2009 nesla leadership conference implementing the new standards

2009 NESLA 2009 NESLA Leadership ConferenceLeadership Conference

Implementing the Implementing the

New StandardsNew Standards

Common BeliefsCommon Beliefs

Reading is a window to the Reading is a window to the worldworld

Inquiry provides a Inquiry provides a framework for learning.framework for learning.

Ethical behavior in the use Ethical behavior in the use of information must be of information must be taught.taught.


Technology skills are crucial Technology skills are crucial for future employment needs.for future employment needs.

Equitable access is a key Equitable access is a key component for education.component for education.

The definition of information The definition of information literacy has become more literacy has become more complex as resources and complex as resources and technologies have changed.technologies have changed.


The continuing expansion of The continuing expansion of information demands that all information demands that all individuals acquire the thinking skills individuals acquire the thinking skills that will enable them to learn on their that will enable them to learn on their own.own.

Learning has a social context. Learning has a social context. School libraries are essential to the School libraries are essential to the

development of learning skills.development of learning skills.

Standards for the 21st Century Learner

1. Inquire, think

critically and gain knowledge

2. Draw conclusions,

make informed decisions, apply

knowledge to new situations, and

create new knowledge

3.Share knowledge and participate ethically and

productively as members of our

democratic society

4.Pursue personal

and aesthetic growth

StandardsStandards

StrandsStrands

Standard

Skills ResponsibilitiesSelf-Assessment

StrategiesDispositions

in Action

IndicatorsIndicators

Standard

SkillsResponsibilities

Self-Assessment Strategies

Dispositions

Indicators Indicators Indicators Indicators

Standards for the 21Standards for the 21stst Century LearnerCentury Learner

in Actionin Action

Standard

Skills

Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Standards for the 21st Century Learner in Action, p.19

Standard

Dispositionsin Action

Indicators

Sample Behaviors

Stages of Development


Standard

ResponsibilitiesDispositions

in Action

Indicators Indicators

Sample Behaviors Sample Behaviors




Standard

Self-Assessment Strategies

Self-Questioning Examples


Standard



Indicators Indicators Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Sample Behaviors

Stages ofDevelopment

Sample Behaviors


Self-Questioning

Examples

Indicators

Grade-level specificGrade-level specific

Standard

Skills

Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

ResponsibilitiesSelf-Assessment


in Action

Indicators Indicators

Sample Behaviors Sample Behaviors



Self-QuestioningExamples

Indicators

Neither grade-level nor standard Neither grade-level nor standard specific.specific.

Standard



Indicators Indicators Indicators

Benchmarks

Grade 2 Grade 5

Grade 8 Grade 10

Grade 12

Sample Behaviors

Stages ofDevelopment

Sample Behaviors


Self-Questioning

Examples

Indicators

GradeGrade SkillSkill Disposi-Disposi-tiontion

Responsi-Responsi-bilitybility

Self-Self-Assess-Assess-

mentmentContent AreaContent Area Content Content

TopicTopicLibrary Library ContextContext

Level of Level of Collabor-Collabor-

ationation

K 1.1.2 3.3.5 2.3.1 2.4.3

Language Arts/Health/ Social Studies

Community Helpers

Flexible Lesson in a unit

Moderate

3 1.1.6 2.2.4 NA 1.4.4Political Science/ Civics

Branches of government

CombinationStand alone lesson

Limited

4 2.1.6 2.2.4 1.3.5 3.4.2Science/ Technology

Parts of the food web

FixedStand alone lesson

None

71.1.41.1.5

1.2.11.2.4

1.3.31.4.11.4.2

Social Studies/Language Arts/Technology

Community history

FlexibleMultiple lessons in a unit

Intensive

9 4.1.74.2.14.2.2

4.3.14.3.4

1.4.21.4.44.4.1

English/Technology

Favorite author

Individualized instruction

None

10 2.1.4 2.2.3 3.3.4 1.4.3 Math

Comparing data using InspireData software

FlexibleStand alonelesson

Limited

Action Examples


Assessment ExamplesAssessment Examples

Product and ProcessProduct and Process• DiagnosticDiagnostic• FormativeFormative• SummativeSummative

Standards for the 21st Century Learner in Action, pp.9, 118

Four-step Lesson DesignFour-step Lesson Design1.1. Direct instructionDirect instruction of the specific skill to be of the specific skill to be

learnedlearned

2.2. Modeling and guided practiceModeling and guided practice: learners have an : learners have an opportunity to see the skill as it is applied opportunity to see the skill as it is applied successfullysuccessfully

