learning4life or lifelong learning?

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Learning4Life or Lifelong learning?. Warren Goetzel, PhD GaETC CTO Clinic Atlanta, GA 2013. Agenda. Learning4Life ( L4L) Standards for the 21st-Century Learner 21st-Century Standards in Action Empowering Learners Guidelines Empowering Learners Planning Guide. - PowerPoint PPT Presentation

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Learning4Life or Lifelong learning?

Learning4Life or Lifelong learning?Warren Goetzel, PhDGaETC CTO ClinicAtlanta, GA2013

*Fill in the blank as needed

AgendaLearning4Life (L4L)Standards for the 21st-Century Learner21st-Century Standards in ActionEmpowering Learners GuidelinesEmpowering Learners Planning Guide

*AASL's plan to support the implementation of the new Standards for the 21st-Century LearnerandEmpowering Learners: Guidelines for School Library Programs.

The ability to think, create, share, and grow in school and beyond is called Learning4Life.

*Comprehensive vision for what 21st-century learning looks like in school libraries.

*Comprehensive vision for what 21st-century learning looks like in school libraries.

StandardsOffer a vision for teaching and learning Shape the library program Serve as a tool for school librarians to use to shape the learning of students in the schoolCompatible with NETS-S & Partnership for 21st Century Skills (P21)Prepare students for a future of change

*Comprehensive vision for what 21st-century learning looks like in school libraries.

9 Common Beliefs: 1. Reading is a window to the world.

2. Inquiry provides a framework for learning.

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

*9 Common Beliefs: 4. Technology skills are crucial for future employment needs.

5. Equitable access is a key component for education.

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

*9 Common Beliefs: 7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.

8. Learning has a social context.

9.School libraries are essential to the development of learning skills.

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

If appropriate, connect to parents own tech use in the workplace. What kinds of skills are they expected to have? How did they gain those? What kinds of activities would have been useful for them to have had in K-12 to prepare for this? How do skills go beyond point-and-click and into being savvy consumers and producers of content?

For equitable access, you might touch on access being more than a number of computers. We also want to level the playing field and make sure all kids have access to great information in all formats (multimedia, print, digital, graphic novels, series books, pleasure reading, magazines, resources for learning, etc.). Information access is a civil right!

The Standards1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge.

2. Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

OK, weve talked about the foundational beliefs that we all share. Now well look at the four standards that build off of those Common Beliefs.

Standard #1 points out that our students should be putting their curiosity and sense of discovery to work to explore content, engage in critical thinking, and, as a result, gain knowledge. Were looking beyond gathering facts we want our students to take those facts, mash them up, figure out their patterns, and draw a conclusion. Life isnt a multiple-choice test: our students need practice identifying issues, researching them, and deciding on a course of action.The Standards3. Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society.

4. Learners use skills, resources, and tools to personal and aesthetic growth.

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

OK, weve talked about the foundational beliefs that we all share. Now well look at the four standards that build off of those Common Beliefs.

Standard #1 points out that our students should be putting their curiosity and sense of discovery to work to explore content, engage in critical thinking, and, as a result, gain knowledge. Were looking beyond gathering facts we want our students to take those facts, mash them up, figure out their patterns, and draw a conclusion. Life isnt a multiple-choice test: our students need practice identifying issues, researching them, and deciding on a course of action.

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.Standards In Action

Benchmarks along with examples that show how to put the standards into action at different grade levels

In-depth look at the strands and the indicators within those strands.

How do the strandsthe skills, dispositions in action, responsibilities, and self-assessment strategiesrelate to one another?

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.Common CoreCrosswalk

Lesson Plan Database

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.Advances school library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action.

Define the future direction of school library programsEmpowering Learners*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.Empowering LearnersSchool library programs continue to undergo momentous changes that have heightened the importance of technology and evidence-based learning. Guiding principles for school library programs must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. The focus has moved from the library as a confined place to one with fluid boundaries that is layered by diverse needs and influenced by an interactive global community.

*Explain each, connecting each point to existing practices/goals/visions of the school or district.

With all that rigorous learning, were still holding onto the librarys core values of serving the personal growth of our kids. We want kids to know that the library is a place that values who they are and what they are interested in. We want their work to be personally pleasing to them. We want their work to be aesthetically pleasing, too.Teaching for LearningThe school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information.

The school library media program promotes reading as a foundational skill for learning, personal growth, and enjoyment.Teaching for LearningThe school library program models an-inquiry based approach to learning and the information search process.

The school library program is guided by regular assessment of student learning to ensure the program is meeting its goals.

The school library media program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy.

Building the Learning EnvironmentThe school library media program is built on a long-term strategic plan that reflects the mission, goals, and objectives of the school.

The school library media program has a minimum of one full-time certified/licensed library media specialist supported by qualified staff sufficient for the schools instructional programs, services, facilities, size, and number of teachers and students.

Building the Learning EnvironmentThe school library media program includes flexible and equitable access to physica

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