Preparing Our Students for Preparing Our Students for SuccessSuccess

All learning begins All learning begins with the learner.with the learner.

John Dewey

The New Basics

• Use technology to communicate

• Work in groups

• Solve problems when answers are not self-evident

• Understand how systems work

• Collect, analyze, and organize dataOlson (1998) School to Work Programs

Students should be learning Students should be learning and applying real-world skillsand applying real-world skills

• think, think, • question, question, • find and use information to create new find and use information to create new

knowledge, knowledge, • synthesize and apply what they learn,synthesize and apply what they learn,• collaborate with others to collaborate with others to

share knowledge.share knowledge.

Ensure rigor, Ensure rigor, relevance, and relevance, and

relationships in the relationships in the K-12K-12 curriculum curriculum

How Can We Make That Happen?How Can We Make That Happen?

So What Needs to Happen?So What Needs to Happen?

• Re-design the lesson or activity so learners must THINK ABOUTTHINK ABOUT the information they collect

• Re-design the lesson or activity so that learners MUST DO MUST DO SOMETHINGSOMETHING with the information they collect

So What Needs to Happen?So What Needs to Happen?

• Re-design the lesson or activity to ADDRESS ALL STANDARDSADDRESS ALL STANDARDS: content, information literacy, and technology

• Ask ourselves…..What do we really want students to learn???

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students involved in learning through Students involved in learning through social interaction with others.social interaction with others.

• Students actively engaged and Students actively engaged and reflecting on their experience.reflecting on their experience.

• Students taking responsibility for Students taking responsibility for their own learning.their own learning.

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students learning by building on what they already know.

• Students confronted with authentic questions drawn from their own experience OR from real-world situations.

This is what we want to see This is what we want to see happening consistently.happening consistently.

This is what we want to see This is what we want to see happening consistently.happening consistently.

• Students learning and practicing Students learning and practicing higher-order thinking skills.higher-order thinking skills.

• Students involved in learning Students involved in learning through a variety of experiences.through a variety of experiences.

• Student work evaluated using Student work evaluated using authentic assessment tools.authentic assessment tools.

The end result will be…The end result will be…

• Improved student achievementImproved student achievement

• School to work connectionSchool to work connection

• Lifelong learning Lifelong learning skills and a desire skills and a desire to learnto learn

• Productive, informed Productive, informed citizenscitizens

Successful ProgramsSuccessful ProgramsSuccessful ProgramsSuccessful Programs

• Constructivist view of learningConstructivist view of learning

• Scaffold (Ladder) student learningScaffold (Ladder) student learning

• Set benchmarksSet benchmarks

• Collaborative planning, team Collaborative planning, team teaching, and common assessmentsteaching, and common assessments

• Research says library media Research says library media center is essential component center is essential component

"Knowing content" "Knowing content" is not sufficient in itself --is not sufficient in itself --

Students must apply knowledge to:Students must apply knowledge to:

¤ construct new understandingsconstruct new understandings

¤ solve problemssolve problems

¤    make decisionsmake decisions

¤ develop productsdevelop products

¤ communicatecommunicate

The Simple 4The Simple 4

PLANPLAN

ACTACT

ORGANIZEORGANIZE

REFLECTREFLECT

The Simple Four…

• Is easy to use

• Fits within instructional strategies

• Is aligned with ELA research standard

• Was developed for South Carolina

• Has a low risk factor

• Can change student behavior with use across the curriculum

It’s It’s allall about about ProcessProcess

4. How will I know if I did my job 4. How will I know if I did my job well?well?

3. How can I put my information 3. How can I put my information together?together?

2. What can I use to find the 2. What can I use to find the information I need? Where can I find information I need? Where can I find the resources I need? What the resources I need? What information can I use?information can I use?

1. What do I need to do? What’s my 1. What do I need to do? What’s my assignment? What information do I assignment? What information do I need?need?

Students should ask themselvesStudents should ask themselves

1. 1. PlanPlan

2. 2. ActAct

3. 3.

OrganizeOrganize4. 4.

ReflectReflect

1. PLAN

Students willStudents will

•Define their information problem/needDefine their information problem/need

•Determine what their assignment isDetermine what their assignment is

•Identify their information requirementsIdentify their information requirements

Students actively engaged in problem-solving.

DOGS

CATS

Automobiles

College

Questioning

Providing TimeTime for Brainstorming and

Examining

2. ACT2. ACT

Students learn and practice theirStudents learn and practice their

• Information seeking skills and Information seeking skills and strategiesstrategies

• Strategies to locate and access Strategies to locate and access information resources.information resources.

