 We wanted a school full of color, life, and energy, and we just love it. I think this dream of school is a magical place where all the teams were innovated and put out their thoughts. Or we did everything we could to get the kids excited about learning just to give the best possible education to students. And one of our students began that way as well, along the way to the Disney America School. And when we met, we instantly get off and realized we shared many similar philosophies, and we had the same passion for the way school should be taught. So we really tried to work for your balance, because sometimes we had dynamic innovators in the future. So much more. You have to go to the first one, you go to the second one. Students will wrap up at the sixth, I would set the confidence all the time they have to get inspired to do, and they may be honest with you. We truly think that we're creating global careers. In my old school, I couldn't learn because the teacher was always young and somebody was young. But at this school, everybody was on the point. Now I can learn stuff that I know and learn in my old school. I love everything about this school, especially the way the teachers work with you. They will just tell you do this one time. They offer this to you alone. And the research is pointing to a cultural difference here. Some students need to have more of the autonomy side, and some students need more of the relatedness. So there's a tension there. So some students get off, they get more motivated by doing something alone, and others in groups. And so if you can build it so that students have that choice, that will often work better in their favorite motivation. So most students respond positively when there are three psychological reasons. That's not all students. But most of them by this age, by the time K-12, they will respond. And sometimes just, I write it on, even now, I write it on the side of my desk, and as I'm developing things for my students to do, I think about those three components. And if they help and I fill that in, even emails I'm writing, see I'm giving away my secrets here, I'm thinking autonomy, supportive language, how do I make people feel confident in the things that they're confident in and how I build relationships. It's an easy thing. Have that low one in your head, and you will see a difference in the way students respond to you. So bibliography, that was just motivation 101. Lots of great books here to read. We've got a handout in the back with the bibliography. I have to get all up here, too. The one, the one I would recommend is Drive by Daniel King. You don't know this book. It's a great one to read. It's not about education. It's about motivation throughout our society. So an excellent read. And we have two books up here by Ron Muck. Okay, I just have to kind of do a little bit of review for you. I, and I know a lot of people in this room, were in college in the 20th century. We were schools in the 20th century. And so we think of schooling as being 20th century. And that is very teacher-centered. Think back if you were in school in the 80s, 90s, 70s. All right. Those are times where the teacher's set up in front of you and you sat in straight rows and you wrote, you know, raise your hand if you have a question. And I don't know about you, but I have this stare that looks like I was listening and I really wasn't. Okay, very teacher-centered. It's amazing that 21st century is just like the video we saw. It's engaging. Not only is it for... The broadcast is now starting. All attendees are in listen-only mode. But it's for the kinesthetic learner. The hands-on type person. And back in the 20th century, we just completely missed that particular learning style altogether. So in the 20th century, it was very... I always laugh at myself because I taught in the classroom in the 80s and the language arts classroom. And I was such a teacher-centered teacher that when it got to be April and May and you had to really, you know, speed it up to get through the curriculum, my idea was to talk faster. And that's serious, okay? No, I couldn't, you know, give the kids projects and have to do presentations to cover all the areas. I just, you know, that's the way I was schooled. And, you know, I have to say for two years, I've gone around, I talked about 21st century and all habits are hard, hard, hard to break because I will always revert back to the teacher-centered classroom. And I'll go back and I'll always evaluate myself. I'll always say, you know, I wonder how that went today. And I'll say, oh my God, I did one on open-source apps, okay? Wonderful apps I had for those people. But instead of dividing them up and having them work on an app and presenting to the group, I did it all. And it was boring. I mean, I had them getting that stare that I practiced so well when I was in the classroom. And I think they went away, it was not too much. I evaluated myself and I said, what did you do wrong? Well, what I did wrong was I was to teacher-centered. And, you know, in one of those paradigms, you know, this is the way I was taught, this is the way I was taught to teach and the way I taught for so long but sometimes it's hard to, hard to change. But we do have to change. We have to blend our instruction, we have to blend our engagement with students. It has to be not only teacher-centered but student-centered and technology-assisted to be 21st century. Okay, engagement is a blend of teacher-centered instruction, student-centered instruction, and technology-assisted instruction. Okay, 21st century learners' standards increases engagement. They make students take ownership of their learning. This is so very important. This ownership, and she talked about the autonomy. You have to let the students know, you're back in my day when you took an achievement test, they really didn't tell you where you did poorly on it so you didn't have any idea what you needed to work on. Now, students are being counseled on what they need to actually look at so the next time they take the math test or the achievement test, they can do better on it. So, we're letting students take ownership of their learning and we're having more teacher or less teacher-centered instruction. Now, some people come away from my presentations and they say, oh, never teacher-centered again. That's not what I'm saying. It has to be a blend. And more student-centered was possible. Okay, 21st century learners' standards and all of these standards, if you look at the verbs, they really