3.3. Independent practiceIndependent practice: learners apply the skill to : learners apply the skill to their own topicstheir own topics

4.4. Sharing and reflectionSharing and reflection: learners look at their own : learners look at their own application of the skill and determine how well it application of the skill and determine how well it workedworked


Four-step Lesson DesignFour-step Lesson Design

1.1. Direct instructionDirect instruction of the specific skill of the specific skill to be learnedto be learned

2.2. Modeling and guided practiceModeling and guided practice: : learners have an opportunity to see learners have an opportunity to see the skill as it is applied successfullythe skill as it is applied successfully

Strand 1: SkillsStrand 1: Skills

3.1.2 Participate and collaborate as 3.1.2 Participate and collaborate as members of a social and members of a social and intellectual network of learners.intellectual network of learners.

Library context: Fixed - Flexible – CombinationStand-alone lesson – Lesson in unit – Multiple lessons in a unit – Individualized instruction

Collaboration Continuum: None – Limited – Moderate – Intensive

Grade

SkillDispositio

nResponsibilit

y

Self-Assessme

nt

Content Area

Content Topic

Library Context

Level of Collaboratio

nWho Location

Adults 3.1.2Library &

Information Science

Implementing the New AASL

Standards

FixedStand-alone

lessonIntensive Kathy Lowe

MSLA Lunenburg,

MA

Planning GridPlanning Grid

Task #1 20 minutes

1. Think of a library lesson you already teach, preferably one that is integrated with classroom curriculum.

2. Determine the skill(s) that you already teach in that lesson, and/or ones that you could integrate, by referring to the lists of Grade-Level Benchmarks in Standards in Action, Chapter 2, starting on p.19.

3. Write the number of each skill indicator on the planning grid in your packet.

4. Also fill in the content area, content topic, library context, level of collaboration, your name, and your school/location.

Strand 2: Dispositions in ActionStrand 2: Dispositions in Action

Ongoing beliefs and attitudes that Ongoing beliefs and attitudes that guide thinking and intellectual guide thinking and intellectual

behavior that can be measured.behavior that can be measured.

habits of mindhabits of mind

attitudesattitudes

learning behaviorslearning behaviors

DispositionsDispositions

2.2.4 Demonstrate personal productivity by 2.2.4 Demonstrate personal productivity by completing products to express learning.completing products to express learning.

3.2.2 Show social responsibility by 3.2.2 Show social responsibility by participating actively with others in participating actively with others in learning situations and by contributing learning situations and by contributing questions and ideas during group questions and ideas during group discussions.discussions.

3.2.3 Demonstrate teamwork by working 3.2.3 Demonstrate teamwork by working productively with others.productively with others.



Grade

SkillDispositio

nResponsibilit

y

Self-Assessme

nt

Content Area

Content Topic

Library Context


nWho Location

Adults 3.1.22.2.42.2.4

3.2.23.2.2

3.2.33.2.3

Library & Library & Information Information

ScienceScience


Standards

FixedStand-alone


MSLA Lunenburg,

MA


Disposition or Not? 15 minutes

Sort the stacks colored paper on your table into two piles – those that contain examples of dispositions, and those that don’t.

The first group to get the most correct within the allotted time will win a prize.

What do you think the examples in your other pile of cards might be?

Strand 3: ResponsibilitiesStrand 3: Responsibilities

Common behaviors used by independent Common behaviors used by independent learners in researching, investigating, and learners in researching, investigating, and problem solving in order to develop new problem solving in order to develop new

understandingunderstanding

successfullysuccessfullyethicallyethically

andandthoughtfullythoughtfully

ResponsibilitiesResponsibilities

1.3.4 Contribute to the exchange of 1.3.4 Contribute to the exchange of ideas within the learning community.ideas within the learning community.

3.3.4 Create products that apply to 3.3.4 Create products that apply to authentic, real-world contexts.authentic, real-world contexts.

4.3.1 Participate in the social 4.3.1 Participate in the social exchange of ideas, both exchange of ideas, both electronically and in person.electronically and in person.



Grade

SkillDispositio

nResponsibilit

y

Self-Assessme

nt

Content Area

Content Topic

Library Context


nWho Location

Adults 3.1.22.2.42.2.4

3.2.23.2.2

3.2.33.2.3

1.3.41.3.4

3.3.43.3.4

4.3.14.3.1


ScienceScience


Standards

FixedStand-alone


MSLA Lunenburg,

MA


Task #2 15 minutes

1. Determine the dispositions that you could integrate into your lesson by referring to the table of Sample Behaviors in Standards in Action, Chapter 3, beginning on p.42.

