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Gerry Solomon, NCDPI. Collaboration: Fitting It All Together. Edutopia.org. Welcome to the Digital Age. Pass the Envelope Please…. Framework for 21st Century Learning. Learning and Innovation Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills - PowerPoint PPT Presentation
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Collaboration: Fitting It All Together
Collaboration: Fitting It All Together
Gerry Solomon, NCDPI
Welcome to the Digital Age
Welcome to the Digital Age
Edutopia.org
Pass the Envelope Please…
Framework for 21st Century LearningFramework for 21st Century Learning
Learning and Innovation Skills
Creativity and Innovation Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
Information, Media and Technology Skills
Information Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Flexibility & Adaptability Initiative & Self-Direction
Social & Cross-Cultural Skills Productivity & Accountability Leadership & Responsibility
Key Elements of 21Key Elements of 21stst Century Century LearningLearning
Core subjects Learning skills
21st century tools
21st century context (real world)
Key ElementsKey Elements
21st Century content global awareness financial, economic, and business
literacy civic literacy
21st Century assessments
www.21stcenturyskills.orgwww.21stcenturyskills.org
“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century.”
NCDPI Communications and Information
Division 2007 http://www.ncpublicschools.org/organization/mission/
Beginning with the End in Mind…
It’s All About Collaboration
It is easier to put the puzzle pieces together if you have the whole picture from the box top.
Dr. Milt Daugherty, Superintendent USD 444 - Little River, Kansas SRTTC April 2005
Collaboration Is a Journey…
that goes through stages…
It Starts with Trust…
“Antennae” tuned “Hanging out” together Enthusiastic, approachable, and a good
listener Food! Building on success Being invaluable
Adapted from: “Tips for Collaboration.” S.O.S. for Information Literacy
Fostering Collaboration
Ongoing Communication Curriculum maps Scheduled Planning Times Planning Documents Research Process/PBL Assessment The ELEPHANTS
Ongoing Communication
Be visible! “What are you
doing…?” E-mail/IM…
Curriculum Mapping
http://www.ncwiseowl.org/kscope/TeacherHut/TableofContents/CorkBoard.html
NC Essential Standards: Building A New Model
NC Essential Standards: Building A New Model
Guiding Question
What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and a readiness for success?
Identifying What Is Essential
All standards are not equal in importance
Narrow the voluminous standards and indicators by distinguishing the “need to know” (essentials) from the “nice to know”
Larry Ainsworth, Center for Leadership and Learning
Cognitive Complexities
Revised Blooms’ Taxonomy (RBT)
Cognitive
Dimensions•Remember•Understand
•Apply•Analyze•Evaluate•Create
Knowledge Dimensions
•Factual
•Conceptual
•Procedural
•Meta-cognitive
Lorin Anderson: A Taxonomy for Learning, Teaching and Assessing
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
Inquire, think critically, and gain knowledge
Draw conclusions, make informed decisions, apply knowledge….
Share knowledge and participate ethically and productively…
Pursue personal and aesthetic growth
NETS for Students
Basic operations and concepts
Social, ethical, and human issues
Technology productivity tools
Technology communications tools
Technology research tools Technology problem-solving
and decision-making tools
http://cnets.iste.org/students/NETS_S_standards.doc
http://www.ncwiseowl.org/kscope/impact/
Slideshow/slide1.htm
Planning
Planning “Rules of the Road”
Collaborative Planning Documents
Collaborative Planning Documents
Planning Based on Outcomes
The Collaboration Toolkit
http://www.ncwiseowl.org/Impact/toolkit.htm
How Can You
Introduce and
Implement the
Toolkit?
How Can You
Introduce and
Implement the
Toolkit?
HOST GUIDE INCLUDEDCHARACTER CARDS•TABLE TENTS
•INVITATIONS
K.U.D. Model
KNOW – facts, vocabulary, definitions
UNDERSTAND – principles, big ideas
DO – skills, processes
Tomlinson, Carol and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum.
K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill
http://www.ncwiseowl.org/zones/mediatech/best/index.htm
K.U.D. for Instructional Partnering – Smith Middle School, Chapel Hill
http://www.ncwiseowl.org/zones/mediatech/best/index.htm
Paradigm Shift
Ending Topical Research!