do the engagement piece. Inquire, think critically, and gain knowledge. If you get students to do that, they are engaged. Draw conclusions. They perform decisions by knowledge to new situations and create new knowledge. They share knowledge and participate ethically and productively as members of our democratic society and they pursue personal and aesthetic growth. All of those verbs bring in the engagement piece. Okay, now we talked about the learning modalities. These are the century channels of pathways through which individuals receive and store information and each one of them has a different learning style, a predominant learning style that we learn the best at. Now, you'll notice on average 25 to 30 percent of us in this room are visual learners. Auditory learners are 25 to 30 percent. Kinesthetic or tactile learners are 15. Back in the day when it was all teacher-centered, these tactile learners, the ones that hand-gone, the ones that moved around like we saw in the video, those were the ones that were completely missed. Now with differentiated instruction in the classroom and doing more student projects, we're able to address those 15 percent of those learners and the others. Engaged learning is active. You saw that in the video. Hands-on, minds-on, eyes-on, inquiring, and it demands participation at all levels. Okay, a technology-rich classroom is engaging because students are meaningfully engaged in learning activities through technology, which is digital literacy, interaction with others, which is collaboration, work well tasks, which is project-based learning, and research. Oh. Okay, this is, at Cardi High School, this is one of the technology-assisted lesson plans that we have done there that I've worked with, with these teachers. If any of you have ever gone to that www.livingroomcandidates.org, you'll find that they have all of the presidential campaigns for, I think, late 1950s. I can't remember what year it starts. I think I was in there. But the kids go through this and they pick one of the campaigns and they analyze it. They have been studying propaganda and they take all the propaganda techniques and they apply it to what they have seen. Now, this is a wonderful way that the teacher-centered part was teaching them the propaganda techniques. Then they took those techniques and they watched these videos and as a group, there were three of them in a group, they would come up with a presentation to say which propaganda technique was most used in this presidential campaign. I know we're all kind of tired of the presidential stuff right now, but this one goes well. So, propaganda techniques which are name-calling, transfer of blame, fear, glittering generalities and bandwagon. Have we seen this in the recent presidential campaign? Okay, I think also, open source is a wonderful way to get students engaged by using technology. If any of you have not have foreign language teachers that haven't used this wordplay, you need to be a resource for them to go here. This is a great way for students to use technology to practice their foreign language vocabulary. Okay? Okay. Lessons to choose the motivation and engagement should. All right. I'm going to take all that they have discussed and kind of put it all together and share a little bit of what I do on a daily basis, how I get into the classroom successfully as a school librarian and how I actually do some high tricks of the trade that seem to work for me. The first one is to enhance what teachers are already doing. You do not have to reinvent the wheel as a school librarian. I am an, I call myself an auditor. I walk around the school building making sure that I am listening all of the time in the lounge, back in the bathroom, in the hallways. And if I hear a teacher say this week we're teaching that lesson, alarm, and they'll name something, I think, aha, that's my end. And I don't even stop and talk to them then because I was a classroom teacher for years, taught special ed before that. So I have a lot of passion for the little kids. But I will go back to my office and I will send them three apps that can download to their iPad, four websites, and I will send one of my student aids down with a pile of books out of the library to support that. I don't know if they use them. I usually hear back that they thought they were amazing, but that's my end. We didn't even have a conversation about it. So I'll say, hey, next year, let's do da, da, da, da, da. And so that's usually my end for that one. So don't ruin that wheel. The next one is to incorporate multiple standards at once. Being a first grade teacher, we had a lot of state standards we had to teach too. And in fact, our report card that we sent home each quarter were standard based. And so we had to grade our kids quarterly by the state standards. And so I understand now that I'm a school librarian that if a teacher is teaching something, it's pretty purposeful. And so I let them do the state standards piece of it and then I come in with the 21st century standards and then we can make a pretty awesome lesson. Utilize technology, that's my end. I always joke that I'm a school librarian, but the thing that the teachers care about the most is that I'm a tech integration specialist. And if I say I'm going to bring iPads or iPods or laptops, the teachers are getting instantly. So that's my end. And then of course be planned, taught, and discussed together. It's also tricky to try to marry them to the state standards with 21st century standards if you haven't planned it together. And I was big, even when I was a classroom teacher, we were big on co-teaching with the special ed staff. And so in our school building, it's okay. You don't have to tell them you're coming in. If you come in, they usually just include you, which is kind of cool. All right, so here are some of my tricks of the trade. And I have a lot of these in place before I even try to teach a lesson with a classroom teacher. The first one is just how I get myself out of the library. And that's one of the biggest struggles we have is that it must have a total flexible schedule. It is often hard to get out from behind the circulation desk. And so a couple things. The first three, I have a technology para that I'm very blessed to have, and I have a library para. But I justify life crazy. They are never not busy. I have taught both of them everything I know as far as even important jobs. I have taught them how to process books. I have taught them how to technology wise. Janie is her