Cassidy Earle-Impact on Learning Lesson

IMPACT ON LEARNING Requirements

Design for Instruction
School & Hopewell Middle School, Alpharetta, Ga, Fulton County Schools; 11% of students on free and reduced lunch, 3% of students
community English as a Second Language, 35% of students considered Talented and gifted, 58% Caucasian, 16% Black, 11% Hispanic
demographics; and Asian
student
characteristics
Standard(s) – this AASL Standards for the 21st Century Learner:
could be CCS, 1.1.4: Find, evaluate and select appropriate sources to answer questions, 1.1.6: Read, view, and listen for information
Ga. Standards, or presented in any format in order to make inferences and gather meaning, 1.1.8: Demonstrate master of technology tools for
Information accessing information and pursuing inquiry, 2.1.2: Organize knowledge so that it is useful, 2.1.5: Collaborate with others to
Literacy exchange ideas, develop new understandings, make decisions , and solve problems, 3.1.3: Use writing and speaking skills to
Standards communicate new understandings effectively, 3.1.4: Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess, 4.1.1: Read, view, and listen for pleasure and
personal growth, 4.1.4: Seek information for personal learning in a variety of formats and genres, 4.2.4: Show an appreciation
for literature by electing to read for pleasure and expression an interest in various literacy genres
Grade level 6th grade, homeroom classroom
Pre/Post Test https://forms.office.com/Pages/ResponsePage.aspx?id=mLHcDGmBcEu6n9p-
O6cAwuuqq8IL3qFAuFDmULmJgg5UMlBCNERXMUZQRVI0VkVXU0RaQzY5UzlTRC4u

Detailed Activity Day 1: When students come into the media center, they will get the pre-test. They will have 7 minutes to complete the warm-
explanation up. Then I will collect them, and save them to compare with the post-test at a later time. Next, I will direct students’ attention
(include all to the Smartboard where I will have a PowerPoint presentation. I will spend ten minutes on a mini-lesson explaining what the
activities you did Dewey Decimal system is and how the ten main classes work. I will also discuss how to find books within the classes. Then I
plus all resources will pass out a handout to students to have a reminder of the ten main classes. Next, I will have students spend fifteen minutes
used for this unit playing several Dewey Decimal games to review and get used to the system. Next, I will pass out cards with a call number on
of it. In silence, the students will line up in order starting with 001.9 PIP and ending with 911 ABB (activity inspired by
instruction/lesson Desertnites on Teachers Pay Teachers). This activity will take ten minutes. After students finish lining up in the correct order,
) I will have them go back to where they were sitting. I will have students write down on a sticky note one thing they learned
from today’s lesson. Then I will have them share in groups of three or four. Finally, I will call on several students to share with
the class what they learned to close the lesson on day one.
Day 2: When students come into the media center, I will have them take out their Dewey Decimal System handout from the
day before. I will hold up a book and read a description, and then have students share with a partner where they think it would
be classified. I will repeat the activity several times. Then I will ask the class “What is the Dewey Decimal System? or “How
does the Dewey Decimal System work? I will have students share answers with the whole class in order to review what we
learned the day before. This warm-up and review will take about fifteen minutes. Next, I will divide the class into partners,
and give them directions about a library scavenger hunt. I will give them a list of ten types of books they need to find in the
library. I will give them twenty-five minutes to search the library and find the books. After we will come back together as a
group, and I will give the students the post-test. Once they finish the post-test, they can spend the rest of the class period
checking out library books.

Resources:
1). Dewey handout
2). PowerPoint
3). Snowball fight
4). Scavenger hunt
Analysis of Student Learning
Table, chart, or Pre-test (left), Post-test (right)
graph of whole
group data

Table, chart, or
graph of
subgroup data
Narrative of Whole group data: There were 17 missed answers just between questions three through five with the pre-test. However, there
findings were just six incorrect answer choices on the post-test with these same questions. I do see students still struggled with which
(explanation of category to find care of pets, and there could be an additional lesson based on this topic to help students see what they missed.
visuals) Overall, students did really well and made huge improvements. I can confidently say they made improvements in their ability
to understand the Dewey Decimal System on a basic level and will be able to better access materials in the library.

Sub group data: My subgroup were the four English as a Second Language students in my homeroom classroom. On the pre-
test, this group had an average of 42% score, but on the post-assessment they averaged 87%. I believe the use of visuals such
as the handout, games, and the presentation contributed to this success within the subgroup. I also believe the hands-on
experience of the scavenger hunt greatly improved the scores of this group. These students learn best when lesson is visual,
and it showed throughout this lesson. These students were not familiar with the Dewey system in anyway, and yet they showed
an improvement of more than 50%.
Reflection and Self-Evaluation
Reflection on Strengths: The scavenger hunt went so well! I loved hearing the students logical thinking during their conversations about
your instruction – finding where books would be located in the library. It really seemed they were able to learn about the library in a hands-on
strengths / way. Their learning showed in the improvement of their scores on the post-test, and I think the scavenger hunt helped my
weaknesses / students truly learn about the system.
changes
recommended Weaknesses: The activity where the students line up in call number order in silence did not work so well. It’s virtually
impossible to keep sixth grade students quiet. They are a talkative group, and this did distract from the point of the activity. It
was also hard for them to find the people they were supposed to stand beside with their cards. It was a little chaotic, and I
would not do this is again whole group.

Reflection (what I would change): I would change the activity where students line up in order. Instead I would adapt the
activity to a group of four students. I would give a small group a list of call numbers, and have the group arrange them on the
desks in order. This would allow the students to talk, and it would keep them in one area, as opposed to walking all around the
media center. I also wish I had more time to go deeper into Dewey. Sixth grade students would be able to understand Dewey
on a deeper level, but it would take more than two class periods in order to go further into the lesson. I have heard two of the
media centers at the elementary schools use genre organization. Also, the middle school students go to the media center during
homeroom or during their free time, as a result, they do not get formal lessons on Dewey. This was the first lesson on Dewey
and using the library the students had all year. They still have a lot to learn, but I enjoyed taking time out of my day to work in
the media center and teach a group of students something new and useful.