Moving Forward withNew Standards

Gerry Solomon, NC DPI

Information Power, 1986, 1998.

“Your practices must truly mirror what you believe.”

Everett Kline, Educational Consultant AASL Fall Forum 2008

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

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

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

Common Beliefs

Framework for 21st Century Learning

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

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

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

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

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-accountability that extends beyond skills and dispositions?

Gail Dickinson, Ph.D Old Dominion University

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 strengths and weaknesses over time to become a stronger, more independent learner?

Gail Dickinson, Ph.D Old Dominion University

21st Century Learners

SKILLS (key abilities)

DISPOSTIONS IN ACTION

RESPONSIBILITIES

(behaviors of independent learners)

SELF-ASSESSMENT STRATEGIES

Read, Find, Evaluate

Demonstrate, Display

Contribute, Respect, Behave Ethically

Reflect on learning

Skills Dispositions Responsibilities Self-Assessments

Assessing Skills

AssessingDispositions

AssessingResponsibilities

AssessingSelf-Assessments

Gail Dickinson, Ph.D Old Dominion University

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

Formative Assessment

Assessment for LearningThe measurement of knowledge and skills during the process of learning in order to inform the next steps

Barbara Stripling

AASL Fall Forum, 2006

Formative Assessment Examples

Teacher-Led:Ungraded Exams and DraftsChecklists and RubricsExit Cards and Journal ResponsesObservation ChecklistConsultation

Barbara Stripling

AASL Fall Forum 2006

Formative AssessmentExamples

Learner-Led:Reflecting (Learning Logs, Notetaking)Questioning OrganizingSharing (Reciprocal Teaching)Challenging (Challenging Questions)Evaluating

Barbara Stripling

AASL Fall Forum 2006

Summative AssessmentAssessment 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

Summative AssessmentExamples

Teacher-Led:Authentic ProductPresentation or ExhibitionPerformance TaskPortfolio / Process FolioChecklistRubrics

Barbara Stripling

AASL Fall Forum 2006

Summative AssessmentExamples

Learner-Led:Concept MapFinal ReflectionAuthentic ProductPresentation or ExhibitionPortfolio / Process FolioChecklistRubric

Barbara Stripling

AASL Fall Forum 2006

Example – Grade 6Overview: 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

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

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

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

BenchmarksGrades 2, 5, 8, 10, 12

Action Examples and Scenarios

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

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

It’s Okay to It’s Okay to Mix!Mix!

Disposition 3.2.1: Demonstrate leadership and confidence by presenting ideas…

Responsibility 2.3.1: Connect understanding to the real world.

“The definition of information

literacy has become more complex

as resources and technologies have

changed.” Standards for the 21st Century Learner, AASL 2007.

“Inquire, think critically, and gain knowledge.”

Standards for the 21st Century Learner, AASL 2007.

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

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

“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.

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 Literacyhttp://www.in2edu.com/downloads/infolit/index.htm

“Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.”

Standards for the 21st Century Learner, AASL 2007.

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

“Share knowledge and participate ethically and productively as members of our democratic society.”

Standards for the 21st Century Learner, AASL 2007.

“Pursue personal and aesthetic growth.”

Standards for the 21st Century Learner, AASL 2007.

NC Essential Standards: Building A New Model

“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

NCDPI Communication

s and Information

Division 2007

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

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?

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

… 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

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

Essential standards are to be assessed in the classroom via formative, benchmark/interim, and summative assessments.

Larry Ainsworth, Center for Leadership and Learning

NCDPI Framework for Change

Addresses what NC graduates will need to complete globally upon graduation

Next generation of Standards, Assessments and Accountability

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

Challenges and Opportunities

Teachers uncomfortable with inquiry

TIME!

Work more closely with curriculum

Chance to deepen cognition

Chance to really put our beliefs into practice

Kristin Fontichiaro. Notes from the AASL Webinar on the Skills Portion of the Standards for the 21st Century Learner, April 2009

Stages of Concern Awareness Informational Personal Management Consequence Collaboration Refocusing

Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1998) Taking charge of change. Austin, TX: Southwest Educational Development Laboratory.

“Your practices must truly mirror what you believe.”

Everett Kline, Educational Consultant AASL Fall Forum 2008

Gerry Solomongsolomon@dpi.state.nc.us

In compliance with federal law, NC Public Schools administersall state-operated educational programs, employment activities

and admissions without discrimination because of race,religion, national or ethnic origin, color, age, military service,disability, or gender, except where exemption is appropriate

and allowed by law.Inquiries or complaints regarding discrimination

issues should be directed to:Dr. Rebecca Garland

Associate State SuperintendentAcademic Services and Instructional Support

6368 Mail Service Center, Raleigh, NC 27699-6368Telephone: (919) 807-3200 :: Fax: (919) 807-4065

http://www.education-world.com/a_tech/images/odysseus.jpg

http://ala.org/ala/mgrps/divs/aasl/aaslproftools/learning4life/index.cfm

http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm

Screen shots from Grolier and Infotrac taken via http://www.ncwiseowl.org

http://gizmodo.com/gadgets/amazon-kindle-next-week/amazon-kindle-e-book-reader-coming-next-week-323432.php

http://www.wikipedia.org Screen shot: Google Earth http://www.education-world.com/a_tech/

images/odysseus.jpg Screen shot: Google Notebook http://flatclassroomproject.wikispaces.com/ http://www.teachertube.com/view_video.php?

viewkey=c611904a467b4892806a