2014 Cornell University - Repackaging Research

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NYS Section of School Librarians Leadership Conference @ Cornell! 2014 - Monday Keynote: Research Models, TDQ's, Seed Texts, and more. Hoping to see you all there!
(These slides are all dark as we have daylight competition in the PD hall…FYI)

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  • These shifts “layer” on top of the standards.
    We cannot just talk about the standards or just shifts… they are WOVEN
    Become familiar to be a building leader.
  • What worked 50 years ago, does not work today.
  • Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
  • Ultimate Cliff’s Notes on the CCSS. Pedagogy verbs…
    Create a bookmark, or visit my blog and get the pre-printed bookmark that you could place in teachers mailboxes -- handout…
  • Invitation to Investigate
    Pictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS.
    Relevance and takes rigorous content and summarizes. - top of Bloom’s
  • 3 strands
  • 99 Essential Question examples
  • Evidence from the text to answer the question? We have 30+ copies of this book that we loan out…
    You could jig-saw this book copying pages for each student – not giving them the title
    Ask them to create a title for the book –
  • RIGOR and relevance …
    Wrap your head around Essential Questions
  • Inquiry based investigations, once again are critical. Providing literature linked to primary source documents is a great pair. Shackleton’s journey could be coupled with some primary sources from his journey and historical newspapers. Blooms – compare & contrast & move beyond… Investigate further:
  • Inquiry promotes student “ownership” – which makes it relevant to their lives.
    When they are allowed to ask their own questions, they “own” the investigation and they usually ask “relevant” questions to their life.
  • Hands on learning – relevance and rigor mixed.
  • 2014 Cornell University - Repackaging Research

    1. 1. Rigor Relevance Research Resources Reporting Knowledge REPACKAGING RESEARCH FOR THE COMMON CORE PA I G E J A E G E R C O O R D I N AT O R F O R S C H O O L L I B R A R Y S E R V I C E S W A S H I N G T O N S A R A T O G A W A R R E N H A M I L T O N E S S E X B O A R D O F C O O P E R A T I V E E D U C A T I O N A L S E R V I C E S ( A K A W S W H E B O C E S ) S A R A T O G A S P R I N G S , N Y P A I G E J A E G E R @ G M A I L . C O M L I B R A R Y D O O R . B L O G S P O T . C O M I N F O L I T 4 U @ T W I T T E R
    2. 2. Rigor Relevance Research Resources Reporting Knowledge
    3. 3. IMPERATIVES FOR REPACKAGING RESEARCH: REPACKAGING RESEARCH MILLENNIALS Common Core SHIFTS INQUIRY ESSENTIAL QUESTIONS TECHNOLOGY Present Knowledge
    4. 4. WHY THE CHANGE? SHIFTING SANDS…
    5. 5. LAST YEAR: Literacy is not just ELA 50% - 50% Building knowledge Text-based answers Writing from sources (evidence) Academic vocabulary
    6. 6. VOCABULARY & READING ACROSS THE DISCIPLINES CLOSE READING – FICTION & NONFICTION TEXT BASED ANSWERS – “EVIDENCE”
    7. 7. IT’S ALL ABOUT THE MILLENNIAL…
    8. 8. Industrial Revolution model Information Age Information Economy Mis- Information Age New Media – Social Age ?
    9. 9. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
    10. 10. If your assignment can be answered on Siri, it is void of higher level thought. Why bother?
    11. 11. Your Turn: Who is smarter?
    12. 12. WHO IS SMARTER? WHY BOTHER?Total arable land ÷ world population? Total potable water ÷ world population? Why should I care about potable water and arable land? If you were living in the 1850’s would you have gone west, young man?
    13. 13. So what is the NYSED approved model?
    14. 14. Content Delivery Change ESSENTIAL UNDERSTANDING:
    15. 15. Library Cybrary Close Reading “task” Evidence Based Claim Increased Reading Requirements Discussion and debate fodder Research Short & More Sustained Additional Viewpoints Opinions Needing Support
    16. 16. Read Write Produce develop Use technology Publish Gather information Draw evidence Write routinely Make strategic use of digital media Demonstrate command of English Adapt Speech Clarify meaning Compare and contrast Cite evidence 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 Explore a topic Draw evidence from text Support analysis Research and reflection Gather information Assess the credibility and accuracy Integrate information avoiding plagiarism Produce and publish writing Interact and collaborate Debate Write arguments to support claims Formulate an argument Comprehend Trace an argument Determine meaning Prepare and participate effectively in conversations. Build and express persuasively Express information and enhance understanding Cover Uncover Discover CCSS PEDAGOGY VERBS
    17. 17. Core Proficiencies Units Curriculum An EBC is: • Clearly presented • Rises from close reading of text(s) and details • An accurate, knowledgeable analysis and-or conclusion • Supported with credible, sufficient evidence • Logically developed through quotes, reference, facts, & citations
    18. 18. RESEARCH TO BUILD AND PRESENT KNOWLEDGE:
    19. 19. COMMON CORE W7 – Conduct short research projects to answer a question Research to Build and Present Knowledge W1-5: Teach them to write, then: W10: Do it again!