name. She could run the show without me. So that's a huge one. The next one is parent volunteers. My parent volunteers are faithful and they are amazing. They come every day. And if they do not come, they call me and tell me they won't be there. But that's because I have empowered them to be special. They are amazing. And the last one is student aids. I work really hard to advertise that the elementary student aid job isn't just about shovel books. But high school kids need to do that. And so I let them do a lot of other things. I let them do some research for me. I let them find good apps that a teacher might ask for. I let them even dabble a little bit in garage band if I'm working on a project. They help me edit it. So I give them a little bit of power too. And the last one is share, share, share, share, share. Never, never, never. If you hear something in a hallway and you know you have something supported to support it, never let it go by the wayside. Email that teacher. I've even texted a couple of them after hours saying I forgot to send this to you today but remind me tomorrow I have an app that you can use for that. Show up on time. If you tell a teacher you are coming in to co-teach with them, be there on time. Coming from a classroom teacher having taught if you are waiting for them to come in, you have already lost your students. So make sure you are on time. It's just credibility. Number seven, constantly communication. Talks about that one, but it's not even texted some of the teachers. Sometimes that's the only way you'll get them to read it. Number eight, student buy-in. If you show up with books and technology many of them will be interested. You really have a cool job. You can advertise this. The kids will love you. Number nine, people want to be to present it in a different way. Frequently, I will find out what the teachers are already teaching and then I will find the other multiple intelligence ways that I can support it. Kind of like some of the stuff in the round part video. And then last one is pre-teach the heart of each kid. I was a special ed teacher when I first started teaching strangely enough a passion for those kids that can't sit still and for those kids that don't like to learn. And so frequently, if I know a lesson is coming up I will say to the teacher, send me a body. Send me in the last 20 minutes of the day the day before the lesson. Body comes in, I say tomorrow body, you are going to be my helper. We have to teach your entire class to XYB. And tomorrow you are going to be a presentation remote slide term. He has a job tomorrow and he thinks he is so amazingly cool because he has the heads up of what is going to happen. And so frequently when I leave the teacher will say wow that lesson went pretty well and Bobby was even engaged. I say well a lot of that was pretty important in that lesson. It's just another one of my little tips. Alright. This is a lesson that I actually have used to try to advertise to the other teachers in the school building that I am not going to give them more work. I am not going to come into their classroom just so that I can say that I co-taught a lesson. And so frequently I would say I was the first grade teacher and so this is one of my favorite lessons because I know the other side of it. This was a language arts standard that we used to have to do for pencil teach. And it wasn't necessarily a fun one. It was based on the book, I forgot to pull it out but it was a breeze of hope to the students. They have to draw a picture. They have to see a band's question once. You can bear not find your door. What would you do? And the kids, even though it was a great book the kids hated it. And so when I became school librarian I said to one of my dear friends alright we are going to jazz this baby up a little bit. We created, I added the 21st century standards to it and we created a green spring video of these kids. We actually used this parent teacher conference of the two, the parents love it. Now the kids do the original state standard because we needed to turn those results to our curriculum director. But then for the advanced questions we incorporated technology and we turned it into a green spring iMovie project. And the kids still talk about it. Public speaking, that was hard for many of them. So we took that lesson, we beat it up. The kids loved every minute of it. And now I have sixth grader saying to me, this is Rich. When are we going to get the green spring that you have in your library? What are you going to let me do that? And so instantly those kids have bought in. I thought we could go up in there that they've ever taken in their life and tell them we're going to do something like the first graders did and that will be one of the best days of school. It did take a little bit of time on my part but it was so unbelievable worth it in the end that I will do it again and again and again until something wanted to share with you today and maybe you have already been to this website but oftentimes if you hear a teacher in the hallway talking about a lesson or a teacher something, a unit is coming up and you think to yourself, I want to help them, I want to co-teach it but what do I do now? There are many places you can go we all I'm sure as teachers and educators have Googled the topic and it will come to our best in plans and sometimes it will bring up good things and sometimes it will make you pay for some lesson plans or to access a website but this one is specifically for school librarians who are wanting to teach true 21st century lessons and they have each lesson plan that is submitted has to be approved before it will be posted on the site so it matches all the qualifications and it does a lot of the work for you of course you're not going to find a perfect match but oftentimes you can take ideas from this and you can tweak it to make it work for you. On the website it is the handout that was back by the back if you did not get a handout it is on the website with all of the handouts and you can go there so just to kind of give you so that you have seen it because sometimes if you're working your way through this and you haven't seen it of course you're going to have to click on create a new account you already have a login you would put that in there if you for some reason forgot to login because we all have 8,000 passwords and logins and we can never remember what we used you can get an email to you it will make you fill in all the information about yourself who you are it will