Ensuring Higher - end
Thinking
www.odedodea.edu
www.pleasantdale.k12.il.us
http://www.edu.pe.ca/bil/images/image002.jpg
Developing Lifelong Learners
What Are We Missing?
Quality
Teachers
Academic
Standards
Process
Skills
Information
Literacy
Standards
(21st Century
Skills)
Instructional
Materials
Technology
NETSStudents
The illiterate of the 21st Century
will not be those who cannot
read and write, but those who
cannot learn, unlearn, and
relearn.
Alvin Toffler
To be college and career-ready,
students must be able to…
•Think
•Question
•Make decisions
•Find and use information based
on needs
•Collaborate with others
The New Basics
• Use of technology to communicate
• Work in groups
• Solve problems when answers are not
self-evident
• Understand how systems work
• Collect, analyze, and organize data
Olson (1998) School to Work Programs
Three Primary Curricular
Goals
• Achievement in content
area learning
• Development of higherorder thinking and
problem solving skills
• Workplace preparation
Leading the way to 21st
Century Learning and
College and Career Readiness
The three critical
school-to-life skills
Research
Problem Solving
Communication
Partnership for 21st Century Skills
2010 Basics
• 3Rs
• 4Cs
– Creativity/Innovative Thinking
– Communication
– Collaboration
– Critical Thinking/Problem Solving
Partnership for 21st Century Skills
2010 Basics
• 3Rs – necessary; not sufficient
• 4Cs –
– Analyze
– Understand data
– Maintain curiosity
The 3Rs and the 4Cs
• Change school culture
– Expectation of inclusion of 4Cs
– Use in classroom what students are doing
outside school
– “Can I use it when I need it?”
• Change the way we teach
• Build bridges between in-school
learning and out-of-school
learning
The 4Cs
• Skill sets and dispositions that students
should be acquiring
• Information and resources where
learning takes place
• “Seat time”
• Content: Context within
which students learn skills
and process
Recent Gallop Poll
• Surveyed students in grades 5-12
• 50% of 5th graders are engaged and
hopeful
• Steady decline through 10th grade
• Small improvement in 11th and 12th grades
• Indicates need to
personalize learning
and increase relevance
How Do We Keep Students
Engaged?
• Move beyond mentality of “broadcast”
education
• Embrace the “world is flat” concept for
education
• Move from consumers of information to
creators of information
• Push students beyond the easy research
in both print and digital resources
How Do We Keep Students
Engaged?
•
•
•
•
•
•
•
•
Meet students where they are
Encourage, foster, facilitate critical-thinking
Grammar
Rhetorical strategies
Evaluation of writing
Ask questions
Strengths
Encouragement
Sarah Brown Wessling,
National Teacher of the Year
How Do We Keep Students
Engaged?
•
•
•
•
•
•
Good Assignments
Rubrics
Evaluation of skills
Authentic assessments
Student choices
Encouragement
School Library Media Services
Office of eLearning
Division of Standards and Learning
Suggested Final Projects for K-12 Students
Art Gallery
Banner
Block Picture
Story
Book
Brochure
Chart
Choral Reading
Coat of Arms
Collage
Commercial
Comic Strip
Computer
program
Costume
Diary
Recipe
Debate
Demonstration
Puppet Show
Picture
Dialogue
Eulogy
Riddles
Story
Electronic
Presentation*
Essay
TV News Show
Skit
Story Wheel
Fact File
Box/suitcase of
artifacts
Diorama
Vocabulary List
Photo Album
Flag
Game
Experiment
Advertisement
Storytelling
Flip chart
Hidden Picture
Multimedia
Poster
Shadow box
Bulletin Board
Graph
Museum
exhibit
Glossary
Artwork
Fairy Tale
Illustrated
Story
Family Tree
Webquest
Poem
Photo Essay
Lesson
Journal
Model
Reader's
Theater
Poster
Map
Magazine
Myth
Scrapbook
Rebus Story
Newspaper
Story
Twitter update
Flannel Board
Travelogue
Sculpture
Pamphlet
Oral Report
Letter
Written Report
Song
Panel
Discussion
Mural
Mobile
Monologue
Blog entry
Visual Display
Dramatic
Presentation
Editorial
Speech
Time Line
Podcast
Video Podcast
Web page
Computeredited movie
Literary Map
*For example: PhotoStory and PowerPoint,
Detailed
Description
Video
Recording
Teacher-Librarians Are Your Best
Friends!
• Instructional Partner
– AASL Standards for the 21st Century
Learner
– NETS-S
• Technologist
• Information Resource
What’s my question?
Where can I find my
information?
Did I answer the
question?
How can I organize and
share what I learned?
Where can I find these
sources?
What information is in
each source?
