TASL 2013 - Getting to the Core:


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It was great to meet and talk with TN librarians! Thanks for this invitation and opportunity to share CCSS tactics for reading, research and making connections for Millennial learners. Remember it's all about the kids...the Millennial, self-centered, want-to-own their own learning, kids.

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  • Learning Targets
  • What worked 50 years ago, does not work today.
  • Not long ago on a blog… someone posted: What is a great follow-up activity for the book,… It compelled me to ask: What’s your learning objective?
  • 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.
  • Invitation to InvestigatePictoral representation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS. Relevance and takes rigorous content and summarizes. - top of Bloom’s
  • Do you have any good books?
  • Passive consumers Reading has moved from a passive activity to an engaged activity
  • Teach Like a Champion
  • Relevance shift in the pedagogy… Away from recall  relevance
  • Country project
  • 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.
  • 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.
  • Once upon a time not to long ago, …. My learning adventure was a scenic walk in the woods. I did not know really where we were going. I barely knew where we started. It was a canvas and I was painting a modern-educational-art. Other times I’d paint by numbers. Super-indelible-never-come-off-till-your-dead-maybe-even-later
  • TASL 2013 - Getting to the Core:

    1. 1. Getting to the Core – What hat are you wearing ? TASL – 2013 Paige Jaeger Librarydoor.blogspot.com InfoLit4U@Twitter
    3. 3. On the card please write one sentence: What is one expectation you have for this year?
    4. 4. • Who are you? • What is your Common Core Understanding?
    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. Rigor Relevance … Reality Check? Reading Research Reporting Knowledge
    8. 8. Rigor
    9. 9. Hot seat? • http://www.etonline.com/tv/129196_Nicki_Minaj _Cannot_Trust_Herself_on_American_Idol/index .html
    10. 10. Marilyn Jager Adams, PhD
    11. 11. Adams
    12. 12. Taylor Mali Typography by Ronnie Bruce
    13. 13. Raise the bar Cool words to impress your friends
    14. 14. Oral vs. Written (Adams) Oral language : <7 words 1 idea Poor grammar Written text: usually 15-25 words, complex ideas, good syntax
    15. 15. Research of the CCSSO Marilyn Jager Rand, Stephen Krashen, et. al 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
    16. 16. Common Core Writing… Let the help you: 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!
    17. 17. Relevance
    18. 18. Teach soft skills Befriend them
    19. 19. USE PERSONAL PRONOUNS WHENEVER POSSIBLE – Your assignment Your voice Your choice
    20. 20. 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 ______________
    21. 21. “Average Person spends two seconds on each website.” -Marilee Sprenger Images: fannation.com Orkin.com news.discovery.com
    22. 22. 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….”
    23. 23. GET THEM TO THINK… DO NOT ANSWER THEIR QUESTIONS http://noahw.deviantart.com/art/Socrates- 15664185
    24. 24. Reading
    25. 25. GET THEM TO SLOW DOWN Get them to read
    26. 26. The World: • 8 Billion literate illiterate semi-literate
    27. 27. The shock… • “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.
    28. 28. Nicholas Carr… “Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.”
    29. 29. Reading is integrally tied to thinking in the CCSS Reading Read with a pupose. Read and Discuss, de bate, digest
    30. 30. 3 Dimensional Reading
    31. 31. FORM ASSIGNMENTS WITH QUESTIONS THAT NEED TO BE ANSWERED Inquiry Based Learning and Essential Questions
    32. 32. Essential Question? What’s the enduring understanding 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? Can I use a pro-noun? Does this question relate to the knowledge product
    33. 33.  This generation is technologically literate, But information illiterate.
    34. 34. In 1942, Aldous Huxley wrote: • People will come to love…technologies that undue their capacities to think. -- Brave New World
    35. 35. Litmus test for low-level research: If your assignment can be answered on Google, then it is void of higher level thought.”
    36. 36. Research in the Common Core? 0 50 100 150 200 250 300 350 400 450 READING INFORMATION COMPLEX & COMPLEXITY LITERACY EVIDENCE RESEARCH VOCABULARY NONFICTION WORD PROMINANCE Based on word frequency/appearance in the CCSS ELA standards and Appendix A
    37. 37. Information & Technology
    38. 38. Research Reporting Knowledge
    39. 39. New pedagogy paradigm: Cover Uncover Discover
    40. 40. 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 … Reading and reacting with the text
    41. 41. 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.
    42. 42. Repackage Research
    43. 43. • 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?
    44. 44. What would your patriot say to America today? What is that crazy appendage sticking out of your ear? (Use Blabberize or CrazyTalk to bring this to life.) http://www.librarydoor.blogspot.com/ Bail out the banks? Who is your King? http://www.loc.gov/index.html
    45. 45. Rigor: Create a Bill of Rights for the new Egypt. 12th Evidence Based Claim: How does our Constitution protect us? Sleuthing… 9th Would our Constitution and Bill of Rights fit in any of the OPEC nations?
    46. 46. Did Pluto deserve to be kicked out of the solar system? You are a tour guide. Write a script for an inter-galactic tour.
    47. 47. 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
    48. 48. Scoopit: Tool for CCSS students? Librarian device?
    49. 49. Curating and assessment
    50. 50. Curators? Writing Information standards 6,7,8
    51. 51. Considerations: It’s not about the activity or the technology. It’s about learning, content and transferring ownership! Student Centered Empowered First person “I” “mine” Evidence Vocab Shifts
    52. 52. Fotobabble? Blog? Blabberize Museum Box Essay? iMovie iBook? Prezi? Presentation, Script, Public Service Announcement Debate?
    53. 53. Reader & the task recipe: Identify questions for inquiry Read & Investigate Conclude Synthesize Create Rigor & Relevance Examine another explorer of your choice, and determine who would win Survivor. What awards would you give your explorers? Create a tweet log for Shackelton. What recommendations would you have for him today?
    54. 54. Robert Munsch
    55. 55. Citations, Resources, & Attributions • Green Apple:http://www.tasltn.org/assets/images/Conference2013/apple.png • 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. <http://www.pewinternet.org/Reports/2013/Teens-and- Tech/Main-Findings/Teens-and-Technology.aspx>. • 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.
    56. 56. What’s the gist? What’s the Purpose? Perspective Visualize Read with a pencil Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIP’s