ensuring higher - end thinking developing lifelong learners
TRANSCRIPT
Ensuring Higher - end Ensuring Higher - end ThinkingThinking
Developing Lifelong LearnersDeveloping Lifelong Learners
www.pleasantdale.k12.il.us
www.odedodea.edu
http://www.edu.pe.ca/bil/images/image002.jpg
What Are We Missing?What Are We Missing?
Process Skills
(21st Century Skills)
Quality Teachers
Academic Standards
Instructional Materials
Technology
NETS- Students
Information Literacy
Standards
The illiterate of the 21The illiterate of the 21stst Century Century will not be those who cannot will not be those who cannot read and write, but those who read and write, but those who cannot learn, unlearn, and cannot learn, unlearn, and relearn.relearn.
Alvin Toffler
To be college and career-ready, students must be able to…
•Think•Question•Make decisions•Find and use information based on needs•Collaborate with others
The New BasicsThe New Basics• Use of technology to communicate• Work in groups• Solve problems when answers are not
self-evident• Understand how systems work• Collect, analyze, and organize data
Olson (1998) School to Work Programs
Three Primary Curricular Goals
• Achievement in content area learning
• Development of higher-order thinking and problem solving skills
• Workplace preparation
Research
Problem Solving
Communication
The three critical The three critical school-to-life skillsschool-to-life skills
Leading the way to 21Leading the way to 21stst Century Learning and Century Learning and College and Career ReadinessCollege and Career Readiness
Partnership for 21st Century Skills
2010 Basics
• 3Rs
• 4Cs– Creativity/Innovative Thinking
– Communication
– Collaboration
– Critical Thinking/Problem Solving
Partnership for 21st Century Skills
2010 Basics
• 3Rs – necessary; not sufficient
• 4Cs – – Analyze
– Understand data
– Maintain curiosity
The 3Rs and the 4Cs
• Change school culture– Expectation of inclusion of 4Cs– Use in classroom what students are doing
outside school– “Can I use it when I need it?”
• Change the way we teach• Build bridges between in-school
learning and out-of-school learning
The 4Cs
• Skill sets and dispositions that students should be acquiring
• Information and resources where learning takes place
• “Seat time”
• Content: Context within which students learn skills and process
Recent Gallop PollRecent Gallop Poll• Surveyed students in grades 5-12
• 50% of 5th graders are engaged and hopeful
• Steady decline through 10th grade
• Small improvement in 11th and 12th grades
• Indicates need to personalize learning and increase relevance
How Do We Keep Students How Do We Keep Students Engaged?Engaged?
• Move beyond mentality of “broadcast” education
• Embrace the “world is flat” concept for education
• Move from consumers of information to creators of information
• Push students beyond the easy research in both print and digital resources
How Do We Keep Students How Do We Keep Students Engaged?Engaged?
• Meet students where they are
• Encourage, foster, facilitate critical-thinking
• GGrammar
• RRhetorical strategies
• EEvaluation of writing
• AAsk questions
• SStrengths
• EEncouragement Sarah Brown Wessling, National Teacher of the Year
How Do We Keep Students How Do We Keep Students Engaged?Engaged?
• GGood Assignments
• RRubrics
• EEvaluation of skills
• AAuthentic assessments
• SStudent choices
• EEncouragement
School Library Media Services
Office of eLearning Division of Standards and Learning
Suggested Final Projects for K-12 Students
Art Gallery Banner Block Picture
Story Book Brochure
Chart Choral Reading Coat of Arms Collage Commercial
Comic Strip Computer program
Costume Diary Recipe
Debate Demonstration Detailed
Description Puppet Show Picture
Dialogue Eulogy Video
Recording Riddles Story
Electronic Presentation*
Essay TV News Show Skit Story Wheel
Fact File Box/suitcase of
artifacts Diorama Vocabulary List Photo Album
Flag Game Experiment Advertisement Storytelling
Flip chart Hidden Picture Multimedia
Poster Shadow box Bulletin Board
Graph Museum exhibit
Glossary Artwork Fairy Tale
I llustrated Story
Family Tree Webquest Poem Photo Essay
Lesson J ournal Model Reader's Theater
Poster
Map Magazine Myth Scrapbook Rebus Story
Newspaper Story
Twitter update Flannel Board Travelogue Sculpture
Pamphlet Oral Report Letter Written Report Song
Panel Discussion
Mural Mobile Monologue Blog entry
Visual Display Dramatic
Presentation Editorial Speech Time Line
Podcast Video Podcast Web page Computer-
edited movie Literary Map
*For example: PhotoStory and PowerPoint,
Teacher-Librarians Are Your Teacher-Librarians Are Your Best Friends!Best Friends!
