MASL Spring Conference 2015 - Keynote - Jaeger
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Although these slides show pictures of what was covered, it does not have the details that you would have gleaned if you were present for our discussion and interaction. Good Luck educators! I wish you all success! It was great spending time in MO!
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MASL Spring Conference 2015 - Keynote - Jaeger
- 1. Missouri Association of School Librarians
- 2. Repackaging Instruction for Tomorrow’s Leaders! Communicate Millennials Standards Questions Synthesis!
- 9. Noisy Millennials want to: Create Connect Communicate
- 10. According to PEW and the Kaiser Family Foundation… 7.5 Hours? For 7.5 hours? http://www.dbadesigns.com/posts-occasional-rants/kids-use-social-media/ Game of Thrones? Binge Viewing? Flipped Classrooms? Open 24-7 Cybraries Online Portals, Blogging, Knowledge Presentation Stations…
- 12. TWO Volunteers? http://www.tubechop.com/watch/5656319 = Ashton http://www.tubechop.com/watch/3576128 = NMinaj
- 13. DRAMA QUEEN?
- 14. Marilyn Jager Adams, PhD
- 15. Adams
- 16. Oral vs. Written (Adams) Oral language : <7 words 1 idea Poor grammar Written text: usually 15-25 words, complex ideas, good syntax
- 17. Research of the CCSSO Marilyn Jager Adams 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
- 20. Reading Research: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. Paige Jaeger, for Expeditionary Learning: https://www.engageny.org/sites/default/files/resource/attachments/volumeofreading.pdf
- 21. Why we need complex text: Based on research of “The Text Project” – Presented by Marilyn Adams, @ NTI
- 22. 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
- 23. Reading is integrally tied to thinking in the CCSS Reading Read with a pupose. Read and Discuss, debate, digest
- 25. 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.
- 26. Nicholas Carr:
- 29. Raise the Bar Verbal Communication Expectations Cool words to impress your friends
- 30. ACCESS … No problem Synthesize? Analyze?
- 31. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
- 32. If your assignment can be answered on Siri, it is void of higher level thought. Why bother?
- 34. 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?
- 35. What would you like students to do with all those facts? Research is an “Anchor Standard” Ya know? I’d love to help you meet writing standards 6,7,8,9 & 10! Can I build you a “text set” for your SS or Science topic?
- 37. Well, you didn’t ask me to do anything but find them. EQ: Why is your musician the best? EQ: How did your musician impact the music world? EQ: What set(s) your musician apart from all others?
- 38. Move Above the Cut n paste Pandemic! Multimedia-itis Google Docs-itis Animotoitis Museum Box-itis ThingLink- itis Self-reflection: Is the big difference between the classroom and the library that you cut and paste from a credible source?
- 39. “In all your “getting,” get understanding.” Proverbs 4:7
- 42. CCSS Pedagogy Verbs 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
- 45. Loc.gov Captivate & Motivate with real world problem solving Captivate with Relevance Where in the world is “suffrage” still occurring? How would our Bill of Rights fit in those counties?
- 46. 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? Be prepared to interview for their job. Susan B. Anthony Herman Melville Sojourner Truth William Lloyd Garrison Vanderbilt
- 47. Synthesize! Build a Wall of Fame for Democracy in America
- 48. Get the tasks above rote ‘n recall Lexile 1090 Why would this NOT happen today? (Build an EBC) How did the sailing disease scurvy impact exploration? (Build an EBC) Synthesis
- 49. 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? Synthesis
- 50. How does a rock tell the earth’s story?
- 51. How can we represent data, visually? http://www.carbonmap.org
- 52. What’s the Standard? What’s the content? What’s the ENGAGING EQ? What’s the vocabulary of the discipline? What can the knowledge product be? HOW WILL WE ASSESS?
- 53. IMPERATIVES FOR REPACKAGING INQUIRY ESSENTIAL QUESTIONS • Requiring transformation of information…not just transfer • TRANSFORMATION requires synthesis TECHNOLOGY PRESENTATION
- 54. Repackaging Instruction for Tomorrow’s Leaders Connect Connect With Millennials Connect to the Standards Connect With Questions Connect With Conclusions
- 55. Paige Jaeger, Educational Consultant Editor, Learning Connection PaigeJaeger@gmail.com It has been my pleasure to meet and exchange ideas with MASL
- 56. Resources and Credits: (Some sources credited on slides, and other listed below) Game Show music: www.unix.eng.ua.edu/../Entrance Music (Game Show Music).mp3 CoreStandards.org http://www.dbadesigns.com/posts-occasional-rants/kids-use-social-media/ http://www.pewinternet.org/files/old-media/Files/Reports/2013/PIP_TeensandTechnology2013.pdf Palfrey, John G., and Urs Gasser. Born digital: understanding the first generation of digital natives. New York: Basic Books, 2008. Print. Small, Gary W., and Gigi Vorgan. iBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. Copy & Paste | Parenthetical 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. Copy & Paste | Parenthetical Photos by: Sara Kelly Johns, (Librarians) Philio Jaeger (Millennials), Susan Kowalski (Bookmobile); Rebecca Burkette,( Students in Library #58) ; Bridgit Crossman (students slide 20); Overdrive (slide 30); Scholastic Screen shots used with permission;