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Teacher Actions TODAY
ACTION PLANNING
GOAL setting
Evidence Based Practice
•Consider the status quo
•Analyze using research
•Decide on local change
•Use research to plan
•Implement change
•Measure/document
CAIRNS
What are our cairns?
The International Center for Leadership in Education "Transitioning to the Common Core State Standards and Next Generation Assessments" by Willard R. Daggett, Susan A. Gendron, Daniel A. Heller
1. Build deep understanding of and commitment to the new Common Core State Standards and assessment
2. Support leadership in planning, goal setting, deep professional development, and implementation
3. Correlate current standards and assessments to the Common Core
4. Use State Standards and assessments to identify gaps 5. Adjust curriculum to address the new requirements 6. Enhance current instructional and assessment
practices to increase capacity from the district to the classroom level
7. Develop and implement a process to monitor ongoing adherence to plans and goals
The International Center for Leadership in Education "Transitioning to the Common Core State Standards and Next Generation Assessments" by Willard R. Daggett, Susan A. Gendron, Daniel A. Heller
Teacher Actions Today• Actively analyze the common research
base for inquiry based learning and the Common Core Learning Standards
• Actively analyze New York State’s Teaching Standards – January 2011
• Actively analyze APPR rubrics approved for teachers
• Identify BIG IDEAS and common ground• Construct a clear vision of NEW
expectations for teachers that exceeds prior knowledge
DRAW ORIGINAL CONCLUSIONS and APPLY
• Decide on concrete areas in local practice that need change to meet the new standards
• Identify concrete strategies and plans to transform professional practice and learning outcomes, using inquiry to ignite the Common Core, increase rigor and relevance of authentic intellectual work
Draw original conclusions and apply
SET GOALS/ Develop an Action Plan
Share
Critically Respond
Ignite the Common Core with InquiryIgnite the Common Core with Inquiry
Vision: School librarians and classroom teachers collaborate to ignite the Common Core with inquiry to promote student learning.
Vision: School librarians and classroom teachers collaborate to ignite the Common Core with inquiry to promote student learning.
Stages of Inquiry: Common Core Key Ideas:
Wonder Activate thinkingGenerate curiousityBuild background informationTap prior knowledgeFrame quality questions for investigation
Investigate Conduct short and sustained research projectsIntegrate relevant information in multiple formatsConstruct meaning from textUse facts to build big ideasManage search processRecord information using own wordsDetermine relationship between ideas
Synthesize Use facts to build meaningConnect ideas and inferThink analytically, advocate creativelyDraw original conclusionsUse vocabulary of the content knowinglyCreate a product that conveys new understanding
Express Communicate and share new knowledgeUse appropriate format for audience, task, and purposePresent information, findings and evidenceExpress information using the Internet and digital media
Reflect Engage in self-evaluationRe-assess process and product based on feedback Evaluate credibility, accuracy and limitations of sourcesEvaluate arguments and claimsParticipate in peer-evaluationAsk new questions for continuing inquiry
http://digitalsandbox.weebly.com/unit-development.html
http://digitalsandbox.weebly.com/unit-development.html
Domain 1Planning and Preparation -The Library:
Reflects what is going on in classroomsLibrary schedule of classes
Knowledge of common core and where inquiry connections occur Collection Management / Collection Development,
Quality materials specific to classroom learningProvide accessible resources for diverse learners
audio books, lexiled resources especially non-fictionHoldings are accessible
Orders based on needs of teachers/classrooms and curriculumsAssist teachers in discerning reading levels of materials – lexile counts
Assessments embedded into lessons Formative & summative assessments, rubrics
Works cited sheetsSynthesize various requirements, info literacy focus
Collaboration: dept. meetings, curriculum maps, 1 on 1Technology for collaboration and instruction
Knowledge of Learning Standards & CCSS Being prepared for all learners – DI & materials, Knowledge of IEP’s
Lesson essential Questions, word wallCurriculum Maps, Student performance indicators
Ticket out the door, guided practice, essential questions posted, KWL Forwarding lesson plans to administration
DANIELSON
Domain 2The Library Environment
Inviting - Displays, bright, organized
Materials, brochures, signage, postersMaking good use of space for diverse student learning
(Measure-Are students engaged? Faculty using facility? Manage Student Behavior –not just classroom with assigned seats & rows
Elementary – book selection & checkoutHS – classes – instruction with research; study hall; computers
Managing classroom procedures, collection managementThe Classroom Environment
Expectations of respectful, safe behavior taught: routinesConsequences for misbehavior
Choices and self-directed learningStudents have pride in work due to choices
Manage material – expertsOrganization – experts
Structured environment to access informationSupervise volunteers and paraprofessionals
Transitions – routines for each class year-to-year, similar routines; visual scheduleCreate a welcoming and challenging intellectual space
DANIELSON
Domain 3 -Instruction in the LibraryInquiry-based lessons
Align library skill lessons to curriculumUse technology (teachers and students)
Use rubrics for assessmentCooperative learning groups
Incorporate differential learning stylesInstruction: Student directed, Inquiry-based learning
AssessmentPre-testing/Post-testing rubrics/Rubrics
Student self-assessment rubrics, checklists Closure! –summary of learning objective
Ticket out the door, one-liners, give 1—take1, etc. Students can articulate the lesson goal, when asked.
