Carol Koechlin

Flexible in its use, this book allows any lesson or instructional activity to conclude with a metacognitive action that allows learners to understand what has been learned why and how. This book takes one through the various steps of developing a "big think" that is integral to the lesson but reflective of what has been learned. It shows how collective brainstorming about what has been learned can enhance the learning experience. And it gives freedom to all to consider how this type of instruction could be even better when done again. Good strategies to consider with prescriptive models if needed. Will work to insert one's own curriculum in it.… (más)

Koeschlin and Zwann have created a handy blip book chuck full of great tips for student researcher in middle and high schools that covers the research process. Each page includes both suggestions and how-to illustrations that talk about ways of learning, exploring to learn, reading to research, from information to learning, learning together, and learning for life. As l looke at such a brief tool, it seems that such a guide in 10-15 copies available for a quick and short introduction by the teacher librarian and then use of even one page as a guide would be very helpful during a research period. We are also encouraged by the idea to have students make their own research guides and research helps that they publish for the rest of the class as a research assignment proceeds. That way, research becomes a collaborative effort as opposed to a one-way directive. Student-produced research video clips like YouTube videos are one way Joyce Valenza involves the students in thinking about research and helping everyone else rather than just completing an assignment. It just makes sense that the learners would be involved in creating their own guides to doing research rather than just telling them what to do. Highly recommended.… (más)