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Repackaging Research for the Common Core (and today’s hyperconnected youth…). Paige Jaeger Coordinator for School Library Services Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES) Saratoga Springs, NY paigejaeger@gmail.com

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repackaging research for the common core and today s hyperconnected youth

Repackaging Research for the Common Core (and today’s hyperconnected youth…)

Paige JaegerCoordinator for School Library Services

Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES)Saratoga Springs, NY

paigejaeger@gmail.com

Librarydoor.blogspot.com

InfoLit4U@twitter

millennials can
Millennials can…

Access anything…

Analyze ?

Synthesize ?

slide5

If your assignment can be answered on Google, then it is void of higher level thought.

Why bother?

slide6

Information

+ Technology = ________________

Higher level thought

slide7

10 million teachers trained in Inquiry (PBL) to “lead and participate in a global economy”

EngageNY.org

slide12

Information

+ Technology = ________________

Higher level thought

ccss pedagogy verbs
CCSS Pedagogy Verbs

IntegrateEvaluate ComprehendCritiqueAnalyze - think analyticallyAddress a QuestionSolve a problemConduct a short research projectsConduct sustained research projectsStudents generate questionsExplore a topicDraw evidence from texts

Support analysis

Research and reflection

Gather information

Assess the credibility and accuracy Integrate information avoiding plagiarism

Produce and publish writingInteract and collaborate DebateWrite arguments to support claimsFormulate an argument ComprehendPrepare and participate effectively in conversations. Build and express persuasively Express information and enhance understanding

common core writing let the help you
Common Core Writing… Let the help you:

Research to Build and Present Knowledge

W1-5: Teach them to write, then:

W10: Do it again!

slide18

“Short and more sustained research projects…”

Standards alignment

Creativity

Collaboration and independence

Engaging complex texts

Multimedia and technology

Support for all learners

Vocabulary development

Information manipulation

  • Close reading
  • Integration of Knowledge and ideas
  • Production and distribution of writing
  • An EBC is:
  • Clearly presented
  • Rises from close reading of text(s) and details
  • An accurate, knowledgeable analysis and-or conclusion
  • Supported with credible, sufficient evidence
  • Logically developed through quotes, reference, facts, & citations
text based answers read like a detective write like a reporter
Text based answers… “Read like a detective, write like a reporter”
  • Drawing evidence from the text
  • Require “quotes”“according to…’
  • Speak with authority
slide20

"First grade writes a 1 page paper; Second grade writes a 2 page paper; Third grade writes a 3 page paper; etc....building capacity to the secondary level where they would be research-ready."  

slide23

“Average Person spends two seconds on each website.”

“Average Person spends two seconds on each website.”-Marilee Sprenger

Images: fannation.com

Orkin.com news.discovery.com

start with content
Start with Content
  • Think about a content area you would like to plan a CCSS aligned unit for?
  • What would you like you student to know or be able to do…at the end of the unit?

Know your destination…

slide28

How did (will) this book make you smarter, richer, wiser, or more successful in life?

  • What indelible footprints did this person leave on the world? How did this life change history?
  • Where is the “suffrage” in the world today? Should America be concerned?
eq brainstormer student centered instruction
EQ Brainstormer…Student-centered instruction

Allow your students to craft their own questions for discovery.

caveats
Caveats
  • If you “cheat” the front end of Inquiry, then you will not transfer “ownership” of the assignment to the student.
  • When the student defines the investigation, it is his baby.
  • If you define the investigation, it is your assignment.
see engageny org for great examples of in depth inquiry based research units
See EngageNY.org for great examples of in-depth Inquiry Based research units

Consider:

  • No man is an island – get out of your classroom.
  • Research should not be done in one place during a pre-defined time…real research is open-ending and iterative…knowing not when the researcher has found “enough” to support a conclusion with evidence.
see ubd planner 2 page
See UBD Planner – 2 page
  • Brainstorm Essential Question
  • Define the Knowledge product
  • Will this accompany a “close read?” (shorter research)
  • Will this research follow a close read?(shorter research)
  • Will this be a sustained research project (longer)
  • Where can we embed technology?

Librarians:

  • Help with questioning
  • Guide with sources
  • Teach credibility (CARS)
  • Assess info, evidence, and guide with synthesis
  • Teach Info literacy principals
  • Guide with more sources, depth of discovery….
  • Conclusions? Thesis?
  • Citation tools
what will the knowledge product be
What will the knowledge product be?

Prezi?

Debate?

iBook?

Presentation,

Script,

Public Service Announcement

slide38

Information

+ Technology = ________________

Higher level thought

sources and resources
Sources and Resources:

http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltranscript.pdf

http://thechoice.blogs.nytimes.com/2012/05/16/college-board-selects-backer-of-common-core-school-curriculum-as-new-president/

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_A.pdf

http://engageny.org/

WISE – Inquiry Model: http://tinyurl.com/42dd2oj

Inquiry Resources: http://www.wswheboces.org/SSS.cfm?subpage=419

NYC Resources for CC and Inquiry: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm

K-12 Information Fluency Continuum (NYC, adopted NYS-wide): http://tinyurl.com/8a4x6n3

slide40

IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print.

Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print.

Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009.

Library of Congress: loc.gov/

Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan

Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.