Iowa Core March, 1120 09

Kristin Steingreaber GPAEA Media Specialist IPTV Registration Handouts HTTP://IATEACHERLIBRARIANS.NING.COM/FORUM ICN Session MARCH 11, 2009 POSTED 3-12-09 WITH BACKGROUND NOTES The Role of the Teacher Librarian in the Iowa Core

Mindset of the School

Mission involves the work of Iowa Core Curriculum

STUDENTS AS PASSIVE PROCESSORS

SIGNIFICANT DROPOUT RATES NATIONAL EDUCATION SUMMIT ON HIGH SCHOOLS COLLEGE INSTRUCTORS

BUSINESS NECESSITY

RESEARCH

Background

Michael Welsh - http://mediatedcultures.net/ksudigg/ Revisiting – About Us

Joyce Valenza –

http://www.schoollibraryjournal.com/blog/1340000334.html

Iowa Core Overview*

Implementation Plans

Year One: Leadership Vision of students

Iowa Dept. of Education

www.iowa.gov/educate

Iowa Core Curriculum

www.corecurriculum.iowa.gov

District and accredited nonpublic schools must:

1. Respond to all outcomes and targets of the implementation plan

Due July 1, 2010, for grades 9-12

Due July 1, 2012, for grades K-8

1/4

Implementation:

2. Complete an initial alignment of local content with Core Curriculum Essential Concepts and Skill Sets in Literacy, Mathematics, Science, Social Studies, and 21 st Century Skills (Civic Literacy, Health Literacy, Financial Literacy, Technology Literacy, and Employability Skills) and steps to address any gaps

Due July 1, 2012, for grades 9-12

Due 2013-2014, for grades K-8

2/4

Implementation:

3. Complete initial analysis of alignment of content, instruction, assessment, and steps to address gaps

Due July 1, 2012, for 9-12

Due July 1, 2014, for K-8

3/4

Implementation:

4. Complete initial analysis of professional development needs in the areas of instruction and assessment and integrate into the District Professional Development Plans (following CSIP procedures)

Due July 1, 2012, for 9-12

Due 2013-2014, for K-8

4/4

Implementation:

Overview – Vision

Full implementation is accomplished when the school or district is able to provide evidence that an ongoing process is in place to ensure that each and every student is learning the Essential Concepts and Skill Sets of the Iowa Core Curriculum.

Each AEA and DE rep are currently working with leadership teams throughout the state. GPAEA – Programs and Services - http://www.gpaea.k12.ia.us/programs--services/iowa-core-curriculum.aspx

AEA 267 http://www.aea267.k12.ia.us/icc/

AEA 11 - http://www.aea11.k12.ia.us/icc/

Six Outcomes in Implementation

Leadership

Community Involvement

Schools

Six Outcomes in Implementation

Instruction and Assessment

Professional Development

Effective Instructional Practices

Common Understanding

Which of the following is correct:

A. The DE will work with the AEA’s to provide technical expertise to local schools.

B. The DE will provide the AEA Network with assistance to prepare local schools to examine their curriculum.

C. The DE will establish work teams to support a focus on leadership, content alignment, instruction and assessment and monitoring and evaluation.

D. A. B. and C.

E. None of the above.

From DE Leadership 1

Which of the following are correct?

A. All schools are required to use the same text book per course.

B. All schools are expected to the same lesson plans per course and teach those lessons on the same schedule.

C. The Iowa Test of Basic Skills and the Iowa Test of Educational Development will be replaced with a new statewide assessment.

D. None of the above.

Our Role

Get on the Team

Review the Leadership documents

Share accurate information

CONTENT

INSTRUCTION

ASSESSMENT

Curriculum is

Which of the following will each school need to do to implement the core curriculum?

