Think Tank Library: Brain-Based Learning Plans for New Standards, Grades K-5

151 Pages·2014·1.377 MB·English

by  Paige Jaeger, Mary Boyd Ratzer

THINK TANK LIBRARY
By1998neuroscientistscouldusepositronemissiontomographytoobserveandmeasuretheelasticityof
the developing brain, alongwith the rate of whatis technically calledsynaptogenesis!
In plain English that means scientists are now able to measure brain development. In fact, they have evi-
dence showing that children ages 4 to 10 generate new brain synapses at a rate double that of adults and
this young glucose-rich brain physiologyis ideal for growth.
Thisshouldbeawarningtoelementaryteachersandlibrariansinnouncertainterms:Carpediem!Nowis
the time when opportunity knocks!Children are ready to use their rapid cerebral glucose metabolism to think, to
hard wire new knowledge, and understand their world.
Chugani, Harry. “A Critical Period of Brain Development: Studies of Cerebral Glucose Utilization with
PET.”Preventive Medicine 7 (1998):184–188. (Andmany other scientists subsequently.)
THINK TANK LIBRARY
BRAIN-BASED LEARNING PLANS FOR
NEW STANDARDS, GRADES K–5
Paige Jaeger and Mary Boyd Ratzer
Copyright©2015byPaigeJaegerandMaryBoydRatzer
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmitted,in
anyformorbyanymeans,electronic,mechanical,photocopying,recording,orotherwise,exceptfortheinclusion
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LibraryofCongressCataloging-in-PublicationData
Jaeger,Paige.
Thinktanklibrary:brain-basedlearningplansfornewstandards,gradesK-5/PaigeJaegerandMaryBoyd
Ratzer.
pagescm
Includesbibliographicalreferencesandindex.
ISBN978–1–61069–990–7(paperback)—ISBN978–1–61069–991–4(ebook) 1.Schoollibraries—United
States.2. Schoollibrarianparticipationincurriculumplanning—UnitedStates.3. Inquiry-basedlearning—United
States.4. Education—Standards—UnitedStates.5. Thoughtandthinking—Studyandteaching(Elementary)—
UnitedStates. I.Ratzer,MaryBoyd.II.Title.
Z675.S3J235 2015
027.80973—dc23 2014027779
ISBN:978–1–61069–990–7
EISBN:978–1–61069–991–4
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CONTENTS
Acknowledgments vii
Introduction: Why Thinking? ix
1. Thinkingand theCulture of YourSchool 1
2. 22Strategic Ideas for Turning yourLibraryinto a ThinkTank Today 3
3. Think-TankLibraries and Inquiry 7
4. Thinkingand theCommon Core 11
5. Noviceand Expert Thinkers 13
6. If aBrain Could Talk 19
7. Thinkingand Information Literacy 21
8. Thinkingin English LanguageArts 23
9. Thinkingand Text Dependent Questions 27
10. Thinkingin SocialStudies 29
11. Thinkingin Mathematics 31
12. Thinkingin Science 35
13. Introduction to Think-Tank Lessons 39
14. Developmental Spotlight on Thinking 41
15. PrimaryK–2 Library andClassroom Lessons 45
16. TheLate Elementary DiscoveryGrades (3–5) Libraryand ClassroomLessons 65
17. ThinkTank Starter Kits 121
Appendix 127
Bibliography & Resources 133
Index 137