Collaboration - Core curriculum, variety of assignments Research projects, Proactive, Peer review
Collaboration log , Exemplars of research units EQ’s drive lessons,
Exemplars of student learning, quality work on display, photosPre - post assessment samples, Testing logs
Questioning – peer questioning, student ownership of lessons - examples of student questioning
Lessons integrate technology & engagement , differentiatedUse of graphic organizers for instruction
DANIELSON
Domain 4-Professional ResponsibilitiesWebsite, Twitter, Facebook, newsletter, displays, handbooks, events
PD, in-district committees, mentoring (official, unofficial), new teacher orientation, attending dept. meetings-going to AND providing
PD, reading journals, belonging to professional organizationsPolicies and procedures, maintaining professionalism via technology
Know State regulations Keep Statistics (classes taught, usage of space, circulation)
Survey results/analysis – evidence binderDatabase usage, Circ/ILL stats, Collection Analysis reports
Library policies in place, up to date Teaching reflection journals ,Collaboration logs with teachers
New ideas – newsletter, Emails to colleagues ,Back to school letters. Librarian is able to articulate educational trends
Member Plan – evidence binderLibrarian has goals – instructional, data
Annual or monthly reportsCommunicate - Home to School, Evidence binder
Aligned with BOE and building goalsVolunteers – (1,000 book club, author visits)
Reading programs – collaboration with communityEnmeshed in school events, Attend school functions
Advise school club, Committees, PTADeveloping PD Professionally, Publish, Share with SLMS
DANIELSON
AASL Standards for the 21st Century Learner
The Standards describe how learners use skills, resources, and tools to:
• INQUIRE, think critically, and gain knowledge; • Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge;
• Share knowledge and participate ethically and productively as members of our democratic society;
• Pursue personal and aesthetic growth.
AASL Standards for the 21st Century Learner
• Cannot be implemented without collaboration• Outcome driven• Knowledge based• Define an information to knowledge journey• Posit communication to share knowledge• Sustain kids as thinkers• Lead to understanding• Go beyond the information construct to the knowledge
construct• SLMC dynamic agent of learning• Posit creation of knowledge products in the context of
an intellectual support system
ISTE NETS
• Creativity and innovation• Communication and collaboration• Research and information literacy• Critical thinking, problem solving,
decision making• Digital Citizenship• Technology operations
• Understanding concepts
• Conversation• Social Interaction• Transfer• Their world• VOICE• Student directed• Peer critical
engagement
• Reflection• Continuous feedback• Process • Question based• Exploration• Curiosity
Ken Kay, PresidentPartnerships for 21st Century Skills
INQUIRY PROCESS
• CONNECT
• FOCUS
• INVESTIGATE
• CREATE/CONSTRUCT
• EXPRESS
• REFLECT
Information Fluency CurriculaCapital Region and QUESTAR III BOCES SLS
Inquiry based learning“Keep your eye on the ball!”
Information to knowledge journey- Ross Todd
Informational base – Exchange information, transfer, locate, access, evaluate
Transformational base-New knowledge, meaning constructed
Formational base-Knowledge produced, disseminated with critical engagement
Inquiry implies attitude of questioning Inquiry implies reflecting with cognitionInquiry means start with a questionInquiry means open investigationInquiry is student centeredGoal is new understanding in the studentAnswers involve messy, recursive building of ideasOpen-ended, leads to future questions, experiences
Information Fluency Curricula- Information problem solving shifts to INQUIRY
Information Fluency Curriculum Basics• Learner connects to prior knowledge,
questions, constructs meaning from text, evaluates process and products, draws original conclusions, synthesizes, creates, expresses and shares new understanding.
