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Standards Survival Kit:. How to Make Sense of the New Standards. Learning Standards Indicators & Assessment Task Force. Charge To develop a document to expand and support the new learning standards. Functions To review the new Standards for the 21st Century Learner.

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Standards survival kit

Standards Survival Kit:

How to Make Sense of the New Standards


Learning standards indicators assessment task force
Learning Standards Indicators & Assessment Task Force

  • Charge

    • To develop a document to expand and support the new learning standards.

  • Functions

    • To review the new Standards for the 21st Century Learner.

    • To develop indicators, benchmarks, model examples, and assessments based on the new Standards for 21st Century Learner.

    • To develop strategies for involving the membership in this process.

  • Minimum Intended Outcome

    • Prepare a publication that includes the standards and all supporting documentation listed above.


Learning standards indicators assessment task force1
Learning Standards Indicators & Assessment Task Force

  • Task Force Members

    • Katherine Lowe, Massachusetts School Library Association, Chair

    • Cassandra G. Barnett, Fayetteville High School Library, AR

    • Colet Bartow, Montana Office of Public Instruction

    • Fran Glick, Baltimore County Public Schools, MD

    • Dr. Violet H. Harada, University of Hawaii

    • Melissa P. Johnston, Doctoral Student, College of Information, Florida State University

    • Barbara K. Stripling, New York City Department of Education

    • Allison G. Kaplan, University of Wisconsin SLIS, AASL Board Liaison

    • Jonathan West, ALA Staff Liaison





Standard 1 indicators
Standard 1 Indicators


Standard 2 indicators
Standard 2 Indicators


Standard 3 indicators
Standard 3 Indicators


Standard 4 indicators
Standard 4 Indicators


Standards for the 21 st century learner

Standards for the 21st Century Learner

in Action


Standards for the 21 st century learner in action
Standards for the 21st Century Learner in Action

  • Introduction

  • Skills

  • Dispositions in Action

  • Responsibilities

  • Self-Assessment Strategies

  • Benchmarks and Action Examples

  • Action Examples Template


Standards for the 21 st century learner in action provides
Standards for the 21st Century Learner in Action provides…


Standards for the 21 st century learner in action provides1
Standards for the 21st Century Learner in Action provides…


Standard 3: Share knowledge and participate ethically and productively as members of our democratic society

Strand 3.1: Skills

Indicator3.1.6: Use information and technology ethically and responsibly.

Grade 8 Benchmarks:

  • Avoid plagiarism by rephrasing information in own words.

  • Document quotations and cite sources using correct bibliographic format.

  • Observe Internet safety procedures including safeguarding personal information.


Standards for the 21 st century learner in action provides2
Standards for the 21 productively as members of our democratic societyst Century Learner in Action provides…


Standards for the 21 st century learner in action provides3
Standards for the 21 productively as members of our democratic societyst Century Learner in Action provides…


Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Strand 2.2: Dispositions in Action

Indicator 2.2.4:Demonstrate personal productivity by completing products to express learning.

Sample behaviors

  • Establish a research plan that outlines learning goals, identifies major tasks and deadlines to achieve steps toward the goals, and documents progress throughout the research process.

  • Set and meet high standards and goals for delivering quality work on time.


Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Strand: 2.2: Dispositions in Action

Indicator 2.2.4:Demonstrate personal productivity by completing products to express learning.

Stages of development

Stage 1 – Develop a simple plan (goals, tasks, deadlines) for conducting research with considerable help from the teacher or librarian.

Stage 2 – Develop a detailed plan (goals, tasks, criteria to assess work, deadlines) but need periodic reminders from the teacher or librarian to complete the work in a timely manner.

Stage 3 – Develop a detailed plan and monitor own progress in completing high quality work in a timely manner.


Standards for the 21 st century learner in action provides4
Standards for the 21 knowledge to new situations, and create new knowledge.st Century Learner in Action provides…


Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

Strand: 3.3: Responsibilities

Indicator 3.3.5: Contribute to the exchange of ideas within and beyond the learning community.

Sample behaviors

  • Participate actively as a member of the learning community by contributing appropriate information, asking thoughtful questions, challenging questionable statements, and listening carefully to others.

  • Move group idea exchanges to logical and inclusive conclusions by summarizing main points, finding consensus among ideas presented by different group members, and making sure that everyone in the group has had the opportunity to contribute.

  • Present ideas publicly beyond the school learning community when opportunities become available.


Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

Strand 3.3: Responsibilities

Indicator 3.3.5: Contribute to the exchange of ideas within and beyond the learning community.

Stages of development

Stage 1 - Offer appropriate information to help group deliberate and reach a decision together.

Stage 2 - Question own and others’ ideas to ensure that shared ideas are investigated thoroughly from all sides.

Stage 3 - Challenge the thinking of the group to move it to better decision-making.


Standards for the 21 st century learner in action provides5
Standards for the 21 productively as members of our democratic society.st Century Learner in Action provides…


Standard 3: Share knowledge and participate ethically and productively as members of our democratic society

Strand 3.4: Self-Assessment Strategies

Indicator3.4.2: Assess the quality and effectiveness of the learning product.

