Future-Ready Learning by Alamance

VIEWS: 10 PAGES: 56

									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
 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
Framework for 21st Century Learning
                       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


http://www.ala.org/ala/aasl/aaslproftools/learningstandards
                      /standards.cfm
   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
   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
   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
   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
SKILLS (key abilities)   Read, Find, Evaluate
DISPOSTIONS IN           Demonstrate, Display
  ACTION
RESPONSIBILITIES         Contribute, Respect,
                           Behave Ethically
(behaviors of
   independent
   learners)
                         Reflect on learning
SELF-ASSESSMENT
  STRATEGIES
Skills      Dispositions   Responsibilities       Self-Assessments




Assessing   Assessing      Assessing              Assessing
Skills      Dispositions   Responsibilities       Self-Assessments




                                  Gail Dickinson, Ph.D Old Dominion University
   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
The measurement of
knowledge and skills during
the process of learning in
order to inform the next
steps



                 Barbara Stripling
                 AASL Fall Forum, 2006
Teacher-Led:
  Ungraded Exams and Drafts
  Checklists and Rubrics
  Exit Cards and Journal Responses
  Observation Checklist
  Consultation



                        Barbara Stripling
                        AASL Fall Forum 2006
Learner-Led:
   Reflecting (Learning Logs, Notetaking)
   Questioning
   Organizing
   Sharing (Reciprocal Teaching)
   Challenging (Challenging Questions)
   Evaluating




                                      Barbara Stripling
                                      AASL Fall Forum 2006
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
Teacher-Led:
   Authentic Product
   Presentation or Exhibition
   Performance Task
   Portfolio / Process Folio
   Checklist
   Rubrics

                            Barbara Stripling
                            AASL Fall Forum 2006
Learner-Led:
   Concept Map
   Final Reflection
   Authentic Product
   Presentation or Exhibition
   Portfolio / Process Folio
   Checklist
   Rubric

                          Barbara Stripling
                          AASL Fall Forum 2006
Overview:
 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
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
    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
    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
Benchmarks
Grades 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
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
   Disposition 3.2.1:
    Demonstrate
    leadership and
    confidence by
    presenting
    ideas…

   Responsibility
    2.3.1: Connect
    understanding to
    the real world.
     “Inquire, think critically, and gain knowledge.”




Standards for the 21st Century Learner, AASL 2007.
                                    Benchmarks:
   Grade 2 Indicator:              Formulate questions
                                     related to listening
   Form simple
                                     activities
    questions and begin
    to explore ways to              Ask “I wonder”
    answer them.                     questions about the
                                     topic, question, or
                                     problem

                 Standards for the 21st Century Learner in Action, AASL 2009
“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 Literacy
                   http://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.
“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/rev
       isions/2006/pdfs/0609/sbefgfrs2.pdf
     NCDPI
Communications
and Information
 Division 2007
   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
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?
      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
     Revised Blooms’ Taxonomy (RBT)



  Cognitive
Dimensions                     Knowledge
   •Remember                   Dimensions
  •Understand                  •Factual
     •Apply                    •Conceptual
    •Analyze
                               •Procedural
    •Evaluate
     •Create                   •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
   Addresses what
    NC graduates will
    need to complete
    globally upon
    graduation

   Next generation of
    Standards,
    Assessments and
    Accountability
http://www.ncpublicschools.org/acre/standa
   Teachers                Work more closely
    uncomfortable            with curriculum
    with inquiry            Chance to deepen
   TIME!                    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 21 st 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
“Your practices must truly
 mirror what you believe.”




      Everett Kline, Educational Consultant AASL Fall Forum 2008
In compliance with federal law, NC Public Schools administers
all 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 Superintendent
           Academic Services and Instructional Support
        6368 Mail Service Center, Raleigh, NC 27699-6368
          Telephone: (919) 807-3200 :: Fax: (919) 807-4065
   http://www.education-
    world.com/a_tech/images/odysseus.
    jpg
   http://ala.org/ala/mgrps/divs/aasl/a
    aslproftools/learning4life/index.cfm
   http://www.ala.org/ala/aasl/aaslprof
    tools/learningstandards/standards.c
    fm
   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?view
    key=c611904a467b4892806a

								
To top