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Standards for the 21 st Century Learner. ALA Annual 2008. Learning Standards vs. Guidelines. Learning Standards define what we expect students to be able to do as learners Guidelines define what an exemplary school library media program looks like. The Framework. Standards. The Standards.

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learning standards vs guidelines
Learning Standards vs. Guidelines
  • Learning Standards define what we expect students to be able to do as learners
  • Guidelines define what an exemplary school library media program looks like.
the framework
The Framework

Standards

the standards
The Standards

Learners use information literacy skills, resources and tools to:

  • Inquire, think critically, and gain knowledge.
  • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Share knowledge and participate ethically and productively as members of our democratic society.
  • Pursue personal and aesthetic growth.
the framework1
The Framework

Standards

Strands

strands
Strands

Four parts of each standard

  • Skills
  • Dispositions in Action
  • Responsibilities
  • Self-Assessment Strategies
skills
Skills
  • Key abilities needed for understanding, learning, thinking, and mastering subjects.
    • Multiple literacies
    • Critical thinking
    • Social learning
    • Inquiry-based
    • Content context
dispositions in action
Dispositions in Action
  • Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken.
      • Curious
      • Resilient
      • Flexible
      • Imaginative
      • Critical
      • Reflective
      • Self-evaluative
responsibilities
Responsibilities
  • Common behaviors used by independent learners in researching, investigating, and problem solving.
    • Follow ethical & legal guidelines
    • Respect principals of Intellectual Freedom
    • Pursue multiple perspectives & balance of viewpoints
    • Practice safe behaviors
    • Contribute to the exchange of ideas
    • Respect ideas & experiences of others
self assessment strategies
Self-Assessment Strategies
  • Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective.
    • Processes of learning
    • Products of learning
    • Three-directional
      • Summative
      • Formative
      • Predictive
the framework2
The Framework

Standards

Strands

Indicators

indicators
Indicators
  • Sub-categories that describe what abilities students should demonstrate within each of the four strands of each standard.
the framework3
The Framework

Standards

Strands

Indicators

Benchmarks

benchmarks
Benchmarks
  • Abilities students should demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each indicator.
slide17
For integration of skills, dispositions, responsibilities and self-assessments through content, please look at Benchmark Grade 8 Sample
the learning indicators assessment task force has developed
The Learning Indicators & Assessment Task Force has developed…
  • Benchmarks
  • Sample Tasks and Sample Performance Assessments
  • Levels of Proficiency
  • Connections to Dispositions in Action and Responsibilities
  • Self-Assessment Strategies: Self-Questioning Examples

for Standard 1

open forum at ala annual
Open forum at ALA Annual
  • Saturday, June 28
  • 9:00am – 10:00am
  • Crown Plaza Resort, Cabo San Lucas A
where do we go from here
Where do we go from here?
  • Based on the public comment and a face to face meeting:
    • Assess what we’ve done with standard 1 and revise
    • Complete standards 2,3 & 4
    • Place a second draft on the AASL website for public comment and revise as needed
    • Work with an editor to produce a final document
task force members
Task Force Members
  • Katherine Lowe, Chair, Massachusetts School Library Association
  • Cassandra Barnett, Fayetteville High School , 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, Vickery Creek Elementary, Cumming, GA
  • Barbara K. Stripling, New York City Department of Education
standards for the 21 st century learner1
Standards for the 21st Century Learner

ALA | AASL Standards for the 21st-Century Learner

standard 1 inquire think critically and gain knowledge
Standard 1: Inquire, think critically, and gain knowledge
  • Skill 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
  • Disposition in Action 1.2.5: Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
slide25
Standard 2:Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
  • Skill 2.1.1: continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
  • Disposition in Action 2.2.3: Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
slide26
Examine the Ordeal by Cheques.
  • Using the graphic organizer, take notes for drawing conclusions from facts and inferences.
question 1
Question 1
  • From the actions represented by the cheques, what can you infer about the social, economic, legal, and personal issues that were important to this family?
question 2
Question 2
  • What conclusions can you draw about the social responsibility of this family from the inferences you have made?
question 3
Question 3
  • What questions will lead you to further information in order to draw conclusions about life in America during the first two decades o f the 20th century?
slide30
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
  • Skill: 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.
  • Disposition in Action 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
standard 4 pursue personal and aesthetic growth
Standard 4: Pursue personal and aesthetic growth.
  • Skill 4.1.1: Read, view, and listen for pleasure and personal growth.
  • Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
curriculum integration
Curriculum Integration
  • Pick one unit currently being done in your school that would be a good opportunity for integration of a skill, disposition, a responsibility, and/or a self-assessment strategy.
school wide implementation
School Wide Implementation
  • Use graphic organizer to help you focus on what will be your first action to implement the new standards in your school.
slide34
Cassandra G. Barnett

Fayetteville High School Library, AR [email protected]

slide35
Thank you!

Go forth and spread the word of the AASL National Standards for the 21st Century Learner

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