Moving Forward withNew Standards
Gerry Solomon, NC DPI
Information Power, 1986, 1998.
“Your practices must truly mirror what you believe.”
Everett Kline, Educational Consultant AASL Fall Forum 2008
Learning 4 Life (L4L): National Plan for Implementation of Standards for the 21st-Century Learner and Guidelines for the School Library Media Program
http://ala.org/ala/mgrps/divs/aasl/aaslproftools/learning4life/index.cfm
Common Beliefs
Reading is a window to the world.
Inquiry provides a framework for learning.
Ethical behavior in the use of information must be taught.
Technology skills are crucial for future employment needs.
Equitable access is a key component for education.Gail Dickinson, Ph.D., Old Dominion University
The definition of information literacy has become more complex as resources and technologies have changed.
The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.
Learning has a social context. School libraries are essential to the
development of learning skills.Gail Dickinson, Ph.D., Old Dominion University
Common Beliefs
Framework for 21st Century Learning
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
Skills
Key abilities needed for understanding, learning, thinking, and mastering subjects.
Key Question: does the student have the right proficiencies to explore a topic or subject further?
Gail Dickinson, Ph.D Old Dominion University
Dispositions
Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken.
Key Question: Is the student disposed to higher level thinking and actively engaged in critical thinking to gain and share knowledge?
Gail Dickinson, Ph.D Old Dominion University
Responsibilities
Common behaviors used by independent learners in researching, investigating, and problem solving.
Key Question: Is the student aware that the foundational traits for 21st century learning require self-accountability that extends beyond skills and dispositions?
Gail Dickinson, Ph.D Old Dominion University
Self-Assessment Strategies Reflections on one’s own learning to
determine that the skills, dispositions, and responsibilities are effective.
Key Question: Is the student able to recognize personal strengths and weaknesses over time to become a stronger, more independent learner?
Gail Dickinson, Ph.D Old Dominion University
21st Century Learners
SKILLS (key abilities)
DISPOSTIONS IN ACTION
RESPONSIBILITIES
(behaviors of independent learners)
SELF-ASSESSMENT STRATEGIES
Read, Find, Evaluate
Demonstrate, Display
Contribute, Respect, Behave Ethically
Reflect on learning
Skills Dispositions Responsibilities Self-Assessments
Assessing Skills
AssessingDispositions
AssessingResponsibilities
AssessingSelf-Assessments
Gail Dickinson, Ph.D Old Dominion University
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 Assessment
Assessment for LearningThe measurement of knowledge and skills during the process of learning in order to inform the next steps
Barbara Stripling
AASL Fall Forum, 2006
Formative Assessment Examples
Teacher-Led:Ungraded Exams and DraftsChecklists and RubricsExit Cards and Journal ResponsesObservation ChecklistConsultation
Barbara Stripling
AASL Fall Forum 2006
Formative AssessmentExamples
Learner-Led:Reflecting (Learning Logs, Notetaking)Questioning OrganizingSharing (Reciprocal Teaching)Challenging (Challenging Questions)Evaluating
Barbara Stripling
AASL 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 ProductPresentation or ExhibitionPerformance TaskPortfolio / Process FolioChecklistRubrics
Barbara Stripling
AASL Fall Forum 2006
Summative AssessmentExamples
Learner-Led:Concept MapFinal ReflectionAuthentic ProductPresentation or ExhibitionPortfolio / Process FolioChecklistRubric
Barbara Stripling
AASL Fall Forum 2006
Example – Grade 6Overview: As part of a science unit on conservation, sixth
grade students will research alternative energy sources and communicate their knowledge by participating in a panel discussion on mock alternative energy solutions.
An essential question framing their inquiry is: Which alternative energy sources will sustain a healthier and cleaner environment?
AASL Standards for the 21st-Century Learner in Action, Draft 2
Final Product
Students compose prepared remarks and deliver oral presentations for panel discussions. All work must be properly cited.
AASL Standards for the 21st-Century Learner in Action, Draft 2
Formative Assessment
Teachers and the SLMS gauge student performance by using a rubric to assess students’ progress in:
generating and answering questions determining accuracy, credibility, and relevance
of information gathering information from appropriate sources taking notes in own words synthesizing notes for the presentation.
