Kristin Fontichiaro and Judi MoreillonAASL Standards and Guidelines Implementation Task

Force Learning4Life Training4Trainers Summit,July 9, 2009 ~ Chicago

Overview

Today’s goalDevelop language with which to communicate with stakeholders the power and potential of the Standards

How? • Identify keywords and vocabulary in CB• Use them to create elevator speeches for specific audiences• Back home: adapt the process, create, and share elevator speeches with colleagues and stakeholders

Common Beliefs

Lay a strong foundation

Give us language to reach out and connect to colleagues

Start the conversation on common ground

Developing Common Vocabulary And Messages: Elevator Speeches

1. Listen to a Common Belief read aloud.

2. When it is reread, underline keywords.

3. Repeat for all Common Beliefs.

Process of Preparing an Elevator Speech1. With your group, read aloud your

standard. Start with, “Learners use skills …”

2. Brainstorm ideas to complete the three-column chart.

3. Use the chart to draft an elevator speech of up to 150 words that will speak to your audience (principal, classroom teacher, media colleague, or parents).

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

Audience’s Values(Teacher)

Your Values

Common Beliefs That Connect You And Your Audience

Wants kids to enjoy reading.

Wants kids to talk about books.

Wants kids to explore learning beyond the classroom.

Requires kids to read only from a selected list.

So do I.

So do I.

So do I.

I want kids to choose their own books.

“Reading is a window to the world.” (Key words: learning, personal growth, enjoyment)

“Learning has a social context.” (Key words: sharing knowledge, learning with others)

“The continuing expansion of information …” (Key words: Individual acquires skills)

“Reading is a window to the world” (Key words: lifelong skill, interpretation, new understandings)

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS

Mrs. Jones, we are both committed to

helping our kids enjoy reading to

meet curriculum objectives, and we

want them to pursue learning on

their own as well.

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS

One way that the library can support your

students is through independent book

explorations. When kids select books

that interest them, they are more

motivated to read for learning and for

enjoyment.

I’ve noticed a few of your kids coming in

during lunch to make videos and play

games. Another way the library can help

your students pursue personal and

aesthetic growth is through a lunchtime

book club.

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS

In their book group, students will talk about and

share what they are reading and learning. I would

love to work with you to promote a lifelong love

of reading. How could we work together

to entice and motivate your kids to

participate?

SampleSTANDARD 4 ~ AUDIENCE: CLASSROOM TEACHERS

Process of Preparing an Elevator Speech1. With your group, read aloud your

standard. Start with, “Learners use skills …”

2. Brainstorm ideas to complete the three-column chart.

3. Use the chart to draft an elevator speech of up to 150 words that will speak to your audience (principal, classroom teacher, media colleague, or parents).

Sharing An Elevator Speech1. After all of the speeches are

written, we will compile them into a document that will be distributed at lunch.

2. At lunch, each table will choose elevator speeches to share with one another and deconstruct for their effectiveness in speaking to values and needs of the target audience.

3. These elevator speeches will be available from ALA Connect for you to adapt and share.