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Information Technology Literacy Curriculum Grade document sample
Document Sample
Big6 by the Month
Delivering Essential
Information Literacy Learning
to All Students
Eisenberg 2010
The Truth
• Almost all information literacy programs
are:
– Irregular
– Partial
– Hit or Miss.
• Few, if any, are:
– Comprehensive – reaching all students in a school.
– Predictable – from grade to grade, school to school.
– Accountable – measured and reported.
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why?
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overambitious
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&
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unrealistic
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goals and means
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given
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realities
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in
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schools & libraries.
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and…
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sacred cows
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Info Literacy Sacred Cows
• Collaboration
• Flexible scheduling (in school libraries)
• Information literacy isn’t a “real”
curriculum, on its own.
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it’s time for a new approach
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Big6 By the Month
Information literacy that:
reaches all students [comprehensive]
is measured and reported [accountable]
is ambitious but doable [manageable]
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Big6 by the Month
Information Literacy that is:
Defined
Predictable
Measured
Reported
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Big6 by the Month
A comprehensive and accountable Big6 program:
defined, predictable measured, & reported.
Defined = Identify essential, “power” learning objectives/grade
level expectations for each Big6/Super3 skill at each grade
level. Link to standards (subject area, information literacy, ICT).
Predictable = Implement a consistent, intentional, monthly
program coordinated and integrated with classroom curriculum.
Measured = Identify assessment criteria, strategies, and
evidence for each Big6 grade level expectation.
Reported = Identify formal reporting mechanisms (to students,
other teachers, administrators, parents).
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Implementing Big6 by the Month
1. DEFINED: For each month, determine 4-8 power Grade Level
Objectives based on the designated Big6/Super3 stages.
2. PREDICTABLE: adopt, and adapt the Big6 by the Month schedule
to your own school setting and calendar.
– For each month, link to classroom/subject areas:
» if available, use existing curriculum or curriculum mapping info.
» if necessary, conduct Assignment Mapping.
– For each week, develop instructional lessons based on Grade Level
Objectives linked to classroom assignments.
3. MEASURED: For each month, develop Big6/Super3 Assessment
(approach, evidence, criteria) based on Grade Level Objectives and
linked to classroom assignments.
4. REPORTED: Determine audience and means of reporting to that
audience document and communicate performance.
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Big6 by the Month Program
ATTRIBUTE CONTEXT TASK RESOURCES
Identify 4-8 GRADE Various
Within the Big6/Super3 LEVEL POWER curriculum/standards
DEFINED
Framework OJECTIVES per documents (e.g.,
BIg6/Super3 stage Montana)
Big6 website,
Clear monthly emphasis – Coordinate w. school and
district/school
PREDICTABLE cross-school, district, and district calendars/
calendar, state
beyond schedules
schedule
Determine APPROACH,
Connected to classroom
EVIDENCE, and TRAILS test, Big6
MEASURED assignments, tests, and other
CRITERIA for website
tools.
assessment
To students, classroom Determine FREQUENCY
REPORTED teachers, administrators, and MODE for each Big6 website
parents audience
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Defined
• Key Activity:
– Identify 4-8 essential, power learning
objectives for each Big6/Super3 stage for
each grade level.
– Link to relevant national/state/local
standards – info literacy, ISTE, subject
area.
– MAXIMUM power objectives per grade = 8!
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developed by Janet Murray
Task Definition
1.1 Define the information problem.
Related Content Standards
Communication R 2.7 generate and answer questions to clarify meaning
Arts W 5.2 select appropriate topics
Social Studies SS 1.1 identify and practice the steps of an inquiry process
(i.e., identify question or problem, …)
Science Sc 1 Students, through the inquiry process, demonstrate the
ability to design … scientific investigations.
