Laws to Remember: Implementing the New AASL Learning Standards

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Laws to Remember Implementing the New AASL
Learning Standards

• Gerry Solomon, NC DPI
• Acacia Dixon, Brunswick County Schools

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Creativity and Innovation Skills Critical
Thinking and Problem Solving Skills Communication
and Collaboration Skills
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Information Literacy Media Literacy ICT
Literacy
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Flexibility Adaptability Initiative
Self-Direction Social Cross-Cultural Skills
Productivity Accountability Leadership
Responsibility
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Framework for 21st Century Learning
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State Board of Education

• The guiding mission of the North Carolina State
  Board of Education is that every public school
  student will graduate from high school, globally
  competitive for work and postsecondary education
  and prepared for life in the 21st century.

http//www.ncpublicschools.org/sbe_meetings/revisi
ons/2006/pdfs/0609/sbefgfrs2.pdf
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NCDPI Communications and Information Division
2007
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http//www.ala.org/ala/aasl/aaslproftools/learning
standards/standards.cfm
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21st Century Learners
SKILLS (key abilities)
DISPOSTIONS IN ACTION (ongoing beliefs and
attitudes)
RESPONSIBILITIES (behaviors of independent
learners)
SELF-ASSESSMENT STRATEGIES (Reflections on
learning)
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21st Century Learners

• SKILLS (key abilities)
• DISPOSTIONS IN ACTION
• RESPONSIBILITIES
• (behaviors of independent learners)
• SELF-ASSESSMENT STRATEGIES

• Read, Find, Evaluate
• Demonstrate, Display
• Contribute, Respect, Behave Ethically
• Reflect on learning

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Unpacking Standards - the verbs
Knowledge
Performance
Used with permission of Everett Kline AASL Fall
Forum 2008
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Effective Learning Experiences

• Cause students to understand
• Insight into key ideas, as reflected in wise
  inferences regarding the knowledge and skill to
  be learned (making meaning)
• Effective use of knowledge and skill in varied,
  important, realistic, and novel situations.
  (enabling transfer)

Used with permission of Everett Kline AASL Fall
Forum 2008
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An Example Skill 1.1.9 Collaborate with others
to broaden and deepen understanding.

• With your group, develop a dress code for your
  school and present it as a music video. Before
  you begin, complete a project plan which includes
  the goal of the project, research strategies, and
  resources needed. Assign responsibilities and
  tasks to each member of the group. Meet regularly
  to monitor progress on individual tasks and then
  to come to consensus on what should be included
  in the final production. Present video as part of
  an in-class video festival.

Standards in Action, Draft One, AASL
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• Sample Disposition 1.2.6 Display emotional
  resilience by persisting in information searching
  despite challenges.
• Sample Responsibility 1.3.5 Use information
  technology responsibly.

Standards in Action, Draft One, AASL
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Sample Self-Assessment

• Did I persist and complete the assignment and
  help other group members do the same?
• How does my groups plan for research incorporate
  the ideas of all group members?
• How have I contributed to the learning of others?
  
• How can my group get feedback to help us revise
  and edit our final product?
• Did my group follow legal guidelines for
  downloading music?

Standards in Action Draft One, AASL
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Information Literacy

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

Standards for the 21st Century Learner, AASL 2007.
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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.

• At Grade 2
• Follow a modeled inquiry process during each
  visit to the library to do research.

Standards for the 21st Century Learner in Action,
Draft 2, AASL http//www.ala.org/ala/mgrps/divs/aa
sl/aaslproftools/standardsinaction/Draft2/All_sect
ions_Draft2.doc
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Problem Solving Using a Research Process
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With permission of Annette Lamb http//eduscapes.c
om/info/models.htm
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Ending Topical Research!

• If we keep assigning topics, students will
  drive their earth moving equipment through the
  information landfill, pleased by the height and
  depth of the piles.