2. Write the number of each disposition indicator on your planning grid.

3. Do the same for responsibilities, using the table of Sample Behaviors in Standards in Action, Chapter 4, beginning on p.50.

Strand 4: Self-Assessment Strand 4: Self-Assessment StrategiesStrategies

Reflections on one’s own learning to determine that Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are the skills, dispositions, and responsibilities are

effective.effective.

reflection logsreflection logsprocess foliosprocess folios

reflective note takingreflective note takingrubric or checklistrubric or checklist

peer questioning or consultationpeer questioning or consultationself-questioningself-questioning


Self-Assessment StrategiesSelf-Assessment Strategies

1.4.2 Use interactions with and 1.4.2 Use interactions with and feedback from teachers and peers to feedback from teachers and peers to guide own inquiry.guide own inquiry.

1.4.3 Seek appropriate help when it is 1.4.3 Seek appropriate help when it is needed.needed.

2.4.4 Develop direction for future 2.4.4 Develop direction for future investigations.investigations.



Grade

SkillDispositio

nResponsibilit

y

Self-Assessme

nt

Content Area

Content Topic

Library Context


nWho Location

Adults 3.1.22.2.42.2.4

3.2.23.2.2

3.2.33.2.3

1.3.41.3.4

3.3.43.3.4

4.3.14.3.1

1.4.21.4.2

1.4.31.4.3

2.4.42.4.4


ScienceScience


Standards

FixedStand-alone


MSLA Lunenburg,

MA


Task #3 15 minutes

1. Determine the self-assessment strategies that you could integrate into your lesson by referring to the indicators listed in Standards for the 21st Century Learner, Chapter 1, beginning on p.14.

2. Write the number of each self-assessment indicator on your planning grid.

3. Take a 10-minute break.

4. During your break, transfer the contents of your planning grid onto one of the large ones on the wall.

Four-step Lesson DesignFour-step Lesson Design

1.1. Direct instructionDirect instruction of the specific skill to of the specific skill to be learnedbe learned

2.2. Modeling and guided practiceModeling and guided practice: learners : learners have an opportunity to see the skill as it have an opportunity to see the skill as it is applied successfullyis applied successfully

3.3. Independent practiceIndependent practice: learners apply the : learners apply the skill to their own topicsskill to their own topics

Model Action ExampleModel Action Example


Action Example TemplateAction Example Template

Task #4 45 minutes

1. Working in grade-level groups, help each other to fill in Action Example Templates for your lessons, using the Model Action Example in your packet and the Action Examples in Standards in Action, Chapter 6, p.64 as a guide.

2. Use either the blank template in your packet or the Word document on our wiki at http://aaslstandardsinaction.pbwiki.com/

3. Save completed Action Examples on the wiki. If there isn’t time to complete this step today, please commit to doing so as soon as possible after the conference.

Four-step Lesson DesignFour-step Lesson Design1.1. Direct instructionDirect instruction of the specific skill to be of the specific skill to be

learnedlearned

2.2. Modeling and guided practiceModeling and guided practice: learners have an : learners have an opportunity to see the skill as it is applied opportunity to see the skill as it is applied successfullysuccessfully

3.3. Independent practiceIndependent practice: learners apply the skill to : learners apply the skill to their own topicstheir own topics

4.4. Sharing and reflectionSharing and reflection: learners look at their : learners look at their own application of the skill and determine how own application of the skill and determine how well it workedwell it worked

Task #5 10 minutes

1. Complete the questions on your Reflection form.

2. Pair share – 5 minutes each.

Standards for the 21Standards for the 21stst Century Century Learner in ActionLearner in Action

Thank You…Thank You…

NESLA Executive BoardNESLA Executive Board Susan Ballard, co-presenterSusan Ballard, co-presenter Ann Perham, AASL Region 1 Ann Perham, AASL Region 1

Director-ElectDirector-Elect

Kathy LoweKathy LoweExecutive DirectorExecutive Director

Massachusetts School Library AssociationMassachusetts School Library AssociationPO Box 658PO Box 658

Lunenburg, MA 01462Lunenburg, MA 01462978-582-6967978-582-6967

[email protected]@maschoolibraries.org

2009 nesla leadership conference implementing the new standards

Documents

lesson lesson

library lesson

specific skill

action examplesstandards

social context

guided practice

expansion of information

use of information