standards for the 21 st century learner
Post on 07-Jan-2016
45 Views
Preview:
DESCRIPTION
TRANSCRIPT
Standards for the 21Standards for the 21stst Century LearnerCentury Learner
SLMS Leadership RetreatSLMS Leadership Retreat
August 3-4, 2008August 3-4, 2008
Gail DickinsonGail Dickinsongdickins@odu.edugdickins@odu.edu
Barbara StriplingBarbara Striplingbstripling@schools.nyc.gobstripling@schools.nyc.govv
Learning Standards vs. Learning Standards vs. GuidelinesGuidelines
Learning Learning Standards define Standards define what we expect what we expect students to be students to be able to do as able to do as learnerslearners
Learning Standards vs. Learning Standards vs. GuidelinesGuidelines
Guidelines define Guidelines define what an what an exemplary school exemplary school library media library media program looks program looks like.like.
History of StandardsHistory of Standards
1986 – Information Power 1986 – Information Power Information Literacy Standards Information Literacy Standards for Student Learningfor Student Learning 9 Standards9 Standards Focus on information literacy skillsFocus on information literacy skills Embedded in national guidelines Embedded in national guidelines
• (Chapter 2)(Chapter 2) No assessments, little emphasis on No assessments, little emphasis on
reading or other teaching effortsreading or other teaching efforts
Get Ready!Get Ready!
Foundation of BeliefsFoundation of Beliefs
Common BeliefsCommon Beliefs Reading is a window to the world.Reading is a window to the world. Inquiry provides a framework for learning.Inquiry provides a framework for learning. Ethical behavior in the use of information must be Ethical behavior in the use of information must be
taught.taught. Technology skills are crucial for future employment Technology skills are crucial for future employment
needs.needs. Equitable access is a key component for education.Equitable access is a key component for education. The definition of information literacy has become The definition of information literacy has become
more complex as resources and technologies have more complex as resources and technologies have changed.changed.
The continuing expansion of information demands The continuing expansion of information demands that all individuals acquire the thinking skills to that all individuals acquire the thinking skills to learn on their own.learn on their own.
Learning has a social context.Learning has a social context. School libraries are essential to the development of School libraries are essential to the development of
learning skills.learning skills.
Start by ThinkingStart by Thinking
Who can we Dance with?Who can we Dance with? Building levelBuilding level District levelDistrict level State levelState level National LevelNational Level
Reading
Inquiry
Information Ethics
Technology
Equity and Access
Child development
Thinking skills
Reading
Inquiry
Information Ethics
Technology
Equity and Access
Child development
Thinking skills
The FrameworkThe Framework
StandardsStandards
The StandardsThe StandardsLearners use information literacy skills, Learners use information literacy skills,
resources and tools to:resources and tools to: Inquire, think critically, and gain Inquire, think critically, and gain
knowledge.knowledge. Draw conclusions, make informed Draw conclusions, make informed
decisions, apply knowledge to new decisions, apply knowledge to new situations, and create new knowledge.situations, and create new knowledge.
Share knowledge and participate Share knowledge and participate ethically and productively as members ethically and productively as members of our democratic society.of our democratic society.
Pursue personal and aesthetic growth.Pursue personal and aesthetic growth.
The FrameworkThe Framework
StandardsStandards
StrandsStrands
StrandsStrands
Four parts of each standardFour parts of each standard Skills Skills Dispositions in ActionDispositions in Action ResponsibilitiesResponsibilities Self-Assessment StrategiesSelf-Assessment Strategies
SkillsSkills Key abilities Key abilities
needed for needed for understanding, understanding, learning, thinking, learning, thinking, and mastering and mastering subjects.subjects. Multiple literaciesMultiple literacies Critical thinkingCritical thinking Social learningSocial learning Inquiry-basedInquiry-based Content contextContent context
Dispositions in ActionDispositions in Action Ongoing beliefs and Ongoing beliefs and
attitudes that guide attitudes that guide thinking and thinking and intellectual behavior intellectual behavior that can be that can be measured through measured through actions taken. actions taken.
• CuriousCurious• ResilientResilient• FlexibleFlexible• ImaginativeImaginative• CriticalCritical• ReflectiveReflective• Self-evaluativeSelf-evaluative
ResponsibilitiesResponsibilities Common behaviors used by Common behaviors used by
independent learners in researching, independent learners in researching, investigating, and problem solving.investigating, and problem solving. Follow ethical & legal guidelinesFollow ethical & legal guidelines Respect principals of Intellectual Respect principals of Intellectual
FreedomFreedom Pursue multiple perspectives & balance Pursue multiple perspectives & balance
of viewpointsof viewpoints Practice safe behaviorsPractice safe behaviors Contribute to the exchange of ideasContribute to the exchange of ideas Respect ideas & experiences of othersRespect ideas & experiences of others
Self-Assessment Self-Assessment StrategiesStrategies
Reflections on one’s Reflections on one’s own learning to own learning to determine that the determine that the skills, dispositions, skills, dispositions, and responsibilities and responsibilities are effective.are effective.
Processes of learningProcesses of learning Products of learningProducts of learning Three-directionalThree-directional
o SummativeSummativeo FormativeFormativeo PredictivePredictive
The FrameworkThe Framework
StandardsStandards
StrandsStrands
IndicatorsIndicators
IndicatorsIndicators
Sub-categories that describe what Sub-categories that describe what abilities students should demonstrate abilities students should demonstrate within each of the four strands of within each of the four strands of each standard. each standard.
