Moving Forward with New Standards

1. Moving Forward withNew Standards Gerry Solomon, NC DPI

2. The Mission of the school library media program in the school is to ensure that students and staff are effective users of ideas and information. Information Power, 1986, 1998.

3. “Your practices must truly mirror what you believe.” Everett Kline, Educational Consultant AASL Fall Forum 2008

4. What Are Your Beliefs? 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

5. 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

6. Common Beliefs • 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

7. Framework for 21st Century Learning

8. 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

9. 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

10. 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

11. 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-accountabilitythat extends beyond skills and dispositions? Gail Dickinson, Ph.D Old Dominion University

12. 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 strengthsand weaknesses over time to become a stronger, more independent learner? Gail Dickinson, Ph.D Old Dominion University

13. SKILLS (key abilities) DISPOSTIONS IN ACTION RESPONSIBILITIES (behaviors of independent learners) SELF-ASSESSMENTSTRATEGIES Read, Find, Evaluate Demonstrate, Display Contribute, Respect, Behave Ethically Reflect on learning 21st Century Learners

14. Getting into the Standards Gail Dickinson, Ph.D Old Dominion University

15. 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

16. FormativeAssessmentAssessment 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

17. 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

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

19. SummativeAssessmentAssessment 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

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

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

22. Example – Grade 6 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

23. 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

24. 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

25. 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

26. Benchmarks Grades 2, 5, 8, 10, 12 Action Examples and Scenarios

27. Effective Learning Experiences • 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

28. 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

29. It’s Okay to Mix! • Disposition 3.2.1:Demonstrate leadership and confidence by presenting ideas… • Responsibility 2.3.1:Connect understanding to the real world.

30. “The definition of information literacy has become more complex as resources and technologies have changed.” Standards for the 21st Century Learner, AASL 2007.

31. Standard One “Inquire, think critically, and gain knowledge.” Standards for the 21st Century Learner, AASL 2007.

32. 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

33. 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

34. 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." From Now On. Vol 16 No 3. February 2007.

35. FAT Questions • 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

36. Standard Two “Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.” Standards for the 21st Century Learner, AASL 2007.

37. Benchmarks (Gr. 8) • 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

38. Standard Three “Share knowledge and participate ethically and productively as members of our democratic society.” Standards for the 21st Century Learner, AASL 2007.

39. Standard Four “Pursue personal and aesthetic growth.” Standards for the 21st Century Learner, AASL 2007.

40. NC Essential Standards: Building A New Model

41. State Board of Education “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

42. NCDPI Communications and Information Division 2007

43. 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

44. 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?

45. 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

46. … 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

47. 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 Knowledge Dimensions • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Meta-cognitive Knowledge

48. Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments. Larry Ainsworth, Center for Leadership and Learning

49. NCDPI Framework for Change • Addresses what NC graduates will need to complete globally upon graduation • Next generation of Standards, Assessments and Accountability

50. http://www.ncpublicschools.org/acre/standards/