Columbia, South Carolina - PD!


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Enjoyed a great day in South Carolina with great SLMS Information Technologists!

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  • Learning Targets
  • What worked 50 years ago, does not work today.
  • Oral sentences are usually less than 7 words, with 1 single idea, grammar ill, Written sentences are usually 15-25 words long, complex and grammar precise.
  • Dilemma.. If we want kids to learn, we have to give them texts they can understand. BUT – I few restrict texts to understanding, they already know the words and we deny them the opportunity to learn new words.
  • Value words …words = power words = money empowerment Your library computers should be set to a DEFAULT TO CHECKING WRITING AND GRAMMAR WITHIN MCROSOFT WORD
  • Poverty and vocabulary studies Cool Words to make you sound smart
  • 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.
  • Visually infested generation… needs to strengthen the auditory modality. READ – The CASE of the MISSING Diamond.
  • 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.”
  • 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.”
  • Relevance shift in the pedagogy… Away from recall  relevance
  • Love word clouds. Kids love them…. “A picture’s worth 1000 words…” Look at these clouds for 10 seconds-- Now… look at them and tell me in the chat box, what “library lingo” do you see there? -- Reading for meaning… Try again -- . What higher level Bloom’s words do you see? (PURPOSEFUL reading vs. reading) Did you read differently? Deeply? …”i.e. Shift 1:
  • When I gave you a purpose to read, you read “closer” -- That is “close reading” – purposeful reading. “I read it, but I don’t get it…”
  • Passive consumers Reading has moved from a passive activity to an engaged activity
  • Invitation to InvestigatePictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS. Relevance and takes rigorous content and summarizes. - top of Bloom’s
  • Teach Like a Champion
  • 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.”
  • 99 Essential Question examples
  • What if Sherlock Holmes investigated, Synthesized came to a conclusion, and never reported it? Shared it? Sleuthing… Students do not need technology. They need a “voice” - to be heard.
  • Columbia, South Carolina - PD!

    1. 1. Getting to the Core – What hat are you wearing ? TASL – 2013 Paige Jaeger InfoLit4U@Twitter
    3. 3. What is your Common Core Understanding? Jot down 6 things you know about the Common Core on your 6 different post-it notes.
    4. 4. On the card please write one sentence: What is one expectation you have for this year?
    5. 5. It’s all about the kids. It’s all about global competiveness…
    6. 6. Essential Questions: • Am I reaching this Millennial generation? • Which hats should I wear to embrace the Common Core … via reading, information, investigation, and technology (in the library)?
    7. 7. Research Reading Relevance … Reality Check? Rigor Reporting Knowledge
    8. 8. Rigor
    9. 9. • _Cannot_Trust_Herself_on_American_Idol/index .html Hot seat?
    10. 10. Marilyn Jager Adams, PhD
    11. 11. Adams
    12. 12. Taylor Mali Typography by Ronnie Bruce
    14. 14. Why we need complex text: Based on research of “The Text Project” – Presented by Marilyn Adams, @ NTI
    15. 15. Oral language : <7 words 1 idea Poor grammar Written text: usually 15-25 words, complex ideas, good syntax Oral vs. Written (Adams)
    16. 16. Oral language = 4th grade ~ 10,000 Number of words in popular written = 1,000,000. The fastest way to grow language is via written form… i.e. READING Research of the CCSSO Marilyn Jager Rand, Stephen Krashen, et. al
    17. 17. The subtle differences of word “families” The simplicity of using exact words which allow us to present our ideas precisely
    18. 18. Complete these sentences with precise words: Adams • That dinner was ______________________ . • Our big red,( old worn-out, broken down barn)  Our red barn was in ____________________. • The (little pink baby was only a few weeks old) The ______________________. • The politicians (went on and on with their hot air) the politician were _______________________. • The wrecked house needs ___________________. • The very tall yellow and brown long-necked animal that is native to Africa munched on the tree leaves_____
    19. 19. Vocabulary Paint Chips Embrace Vocabulary –
    20. 20. The reading deficit is integrally tied to the knowledge deficit. Adams Students need receptive vocabulary to learn New knowledge has to connect to old knowledge How much a student learns about a new concept, and new words, depends upon knowing words
    21. 21. The more you read the better you’ll read The better you read, the more you’ll comprehend The more you comprehend, the greater the achievement The more you read about geology, the more you can read about geology. Reading Research:
    22. 22. Cool words to impress your friends Raise the bar
    23. 23. 50% - 50% Close Reading & Complex Text Building knowledge Writing from evidence Spotlight on Vocabulary Literacy is not just ELA
    24. 24. SL.6.1 Engage effectively expressing their own ideas clearly. SL.6.2 Interpret information presented in diverse media and formats SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; SL.6.5 Include multimedia components in presentations to clarify information. SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English Speaking & Listening Standards
    25. 25. Examine your “exemplar.” How many SAT, academic words, can you find?