“If we keep assigning topics, students will drive their earth moving equipment through the information landfill, pleased by the height and depth of the piles.”
McKenzie, Jamie. "Putting an End to Topical Research."
Research Process and Project-Based Learning
Research Process and Project-Based Learning
What Is Your Role?
Problem Solving Using a Problem Solving Using a Research ProcessResearch Process
Research
Sources
AccessUse of
Information
Analysis/Synthesi
s
Evaluation
Question Problem or Task
With permission of Annette Lamb
http://virtualinquiry.com/inquiry/
Collaborating for Assessment
Collaborating for Assessment
Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.Larry Ainsworth, Center for Leadership and Learning
Why WE need to assess
What we teach helps to close the learning gap.
If we are teaching partners, we are also partners in assessment.
Violet H. Harada
University of Hawaii
AASL Fall Forum 2006
Formative AssessmentAssessment for Learning
The measurement of knowledge and skills during the process of learning in order to inform the next steps
Barbara Stripling. AASL Fall Forum, 2006
Formative AssessmentExamples
Teacher-Led:Ungraded Exams and Drafts
Checklists and Rubrics
Exit Cards and Journal Responses
Observation Checklist
Consultation
Barbara Stripling
AASL Fall Forum 2006
Formative AssessmentExamples
Learner-Led:Reflecting (Learning Logs, Notetaking)
Questioning
Organizing (concept maps)
Sharing (Thinkaloud)
Challenging (peer review)
Evaluating (checklist/rubric)
Barbara Stripling
AASL Fall Forum 2006
The Setting
K students discover a strange insect on campus.
They want to find out what it is and its potential danger.
They work with teacher, LMS, and tech coordinator.
They use library resources and contact an entomologist by email.
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Students’ email
Dear Mr. KWe fownd a bug on the
sidwok at or school. It is red and black. It has 2 antena and small sqares on the back. Kan you hlp us? We want to no if this bug is dangris and if it pichas and what it can do. Can you tell us its name too?
Mrs. W’s class
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
The Setting
They publicize the results by Designing informational posters for the
campus
Creating a short video message aired over closed circuit television
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Assessing for learning
Focus: To what degree are K students able to identify important aspects of the inquiry process?
Teacher and LMS devise 2 class charts to show prior knowledge (pre-assessment) and new knowledge gained (post-assessment).
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Chart 1: What we know about inquiring (pre)
Have a questionFind the
information
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Chart 2: What we know about inquiring (post)
Find something interesting
Think about what we already know
Have wonderings
Find the information
Check in different places
Try to find the information
Share what we learned
Don’t make up the information!
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
The Setting
Context: Students participate in a mock global summit sponsored by the local department of education. Members of the community are invited as responders.
Audience: Peers and community experts.
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Assessing for learning Focus: Are students able to evaluate the
usefulness of web sites for their research?
Students assess the web sites based on content, authority, and ease of use.
They design a graphic organizer to evaluate web sites.
They use the graphic organizer to evaluate 3 web sites at 3 different intervals in their search process.
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Compiled class results
05
101520253035404550
Per
cen
tag
e
4 3 2 1
Levels of proficiency
Web 1
Web 2
Web 3
Violet H. HaradaUniversity of HawaiiAASL Fall Forum 2006
Summative AssessmentAssessment of Learning
The measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning
Barbara Stripling
AASL Fall Forum 2006
Summative AssessmentExamples
Teacher-Led:
Authentic Product
Presentation or Exhibition
Performance Task
Portfolio / Process Folio
Checklist
Rubrics
Barbara Stripling
AASL Fall Forum 2006
Summative AssessmentExamples
Learner-Led:Concept MapFinal ReflectionAuthentic ProductPresentation or ExhibitionPortfolio / Process FolioChecklistRubric
Barbara Stripling
AASL Fall Forum 2006
Flexible scheduling was found to be an essential ingredient facilitating collaborative partnerships between teachers and teacher-librarians. The principal’s expectations for team planning among teachers was a key ingredient for encouraging involvement of teacher-librarians. Grade planning meetings involving the teacher-librarian allowed for the integration of content areas in a holistic way, and could help shape a whole school commitment to information literacy.
Julie Tallman. “Curriculum Consultation: Strengthening Activity through Multiple-content Area Units.”