    20. 20. "First grade writes a 1 page paper; Second grade writes a 2 page paper; Third grade writes a 3 page paper; etc....building capacity to the secondary level where they would be research-ready." Good by Research Paper Requirement… Hello SEED TEXT !
    21. 21. Research to build and present knowledge (CCSS Writing Standards 6,7,8,9) Tools on Engage NY "Research" in the modules NYSED Research "Framework" is an Inquiry Based model Local decision on "how" NYS Library purchased "Opposing Viewpoints" for an upcoming "research module"
    22. 22. INFORMATION FLUENCY CONTINUUM • to build knowledge Using Information • Personal • Aesthetic Pursuing Growth • Socially • Academically Demonstrating Responsibility
    23. 23. WELL-PLANNED SCAFFOLDED INFORMATION LITERACY CURRICULUM WITH PRIORITY BENCHMARKS FOR EACH GRADE LEVEL:
    24. 24. NYS – SAME PAGE IN OUR INFORMATION ECONOMY:
    25. 25. ASSESSMENTS ARE BUILT-IN WHICH CORRELATE TO THE IFC & CCSS:
    26. 26. IMPERATIVE: Role of Questioning Activity
    27. 27. CAROUSEL What questions would you ask yourself if you were confronted with these scenarios?
    28. 28. What questions would you ask yourself if you were confronted with this scenario? You have been diagnosed with Adrenocortical hypofunction.
    29. 29. IT IS 1840… You have been asked to “go west young man.” Will you go? What questions do you have?
    30. 30. DISTRIBUTE QUESTIONING GRID
    31. 31. Examine questions: • How many were higher level? How? What if? Should? • How many started with: Who, what, when, where,
    32. 32. Your Turn: NTI materials What does this look like?
    33. 33. ELA ANCHOR STANDARDS Writing & Research Reading Closely & Complexity Comprehend & Collaborate Vocabulary & Grammar
    34. 34. Close Read Claim EvidenceClaim Evidence MARISOL…
    35. 35. RIGOR: INQUIRY BASED LEARNING ADVENTURES: PACKET S Questions that need to be investigated Views that need to be considered Evidence that needs to be found Conclusions that need to be supported
    36. 36. Library Cybrary Close Reading “task” Evidence Based Claim Increased Reading Requirements Discussion and debate fodder Research Short & More Sustained Additional Viewpoints Opinions Needing Support
    37. 37. EQ BRAINSTORMER: STUDENT-CENTERED INSTRUCTION Wonder Investigate Synthesize Express
    38. 38. How did (will) this book make you smarter, richer, wiser, or more successful in life? What indelible footprints did this person leave on the world? How did this life change history? Where is the “suffrage” in the world today? Should America be concerned?
    39. 39. 3 DIMENSIONAL MO
    40. 40. RESEARCH ESSENTIAL QUESTIONS: • Do you like any of these questions from the “FOOD” unit? • Do you like any of these from the “WATER” unit? • ANIMAL unit?
    41. 41. PLACE A POST-IT IN THE BOOK WHERE YOU ARE…TO HOLD YOUR PLACE. WE WILL COME BACK
    42. 42. What is a seed text? What does this look like according to NYSED: What is an “Inquiry Path” Are the state resources any good?
    43. 43. FRAMEWORK + CONTENT F R A M E W O R K & C O N T E N T 45 PAGES Same for every secondary grade Different based upon grade, EL vs. Odell, and whether a school is “doing” the modules
    44. 44. Let’s examine the framework and sample “seed texts” What is a seed text?
    45. 45. CAVEAT! What is NOT in the modules:
    46. 46. CAVEAT – IN THE MODULES
    47. 47. LIBRARIES?
    48. 48. SO HOW CAN I REPACKAGE WHAT WE ARE DOING TO ALIGN WITH CC AND HYPERCONNECTION?
    49. 49. 3 DIMENSIONAL MO
    50. 50. MARISOL… Close Read Claim EvidenceClaim Evidence
    51. 51. Close Read Claim Evidence Wonderings Additional questions… Inquiry path
    52. 52. IMPERATIVES FOR REPACKAGING RESEARCH: REPACKAGING RESEARCH MILLENNIALS Common Core SHIFTS INQUIRY ESSENTIAL QUESTIONS TECHNOLOGY Present Knowledge
    53. 53. 1: Think about a content area you would like to plan a CCSS aligned unit for? 2: What would you like you student to know or be able to do…at the end of the unit? START WITH CONTENT
    54. 54. Fotobabble? Blog? Blabberize Museum Box Essay? iMovie WHAT WILL THE KNOWLEDGE PRODUCT BE? iBook? Prezi? Presentation, Script, Public Service Announcement Debate?