IndicatorsIndicators
Standard 1: Inquire, think critically, and Standard 1: Inquire, think critically, and gain knowledge. gain knowledge.
Strand 1.1: SkillsStrand 1.1: Skills
Indicator 1.1.1: Follow an inquiry-based Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular process in seeking knowledge in curricular subjects, and make the real-world subjects, and make the real-world connection for using this process in own life.connection for using this process in own life.
The FrameworkThe Framework
StandardsStandards
StrandsStrands
IndicatorsIndicators
Benchmarks
BenchmarksBenchmarks
Abilities students should Abilities students should demonstrate by the end of demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each grades 2, 5, 8, 10 & 12+ for each indicator.indicator.
BenchmarksBenchmarks
Standard 1: Inquire, think critically, and Standard 1: Inquire, think critically, and gain knowledge. gain knowledge.
Strand 1.1: SkillsStrand 1.1: Skills
Indicator 1.1.1: Follow an inquiry-based Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular process in seeking knowledge in curricular subjects, and make the real-world subjects, and make the real-world connection for using this process in own life.connection for using this process in own life.
Grade 5 Benchmark: Follow a process Grade 5 Benchmark: Follow a process whenever pursuing new information through whenever pursuing new information through inquiry or research.inquiry or research.
Standards for the Standards for the 2121stst Century Learner Century Learner
ALA | AASL Standards for the 21st-Century LearnerALA | AASL Standards for the 21st-Century Learner
The StandardsThe StandardsLearners use information literacy skills, Learners use information literacy skills,
resources and tools to:resources and tools to:1.1. Inquire, think critically, and gain Inquire, think critically, and gain
knowledge.knowledge.2.2. Draw conclusions, make informed Draw conclusions, make informed
decisions, apply knowledge to new decisions, apply knowledge to new situations, and create new knowledge.situations, and create new knowledge.
3.3. Share knowledge and participate Share knowledge and participate ethically and productively as members ethically and productively as members of our democratic society.of our democratic society.
4.4. Pursue personal and aesthetic growth.Pursue personal and aesthetic growth.
Get Set!Get Set!
Lesson: Standards 3 & Lesson: Standards 3 & 44Possible Units:Possible Units:
Elementary unit on immigrationElementary unit on immigration Elementary through high school Elementary through high school
unit on theme of belonging and unit on theme of belonging and personal and cultural identitypersonal and cultural identity
Book discussion group for Book discussion group for elementary through high schoolelementary through high school
Decision: Book discussion group Decision: Book discussion group to introduce concepts of to introduce concepts of personal and cultural identitypersonal and cultural identity
Standard 3: Standard 3: Share knowledge and Share knowledge and participate ethically and productively participate ethically and productively as members of our democratic society.as members of our democratic society.
Skill: 3.1.2: Participate and collaborate as Skill: 3.1.2: Participate and collaborate as members of a social and intellectual members of a social and intellectual network of learners.network of learners.
Disposition in Action 3.2.2: Show social Disposition in Action 3.2.2: Show social responsibility by participating actively with responsibility by participating actively with others in learning situations and by others in learning situations and by contributing questions and ideas during contributing questions and ideas during group discussions.group discussions.
Standard 4: Standard 4: Pursue personal Pursue personal and aesthetic growth.and aesthetic growth.
Skill 4.1.1: Read, view, and listen for Skill 4.1.1: Read, view, and listen for pleasure and personal growth.pleasure and personal growth.
Responsibility: 4.3.1 Participate in the Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically social exchange of ideas, both electronically and in person.and in person.
Contribution to Group Contribution to Group DiscussionDiscussion
What is the main idea that I What is the main idea that I contributed to the group discussion?contributed to the group discussion?
What two ideas from others caused What two ideas from others caused me to rethink my own ideas?me to rethink my own ideas?
How did I help the group reach How did I help the group reach consensus?consensus?
What did I do to make sure that the What did I do to make sure that the group discussion included and group discussion included and respected all members?respected all members?
Curriculum IntegrationCurriculum Integration
Pick one unit currently being Pick one unit currently being done in your school that would done in your school that would be a good opportunity for be a good opportunity for integration of a skill, disposition, integration of a skill, disposition, a responsibility, and/or a self-a responsibility, and/or a self-assessment strategy.assessment strategy.
Development of LessonDevelopment of Lesson
Use the Lesson Plan Template to design Use the Lesson Plan Template to design a lesson to teach a skill within your unit. a lesson to teach a skill within your unit.
You may also decide to include a You may also decide to include a disposition, responsibility, or self-disposition, responsibility, or self-assessment strategy.assessment strategy.
(You may copy the template onto chart (You may copy the template onto chart paper.)paper.)
Gallery WalkGallery Walk
Action!Action!
Presenting the Standards Presenting the Standards to Othersto Others
ConstituenciesConstituencies
PrincipalPrincipal TeachersTeachers StudentsStudents ParentsParents LibrariansLibrarians District/BOCESDistrict/BOCES School BoardSchool Board LegislatorsLegislators Professional AssnsProfessional Assns
NeedsNeeds
StrategiesStrategies
Top Ten StrategiesTop Ten Strategies
Developing An Action Developing An Action PlanPlan
Use Action Plan Use Action Plan Grid to help you Grid to help you focus on what will focus on what will be your first three be your first three actions to actions to implement the implement the new standards in new standards in your school or your school or other work other work situation.situation.
Thank you!Thank you!Go forth and spread the word of the Go forth and spread the word of the AASL National Standards for the 21AASL National Standards for the 21stst--
Century LearnerCentury Learner
top related