictorial representation. The while the girls were more interested in working together and keeping their entire group on pace. I was interested to see if children this young could begin to gain a basic understanding of Dewey and I believe that the results show that they can. The test group was too small to make any large conclusions. The boys were more engaged in the activity and results from the assessment demonstrate that observation.

Reflection and Self­Evaluation Reflection on your instruction – strengths / weaknesses / changes recommended

Initially, I wanted to work with this age range because so often these students are not introduced to the library in my community and was hoping create a lesson that would give them a sense of autonomy in the library. I selected this particular group because I have built a relationship with the teachers; they have attended my library’s programs regularly. Also, the school where I’m volunteering is very strict about who is able to interact with students. One other consideration, I wanted a group that would best represent kindergarten students at the beginning of the school year. The class was very eager to participate in the project; they were excited and engaged while making the Dewey Flower. When I used the prezi presentation to help guide us through Dewey they were not as excited about it. Some

Mary Wood

students made variations to the project as we went along, one student only used red because it was his favorite color and another did not want to use the petals at all and lined each category up around the flower base. Over all, I would say the lesson was a success but it would have to be reinforced several times before the students gained any long­term understanding. I do think the subject was a bit advanced for the group and if I were to do it again I would break it down more into a series of lessons with more age friendly language and use this more condensed version with older children.