Learning Plans & Activities
Authentic Learning in the Library and Beyond - Part III

In this third section of the unit, learners will spend three periods actively putting their plan together, referring to research and professionals to gain diverse perspectives as they progress.

SUBJECT:

Math

GRADE LEVELS:

9-12

POSSIBLE PARTNERS:

College professors
Math education majors
Professionals in math fields

LEARNING OBJECTIVES:

Students will research best practices in teaching math concepts.

Students will collaborate with peers to develop a plan for teaching math concepts to younger students.

MATERIALS NEEDED:

Internet and computers
Math education resources (see Additional Resources below for some ideas)
Exit slips
Comment form

TIME NEEDED:

Three class periods

STANDARDS ADDRESSED:

AASL National School Library Standards

III.C.2. Involving diverse perspectives in their own inquiry processes.

Common Core State Standards for Mathematics

Varies according to the areas that students choose to focus on.

Instructional Procedure

Day 1

Learners meet as class to go over a plan for the period. Have the teacher explain that they should have a template of their planned strategy, game, activity, or whatever they have decided to do by the end of the three-day lesson. Offer support to any group that needs it. Explain there is a list of outside experts (math education majors, professionals in math fields, and college professors) available to assist by answering questions, sharing ideas, etc. Learner groups work together until the end of the period.

Day 2

On this day, learners should immediately get to work. They may have brought in resources and materials for their project. By end of period, they should submit the updated plan (with photos of work, if applicable) to the teacher.

Day 3

Groups meet in library to share their plans with one another. Each group explains their plan and the learners listening fill out a form that gives comments, suggestions, and questions. Once each group has shared, distribute the completed comment forms to each group so they can read and evaluate the new ideas and suggestions. Have students turn in the comment forms at the end of period to be used as an assessment of the authoring student.

Differentiation

Either make sure groups are mixed with students who have varied levels of mathematical understanding or place learners in groups by ability. (This does take away student choice!)

Assessment

On Day 1 and Day 2, use the group plan to assess student understanding.

On Day 3, use the comment sheet to assess.

Additional Resources

Drabble, Emily. "Six Creative Ideas for Practical Maths Lessons." The Guardian. November 26, 2013. https://www.theguardian.com/teacher-network/teacher-blog/2013/nov/26/maths-creative-ideas-practical-lessons.

"Girls + Math = More STEM Women." DreamBox Learning. November 25, 2015. http://www.dreambox.com/blog/girls-math-more-stem-women.

Kahoot https://kahoot.com/

Khan Academy https://www.khanacademy.org/

National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html

Other lesson plans in this unit:

About the Author

Liz Deskins, MA, currently serves as an instructor in the School of Information at Kent State University and has been a teacher-librarian for more than 25 years. She earned her master's degree from the Ohio State University and is coauthor of the books LGBTQAI+ Books for Children and Teens: Providing a Window for All (ALA Editions, 2018) and Linking Picture Book Biographies to National Content Standards: 200+ Lives to Explore (Libraries Unlimited, 2015). She has served in numerous leadership roles within both the Ohio Educational Library Media Association and the American Association of School Librarians.

MLA Citation Deskins, Liz. "Authentic Learning in the Library and Beyond - Part III." School Library Connection, May 2019, schoollibraryconnection.com/Home/Display/2201174?childId=2207242&topicCenterId=1955265&tab=1.

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Entry ID: 2207242

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