Repackaging research AASL 2013


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AASL13 presentation - Despite the crowded room and the fact that we ran out of handouts, I am pleased that everyone benefited from this material! It is hard to convey in 1.25 hours the depth of change that needs to occur in "repackaging research" for the CC. Please contact me if your state association or district would like training on this topic. I have delivered to schools, districts, and state-wide organizations before. We are all in this reformation together and collectively need to transform our instruction for higher level thought!

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  • Repackaging research AASL 2013

    1. 1. Repackaging Research for the Common Core (and today’s hyperconnected youth…) Resources Reporting Knowledge Research Relevance Rigor Paige Jaeger Coordinator for School Library Services Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES) Saratoga Springs, NY InfoLit4U@twitter
    2. 2. Resources Research Relevance Rigor Research Relevance Rigor Resources Reporting Knowledge Reporting Knowledge
    3. 3. Millennials can…
    4. 4. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
    5. 5. Resources Reporting Knowledge Research Relevance Rigor Information + Technology = ________________ Higher level thought
    6. 6. 10 million teachers trained in Inquiry (PBL) to “lead and participate in a global economy”
    7. 7. Research to Build and Present Knowledge:
    8. 8. Resources Reporting Knowledge Research Relevance Rigor Information + Technology = ________________ Higher level thought
    9. 9. Essential Understanding: Content Delivery Change
    10. 10. CCSS Pedagogy Verbs Cover Uncover Discover 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 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 Prepare and participate effectively in conversations. Build and express persuasively Express information and enhance understanding
    11. 11. Information & Technology
    12. 12. Common Core Writing… Let the W1-5: Teach them to write, then: W10: Do it again! W7 – Conduct short research projects to answer a question help you: Research to Build and Present Knowledge
    13. 13. Core Proficiencies Units 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 Curriculum
    14. 14. Text based answers… “Read like a detective, write like a reporter” • Drawing evidence from the text • Require “quotes” “according to…’ • Speak with authority
    15. 15. "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."
    16. 16. So how can I repackage what we are doing to align with CC and hyperconnection?
    17. 17. “Average Person spends two seconds on each website.” -Marilee Sprenger Images:
    18. 18. 3 Dimensional Reading
    19. 19. Resources Reporting Knowledge Research Relevance Rigor Information + Technology = ________________ Higher level thought
    20. 20. • 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?
    21. 21. EQ Brainstormer… Student-centered instruction
    22. 22. Start with Content • Think about a content area you would like to plan a CCSS aligned unit for? • What would you like you student to know or be able to do…at the end of the unit?
    23. 23. This is as far as we got in the AASL conference, and I have eliminated some slides from the end of this file—I left a few slides for closure. It is hard to convey, in 1.25 hours, the depth of change that research really needs. I am available for professional development, if your district or state association is interested. Here are a few “testimonials” from other presentations: I thoroughly enjoyed the workshop because everything you said was relevant and practical. I have been teaching long enough that I understand and believe exactly what you said; but you explain it so well and in "common core" terminology. Too often we leave professional development thinking we should have spent the day at school catching up. But you were the exception. Leck Mason Goodnough, M.L.I.S. M. Ed. Columbia, SC …just want to thank you for the awesome PD yesterday. I learned so much!! At first I was kind of bummed at staying all day because I have so much to do here, but it was worth every minute! Regina Spurlock, Library Media Specialist Beaumont Middle School Lexington, KY Your workshop was a conference best!! Jan Tunison, LMS/Instructional Technologist Scotia-Glenville High School Scotia, NY
    24. 24. What will the knowledge product be? Blog? Prezi? iBook? iMovie Blabberize Fotobabble? Presentation, Script, Public Service Announcement Debate? Essay? Museum Box
    25. 25. Resources Reporting Knowledge Research Relevance Rigor Information + Technology = ________________ Higher level thought
    26. 26. Sources and Resources: transcript.pdf WISE – Inquiry Model: Inquiry Resources: NYC Resources for CC and Inquiry: htm K-12 Information Fluency Continuum (NYC, adopted NYS-wide):
    27. 27. IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print. Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009. Library of Congress: 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 Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.