Hello everyone, this is Michelle Little, and I’m speaking to you from Ed Web net. This is the 16th installment of using emerging technology to improve your school library program, and I am delighted to present standards and learning models today.

I would like to take a moment to thank our host Ed Web.net, and our sponsor ballot software company. While it has been sponsoring this series since day one and we are very proud to have the support.

if you are tweeting today please include the hash tag and Web.net in your tweets.

All resources discussed during today’s webinar can be found at http://bit.ly/edwebet16

there are a few terms I thought we would review. I came across these while reviewing literature for this webinar. And while I knew some of them, I thought it might help to reiterate their meaning and context. A common core crosswalk compares the content of the common core with your current standards. Robust comes up a lot in the common core, and I just wanted to reiterate the meaning of the word. Inquiry-based learning we have discussed in this webinar series before. Returning participants know that I am a firm believer in constructivist learning, and that’s what inquiry-based learning refers to. Text complexity, I will go into later on so I’m not to cover the definition here.

This is hard for me, because we don’t talk a lot about common core in my district. I know that’s unusual, and her reflection of the community of learners that I work with. I also know that when I attend workshops and conferences, common core is at the heart of many conversations. It’s become a part of the national educational lexicon. Last year, I posted discussion asking for suggestions of topics to include in using emerging technology to improve your school library programs second-year. Standards was a priority for respondents, and among those common core was a major focus. As of now, there are

Common core brings a new level of standardization to the classroom. The promise, is that teachers can expect learners to arrive prepared for the curriculum. The challenge is that you have an obligation to teach what is expected.

Common core brings a new level of standardization to the classroom. The promise, is that teachers can expect learners to arrive prepared for the curriculum. The challenge is that you have an obligation to teach what is expected.

Common core brings a new level of standardization to the classroom. The promise, is that teachers can expect learners to arrive prepared for the curriculum. The challenge is that you have an obligation to teach what is expected.

What is the librarian’s role in this? Will keep coming back to this question.

Time: Standards are designed to require 85 percent of instructional time Curriculum: Standards publication is followed quickly by curriculum development Outcomes: Cross-state standards; consortia of states Expectations: knowledge and skills require that kids are college-and-career-ready; international benchmarks; state standards Assessment: Accountability; to inform and improve teaching and learning Reform: Standards, curriculum, and assessment are shared among participating states and territories.

Qualitative dimensions – measured by attentive human reader – levels of meaning or purpose; structure; language conventionality and clarity Quantitative dimensions - refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently Reader and task - variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks(such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student.

Argument is the emphasis. Not one that relies on emotional appeal as many standards have traditionally done, but rather convinces audience with more empirical evidence – merit and proof. It forces the writer to consider point of videw and to engage in higher order thinking – invokes empathy rather thn impose persuasion. There is a difference

Language: Skills related to vocabulary, but special emphasis on Tier 2 (general academic) words - Examples of academic words are: unique, alternate, convenient, influence, minimum. In the sentence Plants require abundant light for the process of photosynthesis, photosynthesis is a science term that is usually explained in the text or by the teacher. Abundant is an academic word and is usually not explained by the text or the teacher. However, if the meaning of abundant is not known, the sentence cannot be understood. Best way to develop this vocabulary is through extensive and varied reading. Tier 3 (domain specific) words - history, social studies, science, and technical subjects

Literacy across disciplines: Rather than embed literacies into specific disciplines, the Common Core embeds the content into the Language and Literacy standards – radical shift. Allows for nuance among reading and writing standards across disciplines. Science focuses on knowledge acquisition and dissemination, whereas Social studies focuses on analysis and evaluation

Math: Breadth v. depth – focuses on the depth – Focus – attention to detail, evidence, again language is important

Coherence – organizing ideas and content into clusters. Students expected to make connections between domains.

Make sense of problems/persevere in solving them Reason abstractly and quantitatively Model Use tools appropriately Be precise Seek and create structure Seek and articulate reasoning

I would like to take a moment to thank our host Ed Web.net, and our sponsor ballot software company. While it has been sponsoring this series since day one and we are very proud to have the support.

if you are tweeting today please include the hash tag and Web.net in your tweets.

This is session 16. Are we assessing these skills yet?

Where are the rubrics for this?

What is the librarian’s role in this? Will keep coming back to this question.

We break the list down into the core C skills: creativity communication, collaboration and critical thinking. I'm always tempted to throw in curiosity, but it is a habit of mind. When you look at the standards for successful programming, the expectations of 21st-century learners, You can’t help but think of the authors we referenced in the first three sessions – all of whom are listed in the community bibliography (it’s in our Emerging Tech community Wiki):

We break the list down into the core C skills: creativity communication, collaboration and critical thinking. I'm always tempted to throw in curiosity, but it is a habit of mind. When you look at the standards for successful programming, the expectations of 21st-century learners, You can’t help but think of the authors we referenced in the first three sessions – all of whom are listed in the community bibliography (it’s in our Emerging Tech community Wiki):

