OBE in library program

[Eugene Hainer <ehainer@LOBO.RMH.PR1.K12.CO.US>]

LM_NETTERS:
        I'd like to add my $0.02 worth to the OBE discussion of the past week:
Our school has been 'OBE' oriented for most of the past two years, and
our district is in the final steps of adopting the OBE philosophy (which is
what it is, to me--a philosophical, rather than educational change).  I'm no
expert in OBE, but have implemented some ideas out of necessity that have
helped integrate OBE and library attendacne, and curriculum.
        Our 5th and 6th grades are combined in a middle level education
scheme; they combine the grades in different combinations for different
classes every 12 weeks.  As part of the music/art/PE class schedules, I get a
mix of 5th /6th from five homerooms--none of which are doing the same things,
and some of which may or may not have yet done what others are doing.
        With that as backround, my problem was to find a way to offer skills
to the kids, but without being able to focus on one particular study area. So,
I am having students work on 'projects' over the course of a hexter (6 weeks)
grading period.  The first 6-weeks was focused on preparing students, and
learning the hardware and software.  The last 6-weeks will be used to tie up
and introduce topics not touched on during the 4 project periods.
ADVANTAGES--
o  I can focus my energies on teaching what they need to complete their work.
o  Students work at their own pace, with faster students moving to computer-
   oriented work when finished.
o  The students have buy-in, because they choose their work each time.
o  The projects allow both creativity, and practical work experience on a
   variety of media materials and hardware, plus use the library for reading.
o  I have geared the work to focus on as many district outcomes as possible to
   meet the required OBE topics.
o  Being able to have more one-on-one contact with students, to work out their
   weakness in research and media use.
o  I am able to share information on student progress with teachers to
   reinforce difficulties students may be having.
o  Students learn to budget time and resources, and work independantly.
DISADVANTAGES--
o  Reteaching some skills to different groups each hexter (but in smaller
   groups than in a class situation).
o  Record keeping and followup on student progress (fortunately an aide helps).

  Students just signed up for their 3rd project this week.  Response and
enthusiasm is great, even from the less-involved students.  If your school is
considering OBE, I would recommend such an approach.  It has vastly improved
the way students perceive my media center, and teachers are seeing improvement
in the way students undertake research in their own classes as well.
--
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Eugene Hainer       303-223-9901        | A wheel, without friction,
Linton Elementary   4100 Caribou Dr.    |    won't go;
Fort Collins, CO    80525               | A child, without challenge,
ehainer@lobo.rmh.pr1.k12.co.us          |    won't grow.
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