• Instructional Partner– AASL Standards for the 21st Century
Learner– NETS-S
• Technologist
• Information Resource
What’s my question?
Where can I find my information?
Where can I find these sources?
What information is in each source?
How can I organize and share what I learned?
Did I answer the question?
The Information Process
in Questions
The Information Process
in Questions
ASSIGNMENT
Background
Locate Information
Worksheet
Cut and Clip
Report
Antique Research Unit
The “Updated” Unit
BACKGROUND(from Teacher)
A LOT ABOUT A
TOPIC
MAJOR RESEARCH PROJECT
TONS OF INFORMATION
(some from LMC)
CLIP AND CUT A TON
LONG REPORT
Let’s Create the CarmaxCarmax Unit
Let’s Create the CarmaxCarmax Unit
BETTER ASSIGNMENT
BACKGROUNDWHAT IS THE
NEED?
WHAT IS THE PROBLEM?
ENGAGING PROBLEM OR
QUESTION
WHAT INFORMATION IS NEEDED?
HOW CAN YOU FIND INFORMATION
IN THE RESOURCES?
WHERE CAN YOU FIND THE BEST INFORMATION?
HOW CAN YOU USE THIS
INFORMATION?
HOW SHOULD YOUR
INFORMATION BE ORGANIZED?
HOW CAN YOUR INFORMATION BE
PRESENTED?
WHAT HAPPENED AS A RESULT OF
THE ASSIGNMENT?
WHAT WAS LEARNED?
CONTENTPROCESS
•What needs to be done?
•What can I use to find what I need?
•Where can I find what I need?
•What information can I use?
•How can I put my information together?
•How will I know if I did my job well?
It’s about ProcessIt’s about Process
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation
Steps of the Simple Four
Student Behavior
Plan
- Thinking about the assignment to understand the assignment - Thinking about possible topics - Thinking about the information needed to complete the assignment - Talking with teacher(s) - Talking with peers - Talking with library media specialist(s) - Browsing the library collection/searching the OPAC - Selecting the topic - Reading to become informed about selected topic - Conducting preliminary search of DISCUS, StreamlineSC, WWW - Brainstorming - Thinking and listing about topics, key words - Completing a KWL chart - Considering possible search statements and strategies - Listing possible sources that will give the most information on the chosen topic - Prioritizing list of possible information sources - Writing a clear, concise thesis statement, essential question, or focus question
ACT
- Determining most effective search strategies for each information source - Evaluating information in each source for credibility, authority, and relationship to
the topic or assignment - Talking with teacher(s) - Talking with peers - Requesting assistance from library media specialist(s) - Locating identified sources of information - Redefining topic - Taking thorough notes, including bibliographic citation for each source used
ORGANIZE
- Developing a project outline or storyboard - Determining how to present the information to demonstrate comprehension and
understanding of the topic selected or the assignment - Identifying need for additional information - Requesting assistance from library media specialist(s) - Requesting assistance from teacher(s) - Re-checking sources for pertinent information that may have been overlooked - Double-checking bibliographic citations for accuracy - Completing a draft of the project or assignment - Editing the draft - Creating the final version of the project or assignment, including a works cited
page or bibliography - Returning any books and other materials borrowed from the library media center
and other libraries
REFLECT
- Evaluating the final project for completeness and accuracy in comparison to the project/assignment requirements
- Evaluating personal research process - Talking with the teacher(s) and library media specialist(s) about the overall
research process regarding current assignment or research project
Steps of the Simple Four
Student Behavior
Plan
- Thinking about the assignment to understand the assignment - Thinking about possible topics - Thinking about the information needed to complete the assignment - Talking with teacher(s) - Talking with peers - Talking with library media specialist(s) - Browsing the library collection/searching the OPAC - Selecting the topic - Reading to become informed about selected topic - Conducting preliminary search of DISCUS, StreamlineSC, WWW - Brainstorming - Thinking and listing about topics, key words - Completing a KWL chart - Considering possible search statements and strategies - Listing possible sources that will give the most information on the chosen topic - Prioritizing list of possible information sources - Writing a clear, concise thesis statement, essential question, or focus question
ACT
- Determining most effective search strategies for each information source - Evaluating information in each source for credibility, authority, and relationship to