Grade 8 Benchmarks:

  • Have I completed each required portion of this assignment to the best of my ability?

  • Have I followed the rules for accessing information and technology?

  • Have I credited each source of information in the correct format?

  • Have I adequately described each source in the annotated works cited list?

  • Have I adequately answered the essential questions for this project?


Neither grade level nor standard specific
Neither grade-level nor standard-specific productively as members of our democratic society


Standards for the 21 st century learner in action1
Standards for the 21 productively as members of our democratic societyst Century Learner in Action


Standards for the 21 st century learner in action2

How would all of this come together in an actual unit of instruction?

Standards for the 21st Century Learner in Action


Standards for the 21 st century learner in action provides6
Standards for the 21 together in an actual unit of instruction? st Century Learner in Action provides…

  • Action Examples for library units and lessons for each grade, K – 12, from a variety of content areas, library contexts, and levels of collaboration


Action Examples together in an actual unit of instruction?


Grade 8 action example
Grade 8 Action Example together in an actual unit of instruction?

Library Context:

 Fixed  Flexible  Combination

 Individualized Instruction

 Stand-alone lesson  Lesson in a unit

 Multiple lessons in a unit

Collaboration Continuum:

 None  Limited  Moderate

 Intensive

Content Topic: Global warming


Grade 8 action example1
Grade 8 Action Example together in an actual unit of instruction?

Standards for the 21st-Century Learner Goals

Standard:

Skills Indicator(s):

Benchmark(s):

Dispositions Indicator(s):

Responsibilities Indicator(s):

Self-Assessment Strategies Indicator(s):


Grade 8 action example2
Grade 8 Action Example together in an actual unit of instruction?

Scenario:

Connection to local or state standards

Overview:

Final Product:

Library lesson(s):

Estimated lesson time:


Standards for the 21 st century learner in action provides7
Standards for the 21 together in an actual unit of instruction? st Century Learner in Action provides…

  • Assessment examples

    • Product

    • Process


Assessments
Assessments together in an actual unit of instruction?

  • Product

    • The eighth grade team, SLMS and students use an instructor-designed rubric for each required portion of the portfolio and presentation. General criteria used for the portfolio include: statements of objectives; samples of products/performance aligned with the objectives; and, evaluations and student reflections on the quality of work. The annotated works cited list will conform to MLA formatting and include all elements of an annotation as taught.


Assessments1
Assessments together in an actual unit of instruction?

  • Process

    • Students will maintain a self-assessment journal throughout their work on this project.


Standards for the 21 st century learner in action provides8
Standards for the 21 together in an actual unit of instruction? st Century Learner in Action provides…

  • A four-step Instructional Model that combines direct instruction with independent practice


Four step lesson design
Four-step Lesson Design together in an actual unit of instruction?

  • Direct instruction of the specific skill to be learned

  • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully

  • Independent practice: learners apply the skill to their own topics

  • Sharing and reflection: learners look at their own application of the skill and determine how well it worked


Four step lesson design1
Four-step Lesson Design together in an actual unit of instruction?

  • Direct Instruction:

    The SLMS will instruct the students on MLA rules for citing sources and provide example "formulas" in a mini style sheet for students to generate works cited entries with their own project resources. The SLMS will give instructions on how to access the online citation generator (usernames/passwords, URL, etc.). The SLMS will define an annotated works cited list and provide examples of annotations. The model annotations will include: a brief statement about the format and topic; the author/creator's credentials; three significant facts learned from the source; and a statement about why the source was chosen.


Four step lesson design2
Four-step Lesson Design together in an actual unit of instruction?

  • Modeling and guided practice:

    The SLMS will use student project resources to create 2 or 3 sample MLA citations with the class. The SLMS will demonstrate data entry for several format examples and guide students through one or two examples generated from the class. After writing a model annotation with the whole class, the SLMS will guide individual students in writing a concise and clear annotation for a variety of formats during the remainder of the lesson.


Four step lesson design3
Four-step Lesson Design together in an actual unit of instruction?

  • Independent practice:

    Students will independently complete MLA citations for each project resource using the mini style sheet. They will complete a generic form to transfer citation information from source cards before entering information into an online citation generator. Annotations for each of their sources will include: a brief statement about the format and topic; the author/creator's credentials; three significant facts learned from the source; and a statement about why the source was chosen.


Four step lesson design4
Four-step Lesson Design together in an actual unit of instruction?

  • Sharing and reflecting:

    After the final presentation, students will use a "3,2,1" model to talk about the project and their learning process: list 3 things learned; list 2 things to do differently for the next project; write 1 burning question that was left unanswered. The students' work will be shared and preserved by including the portfolios in the library collection.


Standards for the 21 st century learner in action3

Standards for the 21 together in an actual unit of instruction? st Century Learner in Action

http://www.ala.org/ala/aasl/aaslproftools/standardsinaction/standardsinaction.cfm

Target date for publication: January 2009

for the ALA Midwinter Meeting


Kathy Lowe together in an actual unit of instruction?

Executive Director

Massachusetts School Library Association

PO Box 658

Lunenburg, MA 01462

978-582-6967

[email protected]


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