D2Q2


 * D2. Q2. What elements, themes, ideas, tips or techniques from the readings you've done thus far do you see incorporated into Carol Fox's QueSPER curriculum? Do you think her model could be successfully implemented in your future setting and if so, what factors would seem to make it successful? If not, how would you adapt Fox's model to fit the setting in which you hope to see yourself? **



To Teddy Bear or Not to Teddy Bear? That is the question. There were definite pro and con camps in this discussion on Carol Fox’s use of Teddy Bears and other “cute” strategies to help her young students to remember and learn.

Whether our classmates embraced Fox’s ideas or variations of them, thought these ideas would not be suitable for the older grade levels or the environment they plan on working, or were concerned they did not mesh with her teaching style, many agreed with a core point of Fox’s methods:
 * For learning to be successful it is important to make real-life connections with students and develop lessons that address students’ learning styles and needs.

“[The] underlying concepts definitely apply, including the need to tailor the curriculum to meet the needs and abilities of my students (no matter which research mnemonic we use), and the importance of convincing teachers that information literacy instruction supports literacy skills and other content-based curriculum,” wrote Stacy Kistis.

Natalie Greene also shared similar thoughts, “I think her model could be loosely implemented into any future setting. While obviously in higher grades the bears and symbols would have to be adapted, the principles of the program would remain successful no matter the audience. These factors include connections to what students find interesting, making learning fun, and giving students a sense of ownership over their learning.”

And speaking of connections...

The discussion also made connections between our readings and Fox’s collaboration efforts with the teachers at her school. Below are some points made.
 * Katie McVicker pointed out, “Montiel-Overall say there are several core elements to collaboration, interest, innovation, intensity, integration, and implementation (2006, p. 29) and Fox’s collaborative efforts seem to incorporate these elements.”


 * “Buzzeo, Brown and Montiel-Overall all define collaboration as involving a team in the planning, execution and evaluation. Fox does work with teachers to develop lessons. Incorporating some of the themes from the Cifuentes reading, she seeks to tailor her lessons to her students learning styles,” wrote Amanda Waugh.


 * "The challenges that [Fox] describes [to collaboration] echo Oberg’s thoughts, but are presented by someone who has long been a teacher-librarian… In the more receptive environment, Fox clearly describes a full range of coordination, cooperation, and collaboration. She builds on classroom units and district curriculum, developing lessons that enhance what students are learning with their primary teachers,” according to Laura Spangler.

Many also noted direct connections with Fox’s use of the QueSPER model and AASL standards.

“I definitely see the AASL standards incorporated in the QueSPER curriculum in a number of ways--especially in the areas of self-assessment and cyclical questioning and learning,” shared Christie Rigilano.

And, Janice King, with another wonderful chart, literally showed us how AASL standards align with QueSPER to help students become competent users of information and independent learners.
 * Inquire, think critically, and gain knowledge. || **Q**uestion

<span style="font-family: 'Times New Roman',Times,serif;">**S**earch || Discussion 2 Question 1 Question 3 HOME
 * <span style="font-family: 'Times New Roman',Times,serif;">Draw conclusions, make well-informed decisions, apply knowledge to new situations, and create new knowledge. || <span style="font-family: 'Times New Roman',Times,serif;">**P**roduce ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Share knowledge and participate ethically and productively as members of our democratic society. || <span style="font-family: 'Times New Roman',Times,serif;">**E**valuate ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Pursue personal and aesthetic growth. || <span style="font-family: 'Times New Roman',Times,serif;">**R**eflect ||