the topic or assignment - Talking with teacher(s) - Talking with peers - Requesting assistance from library media specialist(s) - Locating identified sources of information - Redefining topic - Taking thorough notes, including bibliographic citation for each source used
ORGANIZE
- Developing a project outline or storyboard - Determining how to present the information to demonstrate comprehension and
understanding of the topic selected or the assignment - Identifying need for additional information - Requesting assistance from library media specialist(s) - Requesting assistance from teacher(s) - Re-checking sources for pertinent information that may have been overlooked - Double-checking bibliographic citations for accuracy - Completing a draft of the project or assignment - Editing the draft - Creating the final version of the project or assignment, including a works cited
page or bibliography - Returning any books and other materials borrowed from the library media center
and other libraries
REFLECT
- Evaluating the final project for completeness and accuracy in comparison to the project/assignment requirements
- Evaluating personal research process - Talking with the teacher(s) and library media specialist(s) about the overall
research process regarding current assignment or research project
Task DefinitionTask Definition
Information Seeking StrategiesInformation Seeking Strategies
Location and AccessLocation and Access
Use of InformationUse of Information
SynthesisSynthesis
EvaluationEvaluation
Task DefinitionTask Definition
• Make assignment
• Introduce rubric
• Discuss essential question
Problem-solving
Decision-makingBrainstorming
Graphic organizersKWL Charts
Mind maps
QuestioningQuestioning
Providing TimeTime for
Brainstorming, Thinking, and Examining
Which Questions Matter?
QUESTIONSQUESTIONS similar to those found in tough tests- PASS, HSAP, EOC, ACT, PSAT, SAT.
Select a great essential essential question and then make it the focus of a Research ModuleResearch Module
Give students time to create their own essential question.
Information-seeking StrategiesInformation-seeking Strategies
• Identify needed information
• Search Statements
• Know characteristics of resources
• Prioritize resources
Location and AccessLocation and Access
• Engaging the resources
• Boolean Searching
• Critical Evaluation of Information
• Note-taking
• Plagiarism
Provide AssistanceSource (Author, title, date, URL, etc.)
Subject:
Keywords:
Abstract:
Have students differentiate between ideas they have collected from others and those ideas which have emerged in reaction to the ideas of others. Green signifies fresh thinking, black ink the ideas of of others.
(Jamie McKenzie)
• Quality of Resources– Accuracy, Authority Objectivity, Currency,
Coverage
– Web Evaluation
• Quantity of Resources– Vastness– Narrowing down
• Resource Limitations– Scope and Depth
SynthesisSynthesis• Outline, storyboard• Citation, works cited• Copyright• Plagiarism• Organization• Writing• Computer/technology
skills• Presentation Skills
EvaluationEvaluation
PRODUCT PROCESS
Power LearnersPower LearnersPower LearnersPower Learners
• Help students learn how to learn - not just pass standardized tests
• Teaching more than just locating facts - helping students learn how to evaluate and use information for meaning
• Make assignments that require students to locate, evaluate, analyze, and synthesize
TRANSFORMINGTRANSFORMING information information
NotNot
TRANSPORTINGTRANSPORTING information information
Form collaborative partnerships with colleagues, including teacher-librarians, to plan instruction and implement research activities
Begin with small projects
Provide information skills instruction at time of need
SUGGESTIONSSUGGESTIONSSUGGESTIONSSUGGESTIONS
ResearchResearch that Counts
• Slow things down for kids - Scaffold
• First day of research: Use only print. Ask students to do something with information they find. What new questions do they have?
• Consider what is substance and glitz
• Take time and make many experts
RememberRememberRememberRemember
"Knowing content (3Rs3Rs)" is not sufficient in itself --Students must apply knowledge to:
¤ construct new understandings¤ solve problems
¤ make decisions¤ develop products
¤ communicate
4Cs4Cs
Successful ProgramsSuccessful ProgramsSuccessful ProgramsSuccessful Programs
• Constructivist view of learning
• Scaffold learning
• Set benchmarks
• Team teaching/collaboration
• Library media center is essential component. Research confirms it!
Now go out and build rigorous and relevant research units!
Thank you for the invitation today.Martha Alewine
Office of [email protected]
100 Merrywood Rd. (ISC)229-4230
http://icts-sc.pbworks.com