Threshold Concepts

Pritchard, J. (2012, October 11). Threshold concepts. Retrieved from

            The page provides a definition of threshold concepts as a novel opportunity of providing insight and understanding to information. The author list five characteristics of a threshold concept: “transformative, irreversible, integrative, bounded (has boundaries which connect to other concepts), and troublesome.” Links are available to more explanation of its development and understanding.

Depth of Knowledge

Vimeo. (2011, March 14). Depth of knowledge with karin hess (full version) . Retrieved from

            The most clear explanation of the DOK concept in alignment with Bloom’s taxonomy.

Depth of Knowledge = Complexity of Thinking: what kind of mental processing needs to occur with the activity? = ways you interact with content (Norman Webb)

Bloom’s Taxonomy = Type of Thinking (Benjamin Bloom)

Try this before taking your next course

Landsberger, J. (n.d.). Study guides and strategies: Learning to learn (metacognition). Retrieved from

            Learning to learn series begins with the participant taking a directed reflection on personal learning style. The results are meant to help the participant gain an understanding of the best way to learn and so plan the learning activities to help with future studying strategies.

The 4 School Curricula

Ebert, E. S. II, Ebert, C., and Bentley, M. L.  (2013, July 19). Curriculum definition. Retrieved from

             The article provides a history of curricula from the medieval to modern times, the purpose of a curriculum, and a description of the four curricula present in a school. The four curricula are explicit curriculum – the knowledge and skills to be taught and learned; implicit curriculum – lessons based on school culture as influenced by demographics and unspoken expectations and perspectives of adults and students; null curriculum – lessons not included such as evolution, gender identity, alternate lifestyles, and family dynamics; and extra-curriculum – lessons learned from participation or non-participation in committees and organizations beyond the classroom.


             The author writes that teachers bring “passion” to the topic they present and to the format of the presentation – with the student’s perspective in mind. “Find out what each child is innately passionately about. Be an instructor that exudes passion for the topic, and infect your students with that excitement. .. With patience.” She cautions that doing so means becoming vulnerable to learning alongside the student so that students also risk being as vulnerable to learning for themselves.


Papert, S. (1980s). Constructionism v. instructionism. [Transcript of speech delivered by video]. Retrieved from


            In this transcript of a speech given through a video presentation to educators at a conference in Japan, Papert defines constructionism and instructionism as “two approaches to educational innovation,” describes how students apply mathematics with computer technology to learn mathematical concepts, and encourages audience to “become engaged in inventing the future of learning.”

“Instructionism is the theory that says, “To get better education, we must improve instruction. And if we’re going to use computers, we’ll make the computers do the instruction.” (Part 1, para. 3)

“Well, teaching is important, but learning is much more important. And Constructionism means “Giving children good things to do so that they can learn by doing much better than they could before.” Now, I think that the new technologies are very, very rich in providing new things for children to do so that they can learn mathematics as part of something real.” (Part 1, para. 4)

Behaviorism abbreviated

Lowry, B., McPhail, E., Patterson, D., & Reese, C. (2012, November 20). Behaviorism. [PowerPoint slides]. Retrieved from


Pickering, S. (2010, November 24). Behaviorism: A learning theory. [PowerPoint slides]. Retrieved from

            Student-created PowerPoint slides give brief overview of theorists’ concepts about behaviorism: Pavlov, Skinner, and Bandura; describes positive and negative reinforcement and gives ideas on how teachers can apply them.

Loertscher, D. V., & Koechlin, C. (2012).  Theory and research as the foundational elements of a learning commons. Teacher Librarian 39(3): 48-51. Retrieved from

The article provides information from organizations and researchers in support of the learning commons. The research provided is based on guiding principles: [1] A sense of urgency to utilize technology to make a difference, [2] The learning commons is a “giant collaborative,” [3] “The redesign of learning experiences toward higher-level thinking and creativity is essential,” [4] “Virtual space can have a profound effect on learning,” [5] “Personal learning networks and envrionments are grwoing as essential elements in learning and global competitiveness.’

Co-Teaching Strategies

Chambers, Julia
CO-Collaboration strategies

Cook, L., & Friend, M. (2004, April). Co‐Teaching: Principles, Practices, and Pragmatics, Paper presented
at the quarterly meeting of the New Mexico Public Education Department Special Education
Meeting, Albuquerque, NM. Retrieved from

This paper offers a great description of 6 approaches to co-teaching, with excellent descriptions of each approach. Examples include:

  • Teach one, one observe
  • Teach one, one drift
  • Parallel teaching
  • Station teaching
  • Differentiated/Supplemental teaching
  • Team teaching
Each approach has short, accessible descriptions followed by in-depth details on such things as when to use this approach, amount of planning required, and classroom examples.
Evaluation: This is definitely a must-read article for anyone new to collaboration. It opens up possibilities and ideas and gives the teacher librarian more tools to draw from when working with different types of personalities and different types of instruction.