Sc 5.3 simulate scientific collaboration by sharing and
communicating ideas to identify and describe problems
Technology T 1.1 identify and investigate a problem and generate
possible solutions
Info Literacy LM 1.1 Define the problem
ISTE NETS 3a plan strategies to guide inquiry
4a identify and define authentic problems and significant
questions for investigation
Montana Office of Public Instruction. Accreditation Division, Curriculum and Instruction Unit. Montana K-12 Content Standard
Frameworks. Helena, MT, 2010.
ISTE. National Educational Technology Standards (NETS-S) for Students
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Month: ______________________
Big6 Stage: ______________________
GRADES
Cross-
Grade K 1 2 3 4 5
Objective
Grade Level Objectives
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Month: October
Big6 Stage: Task Definition
GRADES
Cross-Grade
K 1 2 3 4 5
Objective
Determine personal
interests for reading
or media use
Identify needs & Everyday
uses for info : tasks
personal, school,
work
Grade Level Objectives
1.1 Define the Choose Choose from a list Generate a A. Identify the topic
problem - topic between 2 list of topics
selection topics and choose
1.1 Define the Listen and Listen and retell B. restate the problem
problem - problem or retell the the problem or or task in their own
task identification problem or task words
task
Nature (kinds) and
amount of
information needed
Keywords Retell Retell keywords C. use task-related
keywords vocabulary and
keywords
Setting a plan for Listen to the Listen and retell D. formulate
information problem- steps needed the steps needed questions or steps
solving to solve the to solve the needed to solve the
problem or problem or task problem or task
task
Red = from Essential Learning Expectations for Information Literacy http://www.opi.mt.gov/pdf/Standards/10FebELE_LibMedia.xls Eisenberg 2010
Month: ______________________
Big6 Stage: ______________________
GRADES
Cross-Grade
6 7 8
Objective
Grade Level Objectives
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Month: ______________________
Big6 Stage: ______________________
GRADES
Cross-Grade
9 10 11 12
Objective
Grade Level Objectives
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Information & Technology
Literacy Program
• Defined
• Predictable
• Measured
• Reported
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Predictable
Big6 by the Month
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Big6 by the Month
Sept: Overview of the Jan: Use of Info
process
Feb: Synthesis
Oct: Task Definition
Mar: Revisit & Reflect
Nov: Info Seek
Apr: Evaluation
Strategies; Loc &
Access May: Culminating
Activities
Dec: Revisit & Reflect
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Exercise
• Plan related to school/district calendar
and schedule
• Identify 1-2 major assignments by
grade/teacher for each month
• Plan related to major curricular
assignments and unit topics
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Grade: _________
Big6 GRADE LEVEL CLASSROOM
MONTH AGENDA
OBJECTIVES ASSIGNMENTS/UNITS
Overview:
September the process
October Task Definition
Information Seeking Strategies
November Location & Access
December Revisit/Reflect
January Use of Information
February Synthesis
March Revisit/Reflect
April Evaluation
May Culminating Activities/Events
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developed by Laura Robinson
Lesson in Context:
Big6, Grade Level, Subject Area
• Big6: Task Definition
• Grade Level: 2
• Objectives: LM1.1 Grade 2: identify types of information needed
• Subject Area: Science
• Unit: Cloud Types
• Assignment: The whole class creates a KWL chart related to a specific
scientific investigation topic: cloud types .
• Lesson Activity: From the “W” part of the chart (What do we want to
learn?), whole class generates a “Task Definition Statement” including (a)
the goal of the assignment and (b) the types of information needed. The
lesson has the students complete a checklist on types of information
needed: opinions, facts, text, pictures, sound, etc.
• Example of class outcome: “For our “clouds” unit, we will identify at
least 4 different types of clouds. We will need pictures of different
types of clouds, their names, and facts about the clouds.”
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Information & Technology
Literacy Program
• Defined
• Predictable
• Measured
• Reported
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Measured
– Identify assessment, grading, or evaluation that you
use or could be used to assess the monthly power
objectives.
– Consider and select monthly assessment approach:
» Determine the specific skills, objectives, tools,
techniques to assess (see defined grade level
objectives).
» Select evidence to use for assessment.
