Along the walk, Brooklyn Bridge, New York

Along the walk, Brooklyn Bridge, New York. (1901). Library of Congress, Prints and Photographs Division, Stereograph Cards.

Overview

Participants explore the Best Instructional Practice of Teaching for Understanding through the model activities and reflect on personal learning experiences. The use of Investigative Questions and Understanding Goals in primary source-based Learning Experiences and the publishing criteria for Learning Experiences is practiced. Participants use My Portfolio to save Library Links while working as a researcher at LOC.gov. Participants learn more about the Ambassador role, an Adventure of the American Mind grant, and the PrimarySourceLearning.org Web site.

Performance Tasks

  • Recognize Differentiated Instruction in terms of content, process, and product.
  • Describe Teaching for Understanding using examples.
  • Explore the Library of Congress Web site using search boxes for different purposes.
  • Identify at least six personal connections on the Library of Congress Web site.
  • Understand the role of a Library of Congress Ambassador for Learning.
  • Review Learning Experiences based on Primary Source Learning Experience Collection publishing criteria.

Understanding Goal Understanding Goal

Teaching for understanding begins with personal connections.

Investigative Question Investigative Question

How are we connected to each other and Library of Congress resources?

Knowledge

  • Library of Congress resources can be used to widen and deepen students' understanding of school/state curriculum.
  • Specific divisions on the Library of Congress Web site relate to the school/state curriculum.

Skills

  • Use an Understanding Goal to draw students toward the central concepts of a subject.
  • Reflect on Learning Experiences in terms of Teaching for Understanding.
  • Relate major areas on the Library of Congress Web site to purposes for using a library.
  • Analyze Learning Experience ideas in terms of established criteria.