AASL Standards for the 21st-Century Learner in Action, Draft 2
Summative Assessment
Teachers, the SLMS, and students use an instructor-designed rubric to assess the panel presentation on the basis of:
content accuracy organization of ideas and details communication skills
AASL Standards for the 21st-Century Learner in Action, Draft 2
BenchmarksGrades 2, 5, 8, 10, 12
Action Examples and Scenarios
Cause students to understand: Insight into key ideas, as reflected in wise
inferences regarding the knowledge and skill to be learned (making meaning)
Effective use of knowledge and skill in varied, important, realistic, and novel situations. (enabling transfer)
Used with permission of Everett Kline AASL Fall Forum 2008
Skill 1.1.9 Collaborate with others to broaden and deepen
understanding.With your group, develop a dress code for your school and present it as a music video. Before you begin, complete a project plan which includes the goal of the project, research strategies, and resources needed. Assign responsibilities and tasks to each member of the group. Meet regularly to monitor progress on individual tasks and then to come to consensus on what should be included in the final production. Present video as part of an in-class video festival.
Standards in Action, Draft One, AASL
It’s Okay to It’s Okay to Mix!Mix!
Disposition 3.2.1: Demonstrate leadership and confidence by presenting ideas…
Responsibility 2.3.1: Connect understanding to the real world.
“The definition of information
literacy has become more complex
as resources and technologies have
changed.” Standards for the 21st Century Learner, AASL 2007.
“Inquire, think critically, and gain knowledge.”
Standards for the 21st Century Learner, AASL 2007.
Grade 2 Indicator: Form simple
questions and begin to explore ways to answer them.
Benchmarks: Formulate
questions related to listening activities
Ask “I wonder” questions about the topic, question, or problem
Standards for the 21st Century Learner in Action, AASL 2009
Action Example: Scenario
“Second graders will learn about famous African American historical figures…The teachers and the SLMS work together to create a graphic organizer…Research questions will be developed through a guided brainstorming activity…”
Standards for the 21st Century Learner in Action AASL, 2009
“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." From Now On. Vol 16 No 3. February 2007.
Look for connections between information
Trigger forming an opinion about the information found
Use comparisons and looking for patterns Require THOUGHTFUL answers
IN 2 EDU: Information Literacyhttp://www.in2edu.com/downloads/infolit/index.htm
“Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.”
Standards for the 21st Century Learner, AASL 2007.
Assess the importance of ideas by comparing…
Identify main ideas and supporting examples…
Analyze different points of view… Determine patterns and discrepancies by
comparing… Interpret information and ideas by
defining, classifying…
Standards for the 21st Century Learner in Action, AASL 2009
“Share knowledge and participate ethically and productively as members of our democratic society.”
Standards for the 21st Century Learner, AASL 2007.
“Pursue personal and aesthetic growth.”
Standards for the 21st Century Learner, AASL 2007.
NC Essential Standards: Building A New Model
“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.”
http://www.ncpublicschools.org/sbe_meetings/revisions/2006/pdfs/0609/sbefgfrs2.pdf
NCDPI Communication
s and Information
Division 2007
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
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
… focus on big, conceptual ideas and enduring understandings to be learned, as well as the levels of cognitive processing needed to ensure student success. 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
Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.
Larry Ainsworth, Center for Leadership and Learning
NCDPI Framework for Change
Addresses what NC graduates will need to complete globally upon graduation
Next generation of Standards, Assessments and Accountability
http://www.ncpublicschools.org/acre/standards/
Challenges and Opportunities
Teachers uncomfortable with inquiry
TIME!
Work more closely with curriculum
Chance to deepen cognition
Chance to really put our beliefs into practice
Kristin Fontichiaro. Notes from the AASL Webinar on the Skills Portion of the Standards for the 21st Century Learner, April 2009
Stages of Concern Awareness Informational Personal Management Consequence Collaboration Refocusing
Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.
“Your practices must truly mirror what you believe.”
Everett Kline, Educational Consultant AASL Fall Forum 2008
Gerry [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
http://www.education-world.com/a_tech/images/odysseus.jpg
http://ala.org/ala/mgrps/divs/aasl/aaslproftools/learning4life/index.cfm
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
Screen shots from Grolier and Infotrac taken via http://www.ncwiseowl.org
http://gizmodo.com/gadgets/amazon-kindle-next-week/amazon-kindle-e-book-reader-coming-next-week-323432.php
http://www.wikipedia.org Screen shot: Google Earth http://www.education-world.com/a_tech/
images/odysseus.jpg Screen shot: Google Notebook http://flatclassroomproject.wikispaces.com/ http://www.teachertube.com/view_video.php?
viewkey=c611904a467b4892806a