» Determine criteria to apply to evidence.
» Reconsider approach for efficiency as well as
effectiveness. Revise as necessary.
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Putting the Pieces Together
Slide provided by Colet Bartow, Montana Office of Public Instruction
Library - Information Literacy Specialist
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Formative Assessment
• Assessment FOR Learning
– Purpose: Provide ongoing feedback to improve
learning
– Timing: During the learning segment
(Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)
Slide provided by Colet Bartow, Montana Office of Public Instruction
Library - Information Literacy Specialist
Eisenberg 2010
Summative Assessment
• Assessment OF Learning
– Purpose: Evaluate final efforts to prove learning
– Timing: At the end of the learning segment
(Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)
Slide provided by Colet Bartow, Montana Office of Public Instruction
Library - Information Literacy Specialist
Eisenberg 2010
Science Grade Level Expectations
(http://www.opi.mt.gov/pdf/standards/09ScienceELE.pdf)
Grade 1 Grade 4 Grade 8 Grade 12
B. Write a testable A. Ask a testable question using A. Compare testable vs. non- A. Identify the various applications of scientific
Content Standard: question with teacher observations testable questions investigations (explore new phenomena, check on
MT Science Standard 1: guidance and prior knowledge B. Write a testable question for previous results, to test how well a hypothesis
Students, through the inquiry E. Identify the purpose of D. List a step-by-step procedure an investigation predicts, and to compare hypotheses)
process, demonstrate the ability the investigation for an investigation E. Distinguish between a B. Identify a testable question
to design, conduct, evaluate, and
Task Definition: Define the information problem.
testable question and E. Write a testable question
communicate results and a testable hypothesis
reasonable conclusions of
F. Write a testable hypothesis for
scientific investigations.
an investigation
TD Focus: Suggested Identify question Use Lab Report form to list Long-term Investigation Project
Strategy, Tactic, Activity or words and possible testable questions Science Fair Checklist:
Resource punctuation: model and describe investigation Resource: http://www.big6.com/go/wp-
for class, group- procedure. http://www.big6.com/200 content/2008/02/Science_Fair_Chec
generated question, 4/01/21/big6-10-begin- klist.pdf
pair-generated Problem/Solution Graphic well-to-end-well-how-to-
questions. Organizer: teach-task-definition-skills-
http://www.sdcoe.k12.ca.us with-big6-turboplanner/
Identify lesson- /score/actbank/tprobsol.ht
specific vocabulary m
Sample Assessment Student written or Completed Lab Report Lab Journals Self-evaluation
Evidence: dictated question(s)
using appropriate Science Rubric Summary of Findings Performance Assessment
question words and http://www.exemplars.com
vocabulary. /media/pdf/rubrics/science Observation
_rubric.pdf
Checklist: www.TRAILS.org for Summative
Underlined question State Science Test Results Assessment
words
Underlined
vocabulary
Slide provided by Colet Bartow, Montana Office of Public Instruction
Library - Information Literacy Specialist Eisenberg 2010
Information & Technology
Literacy Program
• Defined
• Predictable
• Measured
• Reported
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Reported
• Identify audiences - students, other teachers,
administrators, parents.
• Consider options:
Grades on assignments
Monthly/quarterly reports to others teachers about student
performance
Monthly/quarterly reports to administration on the program
Report card grades
Monthly/quarterly letter to parents/caregivers
____________
____________
• Plan reporting option(s) for each month.
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Summary
Information literacy is too important to be partial or
arbitrary.
Information literacy is an essential curriculum program.
The comprehensive, 21st century information literacy
program must be:
Defined
Predictable
Measured
Reported
• Big6 by the Month provides the conceptual and
practical foundation for planning and delivering the
comprehensive information literacy program.
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Your Next Steps
• Commit to Big6 by the Month.
• Communicate and explain to students, other
teachers, and administrators.
• Develop plans for October – Task Definition
month.
• __________________________________
• __________________________________
• __________________________________
• Do it!
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