The coronavirus crisis has prompted rapid intervention by schools, and long distance learning has challenged educators and teacher librarians to develop meaningful instruction and learning activities. One key concern is how to stay connected with students and engage them in learning beyond fill-in-the blank worksheets. Librarians are resource experts: our websites and LibGuides organize collections of ebooks, audiobooks, databases, and recommended websites. Finding information is easy; engaging with the information and making personal connections is the real challenge for student learning.
One of our national treasures, The Smithsonian Institution, is encouraging students to explore art, artifacts, and videos to build connections and deepen learning through thoughtful conversations. The Smithsonian Learning Lab’s new GoGlobal modules highlight items from the Smithsonian’s collections; these modules were developed by educators for a variety of subject areas and grade levels. To support student inquiry, the learning activities incorporate Visible Thinking routines and Global Thinking routines from Harvard Project Zero.
How can looking closely at Vincent Van Gogh’s Starry Night reveal ideas about the science of stars? Explore Sandra Vilevac’s Grade 4 Beliefs Unit that uses Van Gogh’s painting Starry Night to launch a discussion on how the night sky has influenced belief systems. Using a thinking routine called Beauty and Truth, students ponder how beauty (art) can reveal truths or, at times, conceal truth. It is surprising how accurately Vincent’s turbulent, glowing sky depicts images from the Hubble telescope. This learning module provides additional activities, such as animated video stories of the origins of stars from belief systems of the Mohawk, “The Never Ending Bear Hunt,” and Chippewa, “The Fox and the Stars.” For example, students might ponder Beauty and Truth in the story of “The Fox and the Stars”; this story describes why the stars have the appearance of being scattered in the sky and yet one can also detect patterns of star formations.
How can environmental artwork prompt us to social action? Aleah Myers’s GoGlobal learning module, Environmental Advocacy through Art, provides many art forms for students to examine and then challenges students to create their own artwork that will encourage society to protect the environment. Students might view the riveting environmental artwork, El Antusi’s sculpture Erosion, to evaluate perspectives with Step In, Step Out, Step Back thinking routine:
1. Develop empathy with an artist’s message (Step In)
2. Clarify what you might need to investigate to understand the message better
3. Reflect on your own perspective and “what it takes to take somebody else’s (perspective)” (Step Back)
Students can then watch the Smithsonian video that discusses the layers of meaning in this sculpture Erosion.
These are just a few examples of the GoGlobal learning modules that encompass art, music, culture, science, history, and social action. These resources and thinking routines may spark ideas to connect your students in engaging discussions. Whether your distance learning takes the structure of embedded content in library websites, screencasts, school discussion boards, shared Googledocs, GoogleMeet, or Flipgrid, consider exploring some of the thought-provoking collections of the Smithsonian with the goal of guiding students in discussions that deepen inquiry through Visible Thinking and Global Thinking routines.