2009 NESLA Leadership Conference

1. 2009 NESLA Leadership Conference Implementing the New Standards

3. 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.

4. Common Beliefs • 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.

5. Common Beliefs • The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. • Learning has a social context. • School libraries are essential to the development of learning skills.

6. Standards

7. Strands

8. Indicators

9. Standards for the 21st Century Learner in Action

10. Standards for the 21st Century Learner in Action, p.19

11. Standards for the 21st Century Learner in Action, p.42

12. Standards for the 21st Century Learner in Action, p.50

13. Standards for the 21st Century Learner in Action, p.60

15. Grade-level specific

16. Neither grade-level nor standard specific.

18. Action Examples Standards for the 21st Century Learner in Action, p.63

19. Assessment Examples • Product and Process • Diagnostic • Formative • Summative Standards for the 21st Century Learner in Action, pp.9, 118

20. Four-step Lesson Design • Direct instruction of the specific skill to be learned • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully • Independent practice: learners apply the skill to their own topics • Sharing and reflection: learners look at their own application of the skill and determine how well it worked Standards for the 21st Century Learner in Action, p.18

21. Four-step Lesson Design • Direct instruction of the specific skill to be learned • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully

22. Strand 1: Skills 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

23. Planning Grid Library context: Fixed - Flexible – Combination Stand-alone lesson – Lesson in unit – Multiple lessons in a unit – Individualized instruction Collaboration Continuum: None – Limited – Moderate – Intensive

24. Task #1 20 minutes • Think of a library lesson you already teach, preferably one that is integrated with classroom curriculum. • Determine the skill(s) that you already teach in that lesson, and/or ones that you could integrate, by referring to the lists of Grade-Level Benchmarks in Standards in Action, Chapter 2, starting on p.19. • Write the number of each skill indicator on the planning grid in your packet. • Also fill in the content area, content topic, library context, level of collaboration, your name, and your school/location.

25. Strand 2: Dispositions in Action Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured. habits of mind attitudes learning behaviors

26. Dispositions 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others.

27. Planning Grid Library context: Fixed - Flexible – Combination Stand-alone lesson – Lesson in unit – Multiple lessons in a unit – Individualized instruction Collaboration Continuum: None – Limited – Moderate – Intensive

28. Disposition or Not? 15 minutes • Sort the stacks colored paper on your table into two piles – those that contain examples of dispositions, and those that don’t. • The first group to get the most correct within the allotted time will win a prize. • What do you think the examples in your other pile of cards might be?

29. Strand 3: Responsibilities Common behaviors used by independent learners in researching, investigating, and problem solving in order to develop new understanding successfully ethically and thoughtfully

30. Responsibilities 1.3.4 Contribute to the exchange of ideas within the learning community. 3.3.4 Create products that apply to authentic, real-world contexts. 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

31. Planning Grid Library context: Fixed - Flexible – Combination Stand-alone lesson – Lesson in unit – Multiple lessons in a unit – Individualized instruction Collaboration Continuum: None – Limited – Moderate – Intensive

32. Task #2 15 minutes • Determine the dispositions that you could integrate into your lesson by referring to the table of Sample Behaviors in Standards in Action, Chapter 3, beginning on p.42. • Write the number of each disposition indicator on your planning grid. • Do the same for responsibilities, using the table of Sample Behaviors in Standards in Action, Chapter 4, beginning on p.50.

33. Strand 4: Self-Assessment Strategies Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. reflection logs process folios reflective note taking rubric or checklist peer questioning or consultation self-questioning Standards for the 21st Century Learner in Action, p.58

34. Self-Assessment Strategies 1.4.2 Use interactions with and feedback from teachers and peers to guide own inquiry. 1.4.3 Seek appropriate help when it is needed. 2.4.4 Develop direction for future investigations.

35. Planning Grid Library context: Fixed - Flexible – Combination Stand-alone lesson – Lesson in unit – Multiple lessons in a unit – Individualized instruction Collaboration Continuum: None – Limited – Moderate – Intensive

36. Task #3 15 minutes • Determine the self-assessment strategies that you could integrate into your lesson by referring to the indicators listed in Standards for the 21st Century Learner, Chapter 1, beginning on p.14. • Write the number of each self-assessment indicator on your planning grid. • Take a 10-minute break. • During your break, transfer the contents of your planning grid onto one of the large ones on the wall.

37. Four-step Lesson Design • Direct instruction of the specific skill to be learned • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully • Independent practice: learners apply the skill to their own topics

38. Action Example Template Model Action Example Standards for the 21st Century Learner in Action, p.116

39. Task #4 45 minutes • Working in grade-level groups, help each other to fill in Action Example Templates for your lessons, using the Model Action Example in your packet and the Action Examples in Standards in Action, Chapter 6, p.64 as a guide. • Use either the blank template in your packet or the Word document on our wiki at http://aaslstandardsinaction.pbwiki.com/ • Save completed Action Examples on the wiki. If there isn’t time to complete this step today, please commit to doing so as soon as possible after the conference.

40. Four-step Lesson Design • Direct instruction of the specific skill to be learned • Modeling and guided practice: learners have an opportunity to see the skill as it is applied successfully • Independent practice: learners apply the skill to their own topics • Sharing and reflection: learners look at their own application of the skill and determine how well it worked

41. Task #5 10 minutes • Complete the questions on your Reflection form. • Pair share – 5 minutes each.

42. Standards for the 21st Century Learner in Action

43. Thank You… • NESLA Executive Board • Susan Ballard, co-presenter • Ann Perham, AASL Region 1 Director-Elect Kathy Lowe Executive Director Massachusetts School Library Association PO Box 658 Lunenburg, MA 01462 978-582-6967 klowe@maschoolibraries.org