    26. 26. Rigor How can we raise rigor?
    27. 27. Break
    28. 28. Expectations Increased Rigor Achievement
    29. 29. Reading Incentives?
    30. 30. Book Dating Review in Opals or Follett! – How many stars? Does the “review” meet these guidelines?
    31. 31. Relevance
    32. 32. • • • • • • • • • • • Branding Possession “my” Opportunity to express Look at me generation Easy access Once is not enough Build networks Integrity Structure is o.k. Conformity Admire Intelligence What Characteristics do you see in your students? Selfies? Millennials want…
    33. 33. Use personal pronouns Your assignment Your voice Your choice Teach soft skills Befriend them
    34. 34. Bookmarks, mind maps, exits • 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 have ______________
    35. 35. “Average Person spends two seconds on each website.” -Marilee Sprenger Images:
    36. 36. Content Delivery Change
    37. 37. • Pick a verb: 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 texts Support analysis Research and reflection Gather information from print and digital 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 Prepare and participate effectively in conversations. Build and express persuasively Express information and enhance understanding Sounds like a field trip to the library …
    38. 38. What do you see? Drawing evidence from the text… David Drexler / Creative Commons
    39. 39. Cover Uncover Discover New pedagogy paradigm:
    40. 40. Close Reading
    41. 41. Reading is not passive Not all Close Reads have to look alike! Building Blocks Close Reads can be: primary sources, excerpts, articles, short books & more It’s all about the kids… Essential understandings:
    42. 42. Standards Appendix A Purposeful Reading
    43. 43. Use precise words Speak with authority Cool words to empower your writing
    44. 44. 1. Look at the neighbors – – – 2. 3. Negative? Positive? Synonyms? Listen… sound like another word? (part)? Read around for clues Everyone is in the literacy business. Our walls are flanked with literacy tools….
    45. 45. 9 Academic Vocabulary Words
    46. 46. Debate or Discussion Digest & Discovery Content Delivery and Understanding NOT just to read…
    47. 47. “Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.” Nicholas Carr…
    48. 48. What’s the gist? Read with a pencil Perspective Visualize What’s the Purpose? Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIP’s
    49. 49. Close Reading Activity
    50. 50. The World: literate illiterate semi-literate • 8 Billion
    51. 51. • “Of the 8 billion in the world, … the literate, or approximately 2 billion, have adopted the habits of the semi-literate. The next generation has an aversion to reading. They want to look at pictures and click as though they were SEMI-literate.” -- Dr. Daniel Sheard, Lincoln Univ. The shock…
    52. 52. Read with a pupose. Reading Read and Discuss, debate, digest Reading is integrally tied to thinking in the CCSS
    53. 53. 3 Dimensional Reading
    54. 54. DAVID WARLICK “We …have lost control over the information. Children control it now. They need to learn to control [it]…in positive, productive, and personally meaningful ways….”
    55. 55. Reporting Knowledge Research And…questioning
    56. 56. Information & Technology
    57. 57. WORD PROMINANCE Based on word frequency/appearance in the CCSS ELA standards and Appendix A NONFICTION VOCABULARY RESEARCH EVIDENCE LITERACY COMPLEX & COMPLEXITY Research in the Common Core? INFORMATION READING 0 100 200 300 400 500
    58. 58. Common Core Writing… Let W1-5: Teach them to write, then: W10: Do it again! the W7 – Conduct short research projects to answer a question help you: Research to Build and Present Knowledge
    59. 59.  This generation is technologically literate, But information illiterate.
    60. 60. In 1942, Aldous Huxley wrote: • People will come to love…technologies that undue their capacities to think. -- Brave New World
    61. 61. Litmus test for low-level research: If your assignment can be answered on Google, then it is void of higher level thought.”