    55. 55. What does this look like? Seed Text: Invasion of the Data Snatchers
    56. 56. • Has data-mining gone too far? • Is data-mining a violation of your privacy?
    57. 57. What additional questions do you have? What was not answered by the text? What related topic did you stumble across? Do we need to become activists?
    58. 58. Library Cybrary Close Reading “task” Evidence Based Claim Increased Reading Requirements Discussion and debate fodder Research Short & More Sustained Additional Viewpoints Opinions Needing Support
    59. 59. TDQ’s Vs. Inquiry Based Investigations
    60. 60. “The Economic Bill of Rights” Excerpt from President Roosevelt's January 11, 1944 message to the Congress of the United States on the State of the Union It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill- clothed, ill-housed, and insecure. This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty. As our nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness. We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. “Necessitous men are not free men.” People who are hungry and out of a job are the stuff of which dictatorships are made. ARE YOU INSIDE THE TEXT OR OUTSIDE THE TEXT?
    61. 61. Brainstorm a TDQ for: Text Dependent Questions Panoramic Question Concrete question - basics Myopic question needing evidence If this is about [subject], what is the message? What facts in this text support that main idea? Myopic examination question How is the word [xxxx] critical to this text’s meaning? Summary question for meaning ….
    62. 62. TEXT DEPENDENT QUESTIONS INQUIRY What’s this about? Where do they live? What facts do you read? How does the [octopus’] physiology help it to survive in it’s environment? Choose to be an ocean animal: How is pollution impacting your environment? What laws would you like to see passed? CONCRETE QUESTIONS Half-way up Bloom’s: This TDQ calls for textual evidence Inquiry
    63. 63. “READER AND THE TASK” What question can you ask to inspire further investigation and synthesis? What are you asking the students to do? (task)
    64. 64. GET THE TASKS ABOVE ROTE ‘N RECALL L E X I L E 1 0 9 0 Why would this NOT happen today? (Build an EBC) How did the sailing disease scurvy impact exploration? (Build an EBC) Synthesis
    65. 65. READER & THE TASK RECIPE: Identify questions for Inquiry Compare ContrastInvestigate Synthesize Conclud e Examine another explorer of your choice, and determine who would win in a circumnavigation? Create a tweet log for Shackelton. What recommendations would you have for him today? How were subsequent explorers helped or hindered by their predecessors? Synthesi s
    66. 66. Stations: documents, photos, and other “close reading” endeavors “Why do we not have [dinosaurs] anymore? If you wanted to be an [astronaut] how can you prepare? STATIONS IN THE LIBRARY …CHOICE – CONNECTIONS, CURIOSITY Bugs: Friends? or foe?
    67. 67. HOW CAN I EMBED TECH??
    68. 68. INNOVATIVE ASSESSMENT: B O O K M A R K S • The wave in assessment is now leaning to student self-assessment. • Empower the learner with directional tools • First person phrasing • I can locate a book on the shelf • I can identify my keywords • I can narrow my search with additional keywords • I can evaluate articles for relevance and accuracy • I can ______________
    69. 69. IMPERATIVES FOR REPACKAGING RESEARCH: REPACKAGING RESEARCH MILLENNIALS Common Core SHIFTS INQUIRY ESSENTIAL QUESTIONS TECHNOLOGY Present Knowledge
    70. 70. POST ASSESSMENT: Reaching the Hyper- connected Not answerable on Google Needs Relevance Embed technology! Use pronouns when possible (You, we) Moving Beyond Information Hide ‘n Seek Needs an essential question What’s the enduring understanding? What do you want the kids to do with all those facts? Why research is the next big thing Teachers are have learned about “text” Students have learned to closely read Students have learned to cite evidence Research is an ELA Anchor Standard Reaching teachers and administrators Use their language Justify by the CCSS Offer to do PD for credit (Lunchtime?) CCSS Anchor Standard What are you going to do with all those “facts” Technology integration Marry a tool with a pedagogy verb Embed Tech! Language of the Millennial Tech tools for various Inquiry stages?
    71. 71. SOURCES AND RESOURCES:Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print. IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009. Library of Congress: loc.gov/ Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009. Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan
    72. 72. http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltr anscript.pdf http://www.corestandards.org/assets/Appendix_B.pdf http://www.corestandards.org/assets/Appendix_A.pdf http://engageny.org/ WISE – Inquiry Model: http://tinyurl.com/42dd2oj http://www.womenshealthmag.com/life/selfie-instagram-photos www.OdellEducation.com - Research to Deepen Understanding

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