McKenzie, Jamie. "Putting an End to Topical
Research." From Now On. Vol 16 No 3. February
2007. Date Accessed 2 20 2007 lthttp//www.fno.org
/feb07/topic.htmlgt.
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The Global Challenge
To be competitive now, U.S. students must
develop sophisticated critical thinking and
analytical skills to manage the conceptual nature
of the work they will do. They will need to be
able to recognize patterns, create narrative, and
imagine solutions to problems we have yet to
discover. They will have to see the big picture
and ask the big questions.
House, Gerry. "Closing the 'Reality Gap'."
American School Board Journal Special Report,
April 2006. lthttp//www.asbj.com/MainMenuCategory/
Resources.aspx.
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FAT Questions

• Look for connections between information
• Trigger forming an opinion about the information
  found
• Use comparisons and looking for patterns
• Require THOUGHTFUL answers

IN 2 EDU Information Literacy http//www.in2edu.c
om/downloads/infolit/index.htm
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Indicator 1.1.3 Develop and refine a range of
questions to frame the search

• At Grade 5
• Formulate questions about the topic with
  guidance.
• Predict answers to inquiry questions based on
  background knowledge ...
• Assess questions to determine which can be
  answered by simple facts, and which would lead
  to an interesting inquiry.

Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
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Indicator 2.2.1 Demonstrate flexibility in the
use of resources by adapting information
strategies to each specific resource and by
seeking additional resources

• Sample behaviors
• Realize that Web searching and book searching
  require different skills and adapt accordingly.
• Detect conflicting information and access
  resources that contribute to thoughtful
  conclusions.

Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
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Benchmarks (Gr. 8)

• 2.1.2 Combine and categorize information by using
  an outline or semantic web to find connections
  among ideas.
• 2.1.3 Form opinions and judgments backed up by
  supporting evidence.
• 2.1.4 Use technology and other information tools
  to analyze and organize information.

Standards for the 21st Century Learner in Action,
Draft 2, AASl, http//www.ala.org/ala/mgrps/divs/a
asl/aaslproftools/standardsinaction/Draft2/All_sec
tions_Draft2.doc
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Change Adopter Types

• Innovator (8)
• Leader (17)
• Early Majority (29)
• Late Majority (29)
• Resister (17)

Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
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Moving through the Change

• Stages of Concern
• 0. Awareness
• Informational
• Personal
• Management
• Consequence
• Collaboration
• Refocusing

Hord, S., Rutherford, W., Huling-Austin, L.,
Hall, G. (1998) Taking charge of change. Austin,
TX Southwest Educational Development Laboratory.
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5 Laws of Library Science

• Books are for use.
• Every reader his or her book.
• Every book its reader.
• Save the time of the User.
• The library is a growing organism.

http//en.wikipedia.org/wiki/Five_laws_of_library_
science
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• Your practices must truly mirror what you
  believe.

Everett Kline, Educational Consultant AASL Fall
Forum 2008
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Gerry Solomongolomon_at_dpi.state.nc.usAcacia
Dixonadixon_at_bcswan.net

• In compliance with federal law, NC Public Schools
  administers
• all state-operated educational programs,
  employment activities
• and admissions without discrimination because of
  race,
• religion, national or ethnic origin, color, age,
  military service,
• disability, or gender, except where exemption is
  appropriate
• and allowed by law.
• Inquiries or complaints regarding discrimination
• issues should be directed to
• Dr. Rebecca Garland
• Associate State Superintendent
• Academic Services and Instructional Support
• 6368 Mail Service Center, Raleigh, NC 27699-6368
• Telephone [phone] Fax [phone]

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Citations

• http//www.education-world.com/a_tech/images/odyss
  eus.jpg
• http//ala.org/ala/mgrps/divs/aasl/aaslproftools/l
  earning4life/index.cfm
• http//www.ala.org/ala/aasl/aaslproftools/learning
  standards/standards.cfm