A. Align the content of the local curriculum with the concepts and skills in the Iowa Core Curriculum

B. Provide rigorous and relevant instruction.

C. Align assessments with the concepts and skills from the core curriculum

D. All of the above.

ESSENTIAL SKILLS AND CONCEPTS

NEW WEB SITE:

WWW.CORECURRICULUM.IOWA.GOV

Content

http://www.corecurriculum.iowa.gov/ 9-12 Grade Reading

http://www.corecurriculum.iowa.gov/Discipline.aspx?C=Literacy&D=Reading

Also information literacy in entire Literacy document – search PDF

http://www.iowa.gov/educate/index.php?option=com_content&task=view&id=674&Itemid=1249

Essential Concept: IA Core – Reading 2

Reads for a variety of purposes and across content areas

Essential Concept: IA Core – Writing 5

Engages in the information literacy process: accesses, evaluates, and communicates information and

ideas

Essential Concept: IA Core – Writing 5

Engages in the information literacy process: accesses, evaluates, and communicates information and

ideas

Detail from Writing 5 -

Generating effective questions

Articulating a clear research question or thesis statement

Using appropriate means for locating and selecting research materials,

Using information from a variety of sources, both print and electronic including electronic databases, the Internet, periodicals, interviews, surveys, books, and other informational publications

Evaluating, interpreting, and selecting information

Communicating research findings through a variety of means, both written and spoken

Using technology effectively to communicate research findings

Incorporating research findings without plagiarizing and adhering to a consistent format for documentation

What are Rigorous Tasks?

Think deeply about a problem

Analyze new situations

Interpret and synthesize knowledge

Bring ideas together in a new or creative way

Develop and justify their own criteria for evaluation

Are intellectually challenged

Critical Thinking & Deep Discussions

When Is Learning Relevant?

Value beyond school

Addresses an actual problem of contemporary significance

Builds on students’ real-life experiences

Has students communicate knowledge beyond the classroom

Students recognize the connection between classroom knowledge and situations outside the classroom

Critical Thinking & Deep Discussions

21 st Century Skills – Iowa Core

Developed after thorough investigation:

Partnership for 21st Century Skills

enGauge

SCANS

Contextually related national standards Explore the relationship with AASL standards and 21 st Century Skills in Jean Donham’s article: Standards! Standards! Standards!

21 st Century Skills include

Health literacy

Financial literacy

Employability Skills

Civic literacy (Linked within Social Studies)

Technology literacy

Iowa Core Technology Literacy – Essential Concepts and/or Skills - Grades 6-8

Demonstrate creative thinking in the design and development of innovative technology products and problem solving.

Collaborate with peers, experts, and others using interactive technology.

Plan strategies utilizing digital tools to gather, evaluate, and use information.

Use critical thinking skills to conduct research, solve problems, and make informed decisions using appropriate technological tools and resources.

Understand the legal and ethical issues of technology as related to individuals, cultures, and societies.

Understand the underlying structure and application of technology systems.

Check out the Site

Iowa DE site – Iowa Core

Starting at the DE site, link to the ICC web site to find examples of essentials concepts and skills for some of the other areas:

21 st Century Skills

Social Studies

Math

Science There are ways we can work with teachers in all of these areas.

Know Our Own Curriculum

Available Resources:

IASL Professional Development http://profdev.iasl.iowapages.org/

Information Literacy Framework

AASL Standards

ISTE NETS

Partnership for 21 st Century

Class Opportunities

Iowa Core Curriculum Example

Detail from Writing 5 -

Generating effective questions

Articulating a clear research question or thesis statement

Using appropriate means for locating and selecting research materials,

Using information from a variety of sources, both print and electronic including electronic databases, the Internet, periodicals, interviews, surveys, books, and other informational publications

Evaluating, interpreting, and selecting information

Communicating research findings through a variety of means, both written and spoken

Using technology effectively to communicate research findings

Incorporating research findings without plagiarizing and adhering to a consistent format for documentation

Sample Library Example

Slides 32 – 41 are meant to be a sample of how the AASL standards fit the Iowa Core essential concept for Writing (slide 21, 30, 31) .

A brief example linking our curriculum goals together.