Location and AccessLocation and AccessStudents demonstrate the ability to:• Determine what sources are

available• Independently gather resources• Critically evaluate the resource • Access appropriate information

systems, such as online databases, OPAC, electronic multimedia, WWW

Information Search Information Search StrategiesStrategies

Students demonstrate the ability to:Students demonstrate the ability to:

• Develop alternatives and to seek a Develop alternatives and to seek a variety of materialsvariety of materials

• Determine which information is Determine which information is most/least importantmost/least important

Information Search Information Search StrategiesStrategies

Students demonstrate the ability to:Students demonstrate the ability to:

• Recognize that information can be Recognize that information can be gathered from many sources, gathered from many sources, including investigation, observation, including investigation, observation, and human resourcesand human resources

• Use appropriate criteria for selecting Use appropriate criteria for selecting sources and evaluating informationsources and evaluating information

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Distinguish facts from opinion Distinguish facts from opinion (continuation of critical evaluation of (continuation of critical evaluation of information)information)

• Accurately and completely Accurately and completely summarize/ paraphrase the summarize/ paraphrase the main idea from written and main idea from written and oral sourcesoral sources

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Accurately cite sourcesAccurately cite sources

• Read, listen, view, and touch Read, listen, view, and touch information carefully to information carefully to apply information to apply information to previous learning to createprevious learning to createnew knowledgenew knowledge

3. Organize3. OrganizeStudents demonstrate the ability to:

• Organize information in clear, coherent presentations

• Present information in ways appropriate to the task

3. Organize3. OrganizeStudents demonstrate the ability to:Students demonstrate the ability to:

• Participate effectively in Participate effectively in discussions and debatesdiscussions and debates

• Produce personally designed Produce personally designed products to communicate products to communicate content and learningcontent and learning

4. Reflect4. ReflectStudents demonstrate the ability to:Students demonstrate the ability to:

• Demonstrate a high degree of Demonstrate a high degree of confidence in the quality of the confidence in the quality of the product producedproduct produced

• Assess the product for Assess the product for completeness, strengths, completeness, strengths, and weaknessesand weaknesses

4. Reflect4. ReflectStudents demonstrate the ability to:Students demonstrate the ability to:

• Develop criteria to determine the Develop criteria to determine the effectiveness of the process used to effectiveness of the process used to solve the problemsolve the problem

• Provide recommendations to Provide recommendations to improve resultsimprove results

• Determine the need for further Determine the need for further informationinformation

• Judging the result Judging the result (effectiveness)(effectiveness)

• Judging the information Judging the information problem-solving process problem-solving process (efficiency)(efficiency)

• Self, Peer, Teacher, LMSSelf, Peer, Teacher, LMS

• 2121stst Century assessment Century assessment toolstools

4. REFLECT4. REFLECT

Information literacy is at the Information literacy is at the very foundation of our country.very foundation of our country.

Our Founding Fathers were well Our Founding Fathers were well read, read several languages, and read, read several languages, and when faced with establishing a when faced with establishing a government, drew on what government, drew on what information they had, thought about information they had, thought about it, and applied the information it, and applied the information to the problem.to the problem.

Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

Information literacy is at the Information literacy is at the very foundation of our country.very foundation of our country.Everyone uses information today Everyone uses information today regardless of occupation, education, or regardless of occupation, education, or social and economic status. Educating social and economic status. Educating students to achieve information students to achieve information literacy competence is a goal that must literacy competence is a goal that must become the become the heart heart ofof, not just the school library, , not just the school library, but but the schoolthe school!! Taylor, Joye. (2006) Information Literacy and the School Library Media Center. Westport, CT: Libraries Unlimited.

Change the way we Change the way we ““do schooldo school””

WhichWhich

requires a paradigm shift by requires a paradigm shift by EVERYONEEVERYONE!!

What Needs to Happen?What Needs to Happen?

How can we accomplish integration?

Student Academic Achievement

Standards

Assessment

Curriculum Content

Resources

Info. Lit Technology Education

Teachers Library Media Specialists

Curriculum Specialists

Effective Delivery of

Lessons

Best Practices

Effective Lessons/ Instructional Design

Simple Four

Teacher Technology Education

What Needs to Happen?What Needs to Happen?

• Re-design the lesson or activity so Re-design the lesson or activity so learners must learners must THINK ABOUTTHINK ABOUT the the information they collect.information they collect.

• Re-design the lesson or activity so Re-design the lesson or activity so

that learners that learners MUST DO SOMETHINGMUST DO SOMETHING with the information they collect with the information they collect such as sense-making, performing, such as sense-making, performing, trying out, acting, building, etc.trying out, acting, building, etc.

What Needs to Happen?What Needs to Happen?

• Re-design the lesson or activity Re-design the lesson or activity TO TO ADDRESS ALLADDRESS ALL standards: content, standards: content, information literacy, and the use of information literacy, and the use of technology.technology.

• DECIDEDECIDE what we really want what we really want students to learn!!!students to learn!!!

Questions to considerQuestions to consider

• StandardsStandards – To which standards – To which standards (academic, information literacy, (academic, information literacy, technology) does this assignment technology) does this assignment relate?relate?

• CurriculumCurriculum – What instructional – What instructional strategies will I use to teach the strategies will I use to teach the targeted standards? What is targeted standards? What is required by my district-approved required by my district-approved curriculum?curriculum?

• Information literacyInformation literacy - What skills do - What skills do students need to be successful in students need to be successful in this lesson or unit? What skills will this lesson or unit? What skills will they learn from this lesson or unit?they learn from this lesson or unit?

• Use of technologyUse of technology - What resources - What resources (hardware and software) will best (hardware and software) will best support this assignment’s support this assignment’s objectives?objectives?