“I care. I count. I can.”
BIG IDEA
How does research correlate inquiry with
student success?
Correlates to improved student performance in INQUIRY Model:
Connections to PRIOR KNOWLEDGE, BACKGROUND KNOWLEDGE, affective area, QUESTIONING, FOCUS, personal meaning and relevance.Products that incorporate original conclusions,
thinking, transformation of text vs. transfer of text, deep understanding, mastery of content knowledge, reading and writing as tools.
Collaboration of teacher and school library media specialist, social interaction with teachers and peers, substantive conversation.
Ongoing assessment for improvement, reflection, intervention at critical points for target skill development, instruction in information literacy.
The construction of meaning, synthesis of new understandings, and sharing of products that demonstrate new learning.
RESEARCH Rationale
• Mastery of content knowledge through application of inflexible knowledge
• Construction of meaning from text
• Awareness and use of prior knowledge
• Clarification of misconceptions
• Development of responses to BIG IDEAS of compelling content, sufficient to support investigation
RESEARCH Rationale
• Mastery of the vocabulary of the content area• Attention to building background knowledge• Moving learners beyond rote and recall• Central importance of questions framed by the
learner • Shift to learner centered dynamics• Organization around essential questions, and a
team effort to reinforce new learning with essential questions
RESEARCH Rationale
• Development of assessment tools to convey expectations to learners improve performance
• Foundation in brain research• Tapping into the innate curiosity of children and
their positive response to hands on, relevant experiences
• Building on well planned investigations using diverse and plentiful information resources
RESEARCH Rationale
• Using reading and writing as a tool boosts literacy
• Transparent thinking, reflection, and problem solving
• Internalization of process skills
• Enhanced affective experience of children in a learning environment with emotion as a key to motivation and success
• Children come to school naturally curious but lose it if teachers do not encourage it
• Encouraging students to form their own questions has a positive impact on learning
• Students are likely to face the task of creating questions with uncertainty
Research
Theory and Practice Suggest• Quality of the question is best predictor
of student performance• Questions requiring low-level thinking
encourage copying and regurgitating answers
• The best way to improve student projects is to reformulate the question
• Good questions engage student interest
Generic information to integrate• The difference between good
questions and poor ones• What is a solvable question in the
timeframe we have?• Narrowing, broadening, adjusting
a topic
Ideas to test• What happens to your student projects when
you spend more time helping them to develop good questions?
• Do your students respond positively when they help formulate higher level questions?
Cited by Grant Wiggins- The findings confirm that " Students who received assignments requiring more challenging, authentic intellectual work achieved greater than average gains on the Iowa Tests of Basic Skills in reading and mathematics, and demonstrated higher performance in reading, mathematics, and writing on the Illinois Assessment Program" "We conclude therefore that assignments calling for more authentic intellectual work actually improve student scores on conventional tests."
Annenburg Studies launched by the University of Chicago
Authentic Intellectual Work• CES National Web• Dr. Fred Newmann U. of Wisconsin Madison• Chicago schools• Rigorous in-depth• Personally, aesthetically or socially useful products• Construction of knowledge• Disciplined inquiry• Value beyond school
Intel Formative Assessment• 21 research studies and 580 articles reviewed by
Black and William• Substantial learning gains from strengthening
formative assessment• Effect size surpasses that of most educational
interventions• Stiggins confirmed in 2006 , formative assessment
can impact test scores by a full standard deviation, comparable to one on one tutoring
• Low achievers benefit most-
Social and Emotional Learning
Vygotsky was right!
Metacognitive Strategies- Smith, Goh 2004
Students who respond to questions designed to promote thinking as well as personal connections experience a positive effect on achievement.