    62. 62. Inquiry Based Learning and Essential Questions Activity
    63. 63. What’s the enduring understanding Does this question relate to the knowledge product Can I use a pro-noun? Essential Question? How can we ask a question that gets this to be relevant outside of school? How can we relate this to the learner at his level?
    64. 64. Relevance Choice Engagement
    65. 65. • 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?
    66. 66. Seemingly unrelated facts Analysis of “facts” – elimination of trivia Meaning…tapestry of understanding Synthesis Common threads What if, could it be possible, consider, …probing Deeper digging and understanding Librarian as Socratic guide
    67. 67. What would your patriot say to America today? What is that crazy appendage sticking out of your ear? Bail out the banks? Who is your King? (Use Blabberize or CrazyTalk to bring this to life.)
    68. 68. Did Pluto deserve to be kicked out of the solar system? You are a tour guide. Write a script for an inter-galactic tour.
    69. 69. Early American Movers and Shakers… • If your mover or shaker were alive today, what would their “Vanity Plate” read? • What would their resume look like? Prepare a resume for your mover or shaker and be prepared to interview for a job. Susan B. Anthony Herman Melville Sojourner Truth William Lloyd Garrison Vanderbilt
    70. 70. Scoopit: Tool for CCSS students? Librarian device?
    71. 71. Curating and assessment
    72. 72. First graders got to inquiry a little quicker than I expected, and I was realizing yesterday when I was driving home that I didn’t even record it! Darn. First graders were asked to choose an animal from fairy tales that we could do a little inquiry on, and eventually compare fact to fictional stories involving these animals. One class chose wolves, while the other chose frogs. The questions they came up with were a lot of fun, such as: How are frogs related to toads? How many kinds of frogs are there? Do frogs shed their skin? Do frogs have families? (Love that…) How do frogs breathe underwater? How many babies do frogs have? Are frogs carnivores? What do frogs eat besides bugs? Do frogs know their babies? If so, how? How do frogs sense danger? How do frogs know if they are male or female? How do wolves “talk” to each other? Can you see a wolf’s eyes in the dark? Are all wolves mammals? Do they come out only at night? Where do wolves live? Where do wolves go to give birth? What do wolves eat and drink?? Do wolves live in one place or do they move around? Are werewolves real? What do baby wolves look like? How do wolves sleep? How do wolves smell things? Hear things? How fast do they run? Do mommy wolves stay with their babies? If they do, how long do they stay with them? The group who brainstormed wolves came in yesterday, and they were so cute. When I gave them time to check out books, I grabbed some wolf books that we pulled off the shelf together, and put them on the table…they immediately gravitated to them, opened them, and started exclaiming, “Mrs. H! Mrs. H! I think I found out…” and they immediately began investigating on their own by browsing the books and looking at pictures. So cute. They can’t wait to find out more! Fourth grade has just started inquiry into biomes, which, again, sneaked up on me. (The teacher was suddenly ready after putting it off for weeks.) This has potential…rather than what I often get from teachers, which is inquiry that doesn’t always get used (essentially, “okay, you can be curious and brainstorm, but I’m still going to assign a scoop-and-spit traditional project from it”), this teacher is actually allowing them to explore their curiosity. They did small inquiry projects in the fall about an animal of their choice, and now they are starting an inquiry project on a biome of their choice. They get to pick their biome, and decide what they want to ask within certain categories…animal life, plant life, and a “fun stuff” category. She has asked to meet with me Monday about the project I designed awhile ago, so I’m hoping this is going to expand…she’s open to the travel agency idea.
    73. 73. Writing Information standards 6,7,8 Curators?
    74. 74. Prezi? Presentation, Script, Public Service Announcement Blog? iBook? iMovie Blabberize Fotobabble? Debate? Essay? Museum Box
    75. 75. First person “I” “mine” Shifts Vocab Empowered Student Centered Considerations: It’s not about the activity or the technology. It’s about learning, content and transferring ownership! Evidence
    76. 76. • Green Apple: • Madden, Mary, Amanda Lenhart, Maeve Duggan, Sandra Cortesi, and Urs Gasser. " Teens and Technology | Pew Internet & American Life Project." Pew Research Center's Internet & American Life Project. N.p., n.d. Web. 4 Oct. 2013. <>. • Small, Gary W., and Gigi Vorgan. IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. 
Sprenger, Marilee. How to teach so students remember. Alexandria, Va.: Association for Supervision and Curriculum Development, 2005. Print. • • 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. Citations, Resources, & Attributions