We break the list down into the core C skills: creativity communication, collaboration and critical thinking. I'm always tempted to throw in curiosity, but it is a habit of mind. When you look at the standards for successful programming, the expectations of 21st-century learners, You can’t help but think of the authors we referenced in the first three sessions – all of whom are listed in the community bibliography (it’s in our Emerging Tech community Wiki):

We break the list down into the core C skills: creativity communication, collaboration and critical thinking. I'm always tempted to throw in curiosity, but it is a habit of mind. When you look at the standards for successful programming, the expectations of 21st-century learners, You can’t help but think of the authors we referenced in the first three sessions – all of whom are listed in the community bibliography (it’s in our Emerging Tech community Wiki):

We break the list down into the core C skills: creativity communication, collaboration and critical thinking. I'm always tempted to throw in curiosity, but it is a habit of mind. When you look at the standards for successful programming, the expectations of 21st-century learners, You can’t help but think of the authors we referenced in the first three sessions – all of whom are listed in the community bibliography (it’s in our Emerging Tech community Wiki):

What is the librarian’s role in this? Will keep coming back to this question.

I would like to take a moment to thank our host Ed Web.net, and our sponsor ballot software company. While it has been sponsoring this series since day one and we are very proud to have the support.

edWeb.net: Using Emerging Technology to Improve Your School Library Program Session #16: Standards & Learning Models

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Helpful terms: Common Core crosswalk: Compares the content of the Common Core with your current standards. Carnegie Units: Instructional hours. Robust: Strong, healthy, vigorous, and sturdy. Inquiry-based learning: An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand.” IBL is the latter. Text complexity: a strategy to measure the …complexity of a reading passage that invloves assessing its qualitative dimensions, quantitative dimensions, the reader and his/her task.

Benefit Learners can be expected to enter year/class/grade with a predetermined set of skills and knowledge Common Core

Common Core Challenge Commitment to teach what is expected when it is expected. Not a lot of flexibility.

Common Core Benefit Learners can be expected to enter year/class/grade with a predetermined set of skills and knowledge Challenge Commitment to teach what is expected when it is expected. Not a lot of flexibility.

Robust, relevant to real world, knowledge & skills, success in college & careers, & global economy

Artwork: Ross MacDonald This Book is Overdue Marilyn Johnson HarperCollins 2010

Common Core Less standards, higher standards, clearer standards Aligned with college and work expectations Higher order thinking Prepares students for 21st C International comparisons Research and evidence-based

Common Core Difference Time Curriculum Outcomes Expectations Assessment Reform

Language & Literacy reading

Language & Literacy writing

Language & Literacy speaking & listening

Language & Literacy language

Language & Literacy language speaking & listening writing reading

Reading: Text Complexity

Argument

Language Tier 2 (general academic) words Tier 3 (domain specific) words

Interdisciplinary Learning

Math! Yes, Math! Breadth v. depth – focuses on the depth Focus – attention to detail, evidence & again language is important

Organization

Math? Really? Persevere Reason Model Choose the right tool Be accurate Structure your work Seek and articulate justification

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ISTE NETS Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think critically, solve problems, and make decisions Use technology effectively and productively

Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

Higher order thinking Lower level thinking

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Higher order thinking Lower level thinking

Partnership for 21st Century Learning

21st Century Skills Life and career skills Flexibility and adaptability Initiative and self-direction Social and cross-cultural skills Productivity and accountability Leadership and responsibility

21st Century Skills Learning & Innovation Creativity & Innovation Critical thinking & problem solving

21st Century Skills Information, media and technology skills Information literacy Media literacy ICT literacy

21st Century Skills

P21 SKILLS 1. Accountability 2. Adaptability 3. Collaboration 4. Communication 5. Creativity 6. Critical thinking 7. Cross-cultural skills 8. Flexibility 9. Information literacy Initiative 11. Innovation 12. Leadership 13. Media literacy 14. Problem solving 15. Productivity 16. Responsibility 17. Self-direction 18. Social 19. Technology literacy

Accountability 2. Adaptability 3. Collaboration 4. Communication 5. Creativity 6. Critical thinking 7. Cross-cultural skills 8. Flexibility 9. Information literacy Initiative 11. Innovation 12. Leadership 13. Media literacy 14. Problem solving 15. Productivity 16. Responsibility 17. Self-direction 18. Social 19. Technology literacy

1. Inquire, think critically, and gain knowledge  2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic society 4. Pursue personal and ethical growth Learners use skills and resources to:

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Artwork: Ross MacDonald This Book is Overdue Marilyn Johnson HarperCollins 2010

Collaborate Communicate Create Think Critically

Create

Collaborate Create

Collaborate Communicate Create

Collaborate Communicate Create Think Critically

4 Cs

Artwork: Ross MacDonald This Book is Overdue Marilyn Johnson HarperCollins 2010

1. define 5. synthesize 4. use 6. evaluate 3. locate 2. seek

define synthesize use evaluate locate seek

1. define 5. synthesize 4. use 6. evaluate 3. locate 2. seek

Assessment?

Assessment? Authentication Breadth Depth Concise Anecdote Authority Scope Relevance Validity Currently Point of view Perspective Purpose Statistical Empirical Op Ed Editorial Subject Keyword Public opinion