Information, technology & the common core

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Short PPT for our afternoon introduction to AASL Best Websites for teaching and learning. This PPT lays building blocks for using technology effectively and communicated some essential NYS framework …

Short PPT for our afternoon introduction to AASL Best Websites for teaching and learning. This PPT lays building blocks for using technology effectively and communicated some essential NYS framework points for research.

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  • Short PPT from yesterday's Cybrarian-Information Technology Meeting
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  • Relevance shift in the pedagogy… Away from recall  relevance

Transcript

  • 1. Paige Jaeger Coordinator for School Libraries WSWHE School Support Services January 13, 2014
  • 2. BUILDING BLOCKS • Build upon a strong foundation • Integrate technology to convey • Migrate from “transfer” of info to “transforming” information thought, not info “You’re on an information to knowledge journey.” - Mary Ratzer
  • 3. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
  • 4. Transfers Only Beginner Thinker Observer, recorder This student does what he is told and falls victim to the assignment. This thinker is stymied by rote-n-recall projects not requiring to thought, conclusions, Transforms Info Novice Thinker: Asks questions, wonders why, Seeks answers, transfers facts Challenges, thinks, asks question. This thinker asks why? He may transform the form of material, but does not use it to create new meaning. Augmenting Thinker: “to build upon – to change” Creates new meaning Draws conclusions Synthesizes seemingly unrelated facts into new knowledge. Debates Transforming Thinker - Expert Seeks to understand to solve Gathers information, Answers why Improving, solving, and create new meaning Using the known to solve the unknown
  • 5. 10 million teachers trained in Inquiry (PBL) to “lead and participate in a global economy” ENGAGENY.ORG
  • 6. R.1 AND THE CORE LITERACY PROFICIENCIES Reading Closely for Textual Details Making Evidence-Based Claims Researching to Deepen Understanding Building Evidence-Based Arguments ENGAGENY.ORG
  • 7. TAKE A LOOK AT YOUR “POWER VERBS” WHICH GET TO THE TOP OF BLOOM’S? Integrate Evaluate Comprehend Critique Analyze - think analytically Address a question Solve a problem Conduct a short research projects Conduct sustained research projects Students generate questions sources Assess the credibility and accuracy of sources Integrate information avoiding plagiarism Produce and publish writing Interact and collaborate Debate -Write arguments to support claims Formulate an argument Comprehend Explore a topic Prepare and participate effectively in conversations. Draw evidence from texts Build and express persuasively Support analysis Express information and enhance understanding Research and reflection Gather information from print and digital
  • 8. Transfers Only Beginner Thinker Observer, recorder This student does what he is told and falls victim to the assignment. This thinker is stymied by rote-n-recall projects not requiring to thought, conclusions, Transforms Info Novice Thinker: Asks questions, wonders why, Seeks answers, transfers facts Challenges, thinks, asks question. This thinker asks why? He may transform the form of material, but does not use it to create new meaning. Augmenting Thinker: “to build upon – to change” Creates new meaning Draws conclusions Synthesizes seemingly unrelated facts into new knowledge. Debates Transforming Thinker - Expert Seeks to understand to solve Gathers information, Answers why Improving, solving, and create new meaning Using the known to solve the unknown
  • 9. NEW PEDAGOGY PARADIGM: Cover Uncover Discover
  • 10. Resources Research Relevance Rigor Research Relevance Rigor Resources Reporting Knowledge Reporting Knowledge
  • 11. There’s more to PD than these slides can convey. Call me for information or to deliver this message in your district or library Local librarians and instructional technology specialists can request PPT slides for use in their faculty meetings. pjaeger@wswheboces.org