Building Plans
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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Tinkering With Technology

    • Grade One
    Vernon River Consolidated School
    R.R.#2, Vernon, PE C0A 2E0
    Telephone: (902) 651-8520
    Fax: (902) 651-8516
    Website: http://www.edu.pe.ca/vrcs

    Teachers:
    Marilyn MacLean, Teacher-Librarian (maclean2@vernonrvr.edu.pe.ca)
    Debbie MacLean, Grade 1 Teacher
    Jan Rossiter, (Learning Station Developer)
    Marilyn MacLean, (Learning Station Developer)
    Brenda Matusiewicz, (Learning Station Developer)
    Kara Matusiewicz, (Learning Station Developer)


    Implementation Plan

    Teacher's Role

    The classroom teacher introduces the theme in the classroom. The teacher sends home a letter regarding the "at home invention" activity and plans for a sharing day." The classroom teacher is responsible for overseeing and supervising this activity. The teacher and teacher-librarian will sit down together to determine which stations they want the students to complete. Together, they are responsible for adapting, changing, and/or developing other stations that will the needs of their learners. The teacher will be responsible for grouping students together into cooperative working groups. The teacher will assist students with the stations and will review student progress on an on-going basis. The teacher and teacher-librarian work together to evaluate students.

    Teacher-Librarian's Role

    The teacher-librarian, together with the classroom teacher, will determine which learning stations will be done each year. Together, they may change and/or develop additional stations to meet the needs of their learners. The teacher-librarian will gather the necessary resources and set up the learning stations in the school library-resource center on a daily basis. The teacher-librarian will prepare student folders for work. The teacher-librarian will introduce students to the learning stations and provide them with an overview of what they will be doing and how they are to do it. The teacher-librarian will assist students with the stations and review student progress on an on-going basis. The teacher-librarian and the teacher work together to evaluate students.

    (Note: The teacher-librarian works with the grade nine Language Arts teacher, who is also the principal, to coordinate this cross-curricular activity between the grade one and grade nine students. A full description of this part of the "Media and Communications" resource-based learning activity will soon be available in the "Building Plans" for grade nine!)

    Schedule for Activities and Time Frame - These learning stations are usually completed in late May or June. Time frame will vary depending on the number of stations chosen to complete (usually 1.5 to 2 cycles to complete 12-15 stations with students coming to the library for 1 hour at a time).

    Evaluation: Assessment of Students, Evaluation of Activity.

    The evaluation of these learning stations will consist of two parts. The teacher and teacher-librarian will evaluate students on specific criteria (see APEF learning outcomes for expectations as well as the local outcomes that follow here) and the students will also have an opportunity to evaluate the learning stations through a group approach.

    Student Assessment: The students will be assessed using a scale from 1 to 5, with one being the least favourable and 5 being excellent. The teacher and teacher-librarian will be evaluating the students on the following criteria:

  • Cooperates well in pairs
  • Uses time wisely
  • Completes tasks neatly and accurately
  • Follows directions well
  • Demonstrates understanding of concepts and skills

    Activity Evaluation: Using a group approach, the students will evaluate the learning stations. Each of the learning stations will be listed for the students to see, and as a group the teacher will ask the students to answer the following questions:

  • Which stations were most interesting?
  • Which stations were least interesting?
  • Which stations were most difficult?
  • Which stations were the easiest?
  • Which stations do you think students in grade one would like to do next year? Why?
  • Which stations should be changed or dropped for next years' grade ones? Why?

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Stations

    Show Me The Outline and Outcomes

    Building Information Literacy Return to Top