ACKNOWLEDGMENTS
Thank you to the professional organizations that gave permission to use their essential frameworks and
guidance:NCSS, NCTE, andCAST UDL
The following colleagues who contributed lesson ideasor lesson pilot feedback for this book. This field
testing and field contribution adds to the strength of the content. This showcases the cooperative
resources-sharing characteristic for which our professionis known.
CONTRIBUTORS AND FIELD TESTERS
Lauren Abad, Librarian, Greenfield Elementary School, Saratoga Springs City School District, contribu-
tor, Put Mein the Zoo.
Laurie Alden, Librarian, Harrison Avenue Elementary, South Glens Falls whose “Wonder Grid” was
modified and includedas a questioningtool.
Liz Bailey, Librarian Teacher, and Karen Robbins, Grade 3 Teacher, submitted their World Scrapbook
idea, which was field-tested andmodified,simplified,for use in thethird grade.
Ann Marie Bilodeau, Argyle Central K-12 Librarian,Argyle,NY—fieldtester andcontributor.
Liz Clancy, and kindergarten teachers of the Gordon Creek Elementary School, Ballston Spa Central
Schools, NY. (Karen Benson, Deb Hodgson, Stacey Walz, Karen Smiley, Jacqui Kotula, Tracy Smith,
Sharee Covelle, andAndrea Williams, librarian.)
Steve Danna, PhD, Dean of Branch Campus, SUNY Plattsburgh at Queensbury—Colleague and local
Brain Research advocate.
Laura Gagnon, Elementary Librarian, Radez Elementary School, Cobleskill NY contributed her Battle of
Cobleskill Unit. This unit was presented at the Annual Inquiry Forum, facilitated by Mary Ratzer, at the
Hudson Valley CommunityCollege.
Carrie Giacobbe,Librarian, Granville Central Schools, field-tester.
StacieJaeger,Teacher,SpaChristianSchool,BallstonSpa—Fieldtesterandcontributorfor kindergarten
lessons.
Susan Kirby-Lemon, Librarian at Skano Elementary School, contributed her lessons on cause and effect
and Mythbusters. BrainTracker developedfrom “InquiryTracker”providedbySusan and LizBailey.
viii Acknowledgments
OkteElementary School Studentsand Radez Elementary School who contributed their testimony.
Maria Weeks, Librarian, Schuylerville Elementary School, Schuylerville, NY—Field tester and
contributor.
Katrina Williams, elementary librarian, Greenwich, NY—Field testerand contributor.
AgnesZeller,grade4teacheratBernKnoxWesterloElementarySchool,whosharedherforestfieldtrip
with scientificthinkers and lessonon Deciduousand Coniferous Forests.
INTRODUCTION: WHY THINKING?
THINK TANKS, PROBLEMS, AND CREATIVITY...A BEAUTIFUL MIND
A crisis arose in our household years ago, when a March thaw combined with heavy rain, flooded our basement. As
buoyantobjectsbegantofloatabout,andwaterrosetoabovetheankles,apanicbesetthedadofthehouse,ashelocked
inonrisingwaterwithnoapparentwaytostopitorgetridofit.Evacuationandsellingthewreckedhouseforpea-
nuts were the best ideas he could come up with.
Enter six-year-old David, deflecting parental frenzy: Attempting to initiate a quiet in the storm, a time to think
andconsider,hestatedthefollowing:“Nowwaitaminute.Justletmethink.Iwillfiguresomethingout.Iamaprob-
lem solver.”
Indeed,inGrade1,histeacherhadframedheryearwithproblemsolvingandtransparentthinking.Her
thinkers internalized the skills. Later Dave-the-Thinker invented a number of innovative devices to solve
family problems,such as a dog foot washer to preventdirty dogtracks on the kitchen floor.
Floods notwithstanding, David represents his species. He is, as we all are, a problem solver. Equipped
with ashort-term memory that has a finite capacity, our complex brains are wiredto solveproblems as a
key to survival. We can access and process data, employ it to set learning goals, and create solutions.
Ourbrainsconsolidateanddiffusebitsandpiecesintomeaningfulconcepts.Theypredictwithadiscipline
specific knowledgebase, categorized to quickly fit circumstances that arise.
Inquirylearningandproject-basedlearningarepowerfulessentiallybecausetheyarebrain-based.Some
correlations between inquiryand brain-basedlearning include:
(cid:129) Building of backgroundknowledge, bigideas, and vocabularyof the discipline
(cid:129) Tapping of priorknowledge andprior attitude
(cid:129) Building strong real-worldscenarios
(cid:129) Makingpersonal choices
(cid:129) Investigating experientially
(cid:129) Using multipleresources in manyformats
(cid:129) Coaching and feedback at pointof need
(cid:129) Makingemotional connections
(cid:129) Interacting socially
(cid:129) Constructing meaning
(cid:129) Focusingon connections