School Library Example

Skills 1.1.1 Follow an inquiry-based process 1.1.3 Develop a range of questions 1.1.4 Find, evaluate and select appropriate sources to answer questions 1.1.8 Demonstrate mastery of technology tools

Dispositions in Action

1.2.1. Display engagement by posing questions

School Library Example

Responsibilities 1.3.1. Respect copyright / intellectual property

Self-Assessment Strategies

1.4.1. Monitor own information-seeking progress and adapt as necessary

Questions?

1.1.3 Develop a range of questions

What happened in the 1950s…

That was significant?

Made a difference in our world today?

Most changed our world?

Made the greatest impact?

Sources

AP Images – How do images change my questions?

Jefferson Thomas and Elizabeth Eckford

Terrance Roberts

Little Rock Central High School

1959

Roberts places a wreath at the Lincoln Memorial

-----------------------

1.4.1. Monitor own information-seeking progress and adapt as necessary

MARCH 2009 ISSUE – LITERACY 2.0

Reference AASL Standards

Stepping Beyond Wikipedia – Badke, P. 54-58

Rethinking Online Reading Assessment – Coiro, P. 59-63

Educational Leadership

1. Expect students to give credit for resources

Responsibilities 1.3.1.

Respect copyright / intellectual property

NoodleTools is one possibility.

Informal is also as powerful as formal.

2. Expect sharing

www.slideshare.net

EBSCOHost – Images and Bookmarks

3. Expect students to use online databases to learn

Using Atomic Learning video clips for Web 2.0 bookmarks

Iowa Core Using information from a variety of sources, both print and electronic including electronic databases, the Internet, periodicals, interviews, surveys, books, and other informational publications

Examples of rigorous/ relevant instruction

Let It Snow – Learning & Leading with Technology, Feb. 2009

Barbara Jansen’s examples

Banking on Banks – SLMAM – Feb. 2009

Join the conversation at

http://iateacherlibrarians.ning.com/forum

Our Role

Understand our Curriculum and Iowa Core

Plan our units with teachers thinking content, instruction and assessment

DIFFERENTIATION

ENGAGED LEARNERS CHARACTERISTICS OF EFFECTIVE INSTRUCTION

NEW WEB SITE:

Instruction

Background

Shift From:

To:

Primary focus on reading and writing in Language Arts

Integration & practical application of all 5 literacy skills

Reading

Writing

Speaking

Viewing

Listening

Across Content Areas

Literacy

IPTV video clips – Literacy http://www.iptv.org/video/browse.cfm/collection/76

The video clips from literacy, math and science are meant to be samples. This work is also in progress, as we go forward. They are not intended to be lessons that must be used.

Shift From:

To:

Memorizing and practicing facts & procedures

Understanding and applying concepts and facts

Mathematics

IPTV video clips – Math http://www.iptv.org/video/browse.cfm/collection/77

IPTV video clips - Science http://www.iptv.org/video/browse.cfm/collection/75

Shift From:

To:

Lecture, over-emphasis on textbook and “cookbook” labs

Learning through actively

Investigating

Designing experiments

Questioning

Exploring

Defending Conclusions

Science

The DE encourages people to continue

Every Child Reads (Adolescent Literacy, too)

Every Student Counts

Every Learner Inquires – new These initiatives which have helped teachers learn strategies are important to the Iowa Core Curriculum

Also IDM and work with differentiation

ELI – Every Learner Inquires -background

Know why you do inquiry! Avoid "Activity mania".

Do Formative Assessment - doing probes while you are instructing.

Inquiry - Collect Evidence - Give Evidence for why that is true.

The 5 Es – ELI - background

Engagement

Explore - Remember not "Activity Mania“

Explain – What they saw, observed, research - evidence Connection - "What Did Other Scientists Find in their Research?“

Elaboration – Transfer Knowledge to Another Situation

Evaluation

TEACHING FOR UNDERSTANDING

RIGOR AND RELEVANCE

TEACHING FOR LEARNER DIFFERENCES

STUDENT-CENTERED CLASSROOMS

ASSESSMENT FOR LEARNING

Characteristics of Effective Instruction

Video Clips Shared with Leadership 2009

1. Team Teaching: Two Teachers, Three Subjects, One Project

A pair of educators thoughtfully discusses their art, biology and multimedia program. Access this 4 min. 35 second clip at http://www.edutopia.org/collaboration-age-technology-blood-bank-video Look for evidence of the 5 Characteristics of Effective Instruction

