st Standards for the Century Learner SLMS Leadership Retreat August 3-4, 2008 Gail Dickinson [email protected] Barbara Stripling [email protected].
Download ReportTranscript st Standards for the Century Learner SLMS Leadership Retreat August 3-4, 2008 Gail Dickinson [email protected] Barbara Stripling [email protected].
Standards for the 21
st
Century Learner
SLMS Leadership Retreat August 3-4, 2008
Gail Dickinson [email protected]
Barbara Stripling [email protected]
Learning Standards vs. Guidelines Learning Standards define what we expect students to be able to do as learners
Learning Standards vs. Guidelines Guidelines define what an exemplary school library media program looks like.
History of Standards
1986 – Information Power Information Literacy Standards for Student Learning 9 Standards Focus on information literacy skills Embedded in national guidelines • (Chapter 2) No assessments, little emphasis on reading or other teaching efforts
Get Ready!
Foundation of Beliefs
Common Beliefs
Reading is a window to the world.
Inquiry provides a framework for learning.
Ethical behavior in the use of information must be taught.
Technology skills are crucial for future employment needs.
Equitable access is a key component for education.
The definition of information literacy has become more complex as resources and technologies have changed.
The continuing expansion of information demands that all individuals acquire the thinking skills to learn on their own.
Learning has a social context.
School libraries are essential to the development of learning skills.
Start by Thinking
Who can we Dance with?
Building level District level State level National Level
Reading Information Ethics Inquiry Child development Equity and Access Technology Thinking skills
Reading Information Ethics Inquiry Child development Equity and Access Technology Thinking skills
Standards
The Framework
The Standards
Learners use information literacy skills, resources and tools to: Inquire, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, and Share knowledge and participate ethically and productively as members of our democratic society.
Pursue personal and aesthetic growth.
Standards
The Framework
Strands
Strands
Four parts of each standard Skills Dispositions in Action Responsibilities Self-Assessment Strategies
Skills
Key abilities needed for understanding, learning, thinking, and mastering subjects.
Multiple literacies Critical thinking Social learning Inquiry-based Content context
Dispositions in Action
Ongoing beliefs and attitudes that guide intellectual behavior that can be measured through actions taken. • Curious • • • • • • Resilient Flexible Imaginative Critical Reflective Self-evaluative
Responsibilities
Common behaviors used by independent learners in researching, investigating, and problem solving.
Follow ethical & legal guidelines Respect principals of Intellectual Freedom Pursue multiple perspectives & balance of viewpoints Practice safe behaviors Contribute to the exchange of ideas Respect ideas & experiences of others
Self-Assessment Strategies
Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective.
Processes of learning Products of learning Three-directional o Summative o o Formative Predictive
Standards
The Framework
Strands Indicators
Indicators
Sub-categories that describe what abilities students should demonstrate within each of the four strands of each standard.
Indicators
Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Standards
The Framework
Strands Indicators Benchmarks
Benchmarks
Abilities students should demonstrate by the end of grades 2, 5, 8, 10 & 12+ for each indicator.
Benchmarks
Standard 1: Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
Grade 5 Benchmark: Follow a process whenever pursuing new information through inquiry or research.
Standards for the 21
st
Century Learner
ALA | AASL Standards for the 21st-Century Learner
The Standards
Learners use information literacy skills, resources and tools to: 1.
Inquire, think critically, and gain knowledge.
2.
3.
4.
Draw conclusions, make informed decisions, apply knowledge to new Share knowledge and participate ethically and productively as members of our democratic society.
Pursue personal and aesthetic growth.
Get Set!
Lesson: Standards 3 & 4
Possible Units: Elementary unit on immigration Elementary through high school unit on theme of belonging and personal and cultural identity Book discussion group for elementary through high school Decision: Book discussion group to cultural identity
Standard 3: democratic society.
Share knowledge and participate ethically and productively as members of our Skill: 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.
Disposition in Action 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Standard 4:
Pursue personal and aesthetic growth.
Skill 4.1.1: Read, view, and listen for pleasure and personal growth.
Responsibility: 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
Contribution to Group Discussion What is the main idea that I contributed to the group discussion?
What two ideas from others caused me to rethink my own ideas?
How did I help the group reach consensus?
What did I do to make sure that the group discussion included and respected all members?
Curriculum Integration
Pick one unit currently being done in your school that would be a good opportunity for integration of a skill, disposition, a responsibility, and/or a self-assessment strategy.
Development of Lesson
Use the Lesson Plan Template to design a lesson to teach a skill within your unit. You may also decide to include a disposition, responsibility, or self-assessment strategy.
(You may copy the template onto chart paper.)
Gallery Walk
Action!
Presenting the Standards to Others Constituencies Needs Principal Teachers Students Parents Librarians District/BOCES School Board Legislators Professional Assns Strategies
Top Ten Strategies
Developing An Action Plan
to help you focus on three actions to implement the new standards in your situation.
Thank you!
Go forth and spread the word of the AASL National Standards for the 21 st -Century Learner