Questions to considerQuestions to consider

• AssessmentAssessment - How will the - How will the students demonstrate what they students demonstrate what they learned from the content and learned from the content and about the process?about the process?

Questions to considerQuestions to consider

Common Language

• Forget jargon

• Use common terms across the curriculum

• Demonstrate relationship of process in all content areas

• Requires collaboration between and among all teachers

Scientific Method Simple Four Strategies

Choose a problem; state the problem as a question

PLAN

TalkingBrainstorming

Graphic OrganizersListing

Reading

ResearchConstruct hypothesisDesign an experimentAnalyze results; draw conclusion

ACT

ReadingGetting advice

Making observationsTaking notes

Organize your data; summarize findingReport Results ORGANIZE

OutliningWriting

Planning presentationCommunication

Evaluation of projectEvaluation of process REFLECT

Self-evaluationPeer evaluation

Teacher evaluation

Simple Four Writing Process

Plan Prewriting

Act Drafting

Organize RevisingEditingPublishing

Reflection RevisingEditing

Common Assessments

Content

Collaboration and Instruction

Evaluation

What is common assessment?

• Uniform assessments

• Standardized benchmarks– Standardized administration– Standardized scoring rubrics– Ensure validity, reliability, and fairness

• Within one content area

• Ensure consistency between classrooms

What is common assessment?• Vertical Teams • Horizontal Teams• Administration of common assessments

– All students in same grade level– Cross district– Prescribed intervals

• End of grading period• End of unit, chapter

• Directly related to curriculum mapping

• Expands our understanding of our students’ learning experiences

• Gives a curriculum timeline• Identifies content for each grade• Identifies overlaps and gaps in

curriculum• Gives a visual representation of the

curriculum

A Curriculum Map…

A Pacing Guide

is an outline of the

iintendedntendedcurriculum

A Curriculum Map

is an outline of the

implementedimplementedcurriculum

South Carolina Department of Education

Office of Instructional Promising Practices

School Library Media Services Curriculum Map Template

(To be completed jointly by the classroom teachers and library media specialists)

Collection Map Template (To be completed by the library media

specialist)

Timeline

Standards Academic, Information Literacy,

Technology

Essential (Focus) Questions What are the questions that drive the instruction and facilitate student understanding of the unit/lesson concepts? Example: Social Studies— “Immigration: Whose country is this anyway?”

Skills What skills will students learn and use as a result of this unit/lesson?

Activities What are the instructional and learning activities implemented to facilitate student learning? Include here any major research projects.

Assessment How will student learning be assessed? If using rubrics, attach a copy to the completed map.

Number of

Students

LMC Resources Arranged by unit/lesson topic and sub-topic in Dewey order

Average Copyright Date

of LMC Resources

Arranged by unit/lesson topic and subtopic in Dewey order

Why Use Common Assessments?• Measure proficiency on subsets of standards

• Compare student learning to other students in same school and across district

• Include but not limited to: writing samples, literary responses, oral reports, demonstrations showing understanding of how-to-manuals, dramatizations, open-ended mathematics problems, memory maps, laboratory investigations, keyboarding or typing tests, and projects.

Developing Common Assessments• Requires cooperation and collaboration

between and among all teachers

• Requires knowing what you want students to know and be able to do as a result of instruction

• Requires knowing what skills students need to be successful

• Use of Bloom’s Taxonomy and Daggett’s Rigor/Relevance Framework

http://www.leadered.com/rrr.html

School Library Media Services

Office of eLearning Division of Standards and Learning

Suggested Final Projects for K-12 Students

Art Gallery Banner Block Picture

Story Book Brochure

Chart Choral Reading Coat of Arms Collage Commercial

Comic Strip Computer program

Costume Diary Recipe

Debate Demonstration Detailed

Description Puppet Show Picture

Dialogue Eulogy Video

Recording Riddles Story

Electronic Presentation*

Essay TV News Show Skit Story Wheel

Fact File Box/suitcase of

artifacts Diorama Vocabulary List Photo Album

Flag Game Experiment Advertisement Storytelling

Flip chart Hidden Picture Multimedia

Poster Shadow box Bulletin Board

Graph Museum exhibit

Glossary Artwork Fairy Tale

I llustrated Story

Family Tree Webquest Poem Photo Essay

Lesson J ournal Model Reader's Theater

Poster

Map Magazine Myth Scrapbook Rebus Story

Newspaper Story

Twitter update Flannel Board Travelogue Sculpture

Pamphlet Oral Report Letter Written Report Song

Panel Discussion

Mural Mobile Monologue Blog entry

Visual Display Dramatic

Presentation Editorial Speech Time Line

Podcast Video Podcast Web page Computer-

edited movie Literary Map

*For example: PhotoStory and PowerPoint,

What Does This Have To Do With Me?

• Still about ProcessProcess

• Teachers =Teachers = Content Content

• Librarians =Librarians = Process Process

• Still aboutStill about CollaborationCollaboration

Vision without action is a dream. Action without vision is just passing the time. Vision with action can change the world.

National Productivity and Competitiveness Councilhttp://www.npccmauritius.com/