Iowa CORE

Librarians as Learning Specialists

Teaching Through Inquiry Teaching for Understanding Student-Centered Classrooms

Opportunity grew out of students’ natural curiosity – p. 65-66

Steps to Designing Inquiry-based Units*

Our space – Learning Commons

IA Core

Teaching for Learner Differences

Instructors focused on challenging essential question that sparked students’ interest

Physical spaces conducive to the nature of the work

IA Core

Teaching for Learner Differences

Changing Student Population

Expect seamless learning environment –work, play, study (Prensky 2001)

Digital natives, but do not necessarily have discriminative powers to be thoughtful and successful users of information technology (School Libraries Task Force 2006, Valenza 2006)

Flip This Library – David Loertscher

A: Library Web site pushes information one way-toward the student. Result? They ignore it. B: The library Web site turns into a collaborative virtual learning commons where everyone is sharing resources and ideas. A: The OPAC is a one-way information system. B: The OPAC becomes a collaborative information system. Hint: Fish4Info.org. A: Students are at the mercy of the entire Internet. B: Students build their own information spaces to control the Internet. A: I have a book club or two depending on my time. B: Dozens of student-run book clubs exist in virtual space; learner led/adult coached. A: Library spaces that have a single function because bookshelves, computers get in the way. B: Total flexibility over learning commons space so that areas can be easily reconfigured on demand.

IA Core

Authentic Work

More meaningful intellectual pursuits then simply knowing the “right answer”

Technology

Atomic Learning – Blogging Workshop

EBSCO: SLJ 12/2007 – Listen Up! Podcasts SLJ 2/2009 – Share Your Story! – Content Aligned Games Bid on power plants and limited natural resources in an effort to power a grid of cities. Can you win by going green? 14+

Redefining Literacy for the 21 st Century by David F. Warlick

Establish a digital library of student-produced digital products

Make sure computer work stations give access to productivity tools

Set up one or more computers as a display station for student work

Establish a section of the media center Web site to showcase student productions

p. 61

If this is the classroom – what does the library look like?

Science in the library: Outrageous Collaborative Ideas

Mini Theme: STEM – Science, Technology, Engineering, & Mathematics

Science in the Library: Outrageous Collaborative Ideas

LMC – Aug/Sept. 2008 , p. 20 - 24

Add your picture!

Callison – Table 1: A Rubric for Inquiry

Exploration

Conversation

and Discovery.

FORMATIVE ASSESSMENT

NEW WEB SITE:

Assessment

NOT This!

Formative Assessment

Planned process

Used by both teachers and students

Takes place during instruction

Helps teachers and students make adjustments that will improve student achievement Margaret Heritage – EBSCO article

Think of how dispositions in AASL Standards can fit here

Pursuing Personal & Aesthetic Growth

Exit Slip – Zmuda, p. 88

What recommendations would you make to other students about this book?

I would highly recommend because ____

I would recommend but would want to warn them in advance that _____

I would not recommend because _____

Inquiring and Gaining Knowledge

Evaluating Quality – Abilock, p. 90

Pick one general source. Was this specialized enough? Explore and compare to a more in-depth source on your list.

Pick a source in which the author is the authority. How did you know this?

Drawing Conclusions and Creating New Knowledge

Evaluating Blogs– Valenza, p. 92

Who is the blogger?

How many people link to it?

How current are the posts?

Is there a substantial archive?

Shift From - Success Is:

To - Success Is:

Number of staff members who collaborate

Doing whatever is asked in order to be recognized as valuable or important

Quality of work done in the library

Investing resources in those tasks that are central to the library and school mission

From Zmuda & Harada, p. 40

To - Success Is:

Helping students find what they are looking for

Engaging students in the construction of deep knowledge through the exploration of ideas and information, conducting of investigations & communication and evaluation of findings