Cognitive, affective and metacognitive questioning strategies explored
Increased student engagement and academic success associated with journal responses to text-related AND metacognitive and affective questions
Vs.Just text-related journaling had no impact on engagement or success
• Central to curriculum• Organized around driving questions
that lead students to encounter central concepts or principals
• Focused on constructive investigation• Involves inquiry and knowledge building• Student driven• Real world
5 Key Components of Effective Project Based Learning– Thomas 2005
• A Review of research on inquiry based cooperative learning
• Dr. Brigid Barron and Dr. Linda Darling-Hammond Stanford University
• Multiple studies compiled documenting improved student performance
Teaching for Meaningful Learning
Inquiry Based Teaching :Developing Inquiring Minds vs. Right Answer
• Newmann 2128 students in 23 schools in Wisconsin• Higher achievement on challenging tasks when taught
w/ inquiry-based teaching• Involvement leads to understanding• More significant impact that any other variable
including student background and prior achievement• Projects that result in real world product or
presentation to an audience had gains in factual learning superior to students in more traditional forms of classroom instruction
• Other studies showed increase in ability to define problems, reason with clear arguments, plan projects
Authentic Intellectual Work and Standardized Tests- Conflict or Coexistence -Newmann Bryk Nagaoka• Knowledge becomes more powerful when students can
use information to gain deeper understanding of specific problems
• Prior knowledge base• In-depth understanding• Elaborated communication• Authentic intellectual activity motivates and sustains
students in the hard work that learning requires• Positive impact on basic skills• Student engagement and learning depend on intellectual
demands embedded in in classroom
American Institute for Research Gates Foundation
• Rigor, relevance, and results• The Quality of Teacher Assignments
and Student Work in New and Conventional High Schools
Question from Steven VolkNortheastern Illinois UniversityTeacher Education Department
Have we succeeded as educators if our graduates know the facts and skills taught to them, have learned fractions and earth science, can read a great novel, write a perfect persuasive essay, and have great standardized test scores?
Have we succeeded if they have no passion, no wonder about life and the human condition, care little for their world, are indifferent to nature and the environment, rarely vote or know about world events, and fill their days with work, watching TV, surfing the net, and shopping?
Powerful Learning- What We Know about Teaching for Understanding
Groups out perform individuals in learning tasks
Project based curriculum with technology emphasis resulted in gains on standardized tets
Changes in motivation, attitude, and skills result from project based inquiry learning including work habits, critical thinking skills and problem solving abilities
Resounding Research
Chicago
“Authentic Intellectual Work and Standardized Tests”
FORMATIVE ASSESSMENT REFLECTION SOCIAL INTERACTION QUESTIONING
Redirecting--
• Student negotiation• Essential questions
as unifying base• Compelling content• Backward design• Engagement• Knowledge building
community• Interactive instruction• Emotion
TRANSFER• Higher level thinking• Moving from inflexible ideas and
cognitive recall• BLOOM– Using and manipulating ideas Knowledge Comprehension Application Analysis Synthesis Evaluation
Are They Ready to Work?21st Century Work Force Study
• Employers rank these skills highest for jobs in the next five years– Critical thinking, problem solving\– Information technology Application– Teamwork/Collaboration– Creativity/Innovation– Communication– Self-direction– Social responsibility
– Questioning– Inquiry learning process– Concept mapping– Challenging goals– Problem solving teaching– Meta-cognitive strategies– Formative evaluation– FEEDBACK– Teacher – Student relationships– Quality of teaching– Motivation
» 750 analyses of 50,000 studies
EMPIRICAL EVIDENCE
THE BIG SHIFT• From teacher talk, coverage to active learner• From information products to knowledge products• From teacher centered to student negotiated• From TASK/PRODUCT/GRADE QUESTION/FOCUS/INVESTIGATE/SHARE• From isolation to ongoing social interaction• From surface facts to deep meaning• From evaluation to ASSESSMENT
Strategic thinking• TRANSFER• METACOGNITION• INTELLECTUAL WORK • AUTHENTIC TASKS• SOCIAL INTERACTION• STUDENT NEGOTIATED • KNOWLEDGE PRODUCTS• FORMATIVE ASSESSMENT• KNOWLEDGE CREATION• PERSONAL AGENCY
Encouraging INQUIRY• Move beyond content coverage• Move beyond right answers• Unify with essential questions• Start with COMPELLING CONTENT• DESIGN KNOWLEDGE PRODUCTS• Be STUDENT CENTERED• BE KNOWLEDGE CENTERED• BE QUESTION CENTERED• Organize with BIG IDEAS• ENGAGE, WAIT, ASSESS, COACH