Flexible Access: Enables students and teachers to
use the media center and computer lab throughout the day;
And to have the services of the media coordinator and technology facilitator at point of need.
Advantages of Flexible Access
Making content relevant to students’ lives Bringing the world into the classroom Creating opportunities for students to interact in authentic
learning experiences
Increases access to resources Provides adequate time for use of
resources Facilitates collaborative planning
between the SLMC, TF, and teachers
Advantages of Flexible Access
At the heart of …professional learning communities is a commitment to having all teachers meet regularly with their colleagues…
1) to determine, in common, the essential standards they will teach in each course…
2) to prepare lessons and units together, assess their impact on student learning, and refine their instruction...
Mike Schmoker. “The New Fundamentals of Leadership.”
"You might have the very best librarian you could ever get on your staff, but being ready, willing, and able represents only three-quarters of what it takes to make significant contributions. The fourth part is opportunity. And opportunity rests in the principal's hands."
Gary Hartzell, University of Nebraska
Quoted by: Lee Sherman. The Essential Link
Role of the Administrator
Communicating the expectation that collaboration will occur on a regular basis
Provision of grade-level/subject area team planning times
In a student-centered library media program, learning needs to take precedence over class schedules, school hours, student categorizations, and other logistical concerns.
Information Power: Building Partnerships for Learning
It’s all about CHANGE!
A PROCESS, not an event
Made by individuals first, then organizations
Highly PERSONAL experience
DEVELOPMENTAL growth in feelings and skills
William L. Rutherford. A Study of the Effects of Various Interventions in a Two-Year Implementation Effort. Procedures for Adopting Educational Innovations Program, Research and Development for Teacher Education.
3 insights
2 things to do
1 challenge
CreditsHarada, Violet H. “What Is Assessment? Why Should Library Media Specialists
Be Involved?” American Association of School Librarians Fall Forum Program: Assessing Student Learning in the School Library Media Center. Warwick, RI: October 2006.
Information Power: Building Partnerships for Learning. Chicago: AASL, 1998
Lamb, Annette and Callison, Danny. "Models." Information Age Inquiry. 2006. School of Information and Library Science, Indiana University Indianapolis. 16
Jul 2009 <http://virtualinquiry.com/inquiry/models.htm>. McKenzie, Jamie. "Putting an End to Topical Research." From Now On. Vol 16 No
3. February 2007. Date Accessed 2 20 2007
<http://www.fno.org/feb07/topic.html>. Rutherford, William L. A Study of the Effects of Various Interventions in a Two-
Year Implementation Effort. Procedures for Adopting Educational Innovations Program, Research and Development for Teacher Education. University of Texas at Austin, 1979.
CreditsSchmoker, Mike. “The New Fundamentals of Leadership.” SEDL Letter,
Southwest Educational Development Laboratory,Vol. XVII, No. 2, December 2005.
Sherman, Lee. "The Essential Link:The School Librarian Bolsters Achievement by Reaching Out to Teachers and Students." Northwest Education Magazine Volume 9 Number 12002 Web.17 Jul 2009. <http://www.nwrel.org/nwedu/09-01/link.asp>.
Stripling, Barbara. “Assessment of Information Fluency.” American Association of School Librarians Fall Forum Program: Assessing Student Learning in the School Library Media Center. Warwick, RI: October 2006.
Julie Tallman. “Curriculum consultation: Strengthening Activity through Multiple-content Area Units.” School Library Media Quarterly. Fall,1995
"Tips for Successful Collaborations." S.O.S. for Information Literacy. 7 March 2006. Information Literacy.org. 17 Jul 2009 <http://www.informationliteracy.org/content/showit/Tips_for_Collaboration>.
Tomlinson, Carol and Caroline Cunningham Eidson. Differentiation in Practice: A Resource Guide for Differentiating Curriculum. ASCD, 2003.
Gerry Solomon [email protected]
In compliance with federal law, NC Public Schools administersall state-operated educational programs, employment activities
and admissions without discrimination because of race,religion, national or ethnic origin, color, age, military service,disability, or gender, except where exemption is appropriate
and allowed by law.Inquiries or complaints regarding discrimination
issues should be directed to:Dr. Rebecca Garland
Associate State SuperintendentAcademic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368Telephone: (919) 807-3200 :: Fax: (919) 807-4065