AS SIGNMENT
Antique Research Unit
Background
Report
Worksheet
Cut and Cl ip
Locate
Information
The “Updated” Unit
MAJOR
RESEARCH
PROJECT
A LOT
ABOUT A
TOPIC
BACKGROUND
(from Teacher)
TONS OF
INFORMATION
(some from LMC)
CLIP AND CUT A
TON
LONG REPORT
Let’s Create the
Carmax Unit
BETTER
ASSIGNMENT
CONTENT
PROCESS
BACKGROUND
WHAT IS THE
NEED?
WHAT WAS
LEARNED?
ENGAGING
PROBLEM OR
QUESTION
WHAT IS THE
PROBLEM?
WHAT HAPPENED
AS A RESULT OF
THE ASSIGNMENT?
WHAT
INFORMATION
IS NEEDED?
WHERE CAN YOU
FIND THE BEST
INFORMATION?
HOW CAN YOUR
INFORMATION BE
PRESENTED?
HOW CAN YOU
FIND INFORMATION
IN THE
RESOURCES?
HOW CAN YOU
USE THIS
INFORMATION?
HOW SHOULD
YOUR
INFORMATION BE
ORGANIZED?
•What needs to be done?
1. Task Definition
•What can I use to2. find
what
I need?
Information
Seeking
Strategies
3. Location
and Access
•Where can I find what
I need?
4. Use
of Information
•What information can
I use?
5. Synthesis
•How can I put my information
together?
Evaluation
•How will I know if I did 6.
my
job well?
Steps of the
Simple Four
Plan
ACT
ORGANIZE
Student Behavior
-
REFLECT
-
Thinking about the assignment to understand the assignment
Thinking about possible topics
Thinking about the information needed to complete the assignment
Talking with teacher(s)
Talking with peers
Talking with library media specialist(s)
Browsing the library collection/searching the OPAC
Selecting the topic
Reading to become informed about selected topic
Conducting preliminary search of DISCUS, StreamlineSC, WWW
Brainstorming
Thinking and listing about topics, key words
Completing a KWL chart
Considering possible search statements and strategies
Listing possible sources that will give the most information on the chosen topic
Prioritizing list of possible information sources
Writing a clear, concise thesis statement, essential question, or focus question
Determining most effective search strategies for each information source
Evaluating information in each source for credibility, authority, and relationship to
the topic or assignment
Talking with teacher(s)
Talking with peers
Requesting assistance from library media specialist(s)
Locating identified sources of information
Redefining topic
Taking thorough notes, including bibliographic citation for each source used
Developing a project outline or storyboard
Determining how to present the information to demonstrate comprehension and
understanding of the topic selected or the assignment
Identifying need for additional information
Requesting assistance from library media specialist(s)
Requesting assistance from teacher(s)
Re-checking sources for pertinent information that may have been overlooked
Double-checking bibliographic citations for accuracy
Completing a draft of the project or assignment
Editing the draft
Creating the final version of the project or assignment, including a works cited
page or bibliography
Returning any books and other materials borrowed from the library media center
and other libraries
Evaluating the final project for completeness and accuracy in comparison to the
project/assignment requirements
Evaluating personal research process
Talking with the teacher(s) and library media specialist(s) about the overall
research process regarding current assignment or research project
Steps of the
Simple Four
Student Behavior
-
Thinking about the assignment to understand the assignment
Thinking about possible topics
Thinking about the information needed to complete the assignment
Talking with teacher(s)
Talking with peers
Talking with library media specialist(s)
Browsing the library collection/searching the OPAC
Selecting the topic
Reading to become informed about selected topic
Conducting preliminary search of DISCUS, StreamlineSC, WWW
Brainstorming
Thinking and listing about topics, key words
Completing a KWL chart
Considering possible search statements and strategies
Listing possible sources that will give the most information on the chosen topic
Prioritizing list of possible information sources
Writing a clear, concise thesis statement, essential question, or focus question
Determining most effective search strategies for each information source
Evaluating information in each source for credibility, authority, and relationship to
the topic or assignment
Talking with teacher(s)
Talking with peers
Requesting assistance from library media specialist(s)
Locating identified sources of information
Redefining topic
Taking thorough notes, including bibliographic citation for each source used
Developing a project outline or storyboard
Determining how to present the information to demonstrate comprehension and
understanding of the topic selected or the assignment
Identifying need for additional information
Requesting assistance from library media specialist(s)
Requesting assistance from teacher(s)
Re-checking sources for pertinent information that may have been overlooked
Double-checking bibliographic citations for accuracy
Completing a draft of the project or assignment
Editing the draft
Creating the final version of the project or assignment, including a works cited
page or bibliography
Returning any books and other materials borrowed from the library media center
and other libraries
Evaluating the final project for completeness and accuracy in comparison to the
project/assignment requirements
Evaluating personal research process
Talking with the teacher(s) and library media specialist(s) about the overall
research process regarding current assignment or research project
Task Definition
Plan
Information
Seeking Strategies
Location- and Access
ACT
-
Use of Information
-
Synthesis
ORGANIZE
-
REFLECT
Evaluation
-
Task Definition
• Make assignment
• Introduce rubric
• Discuss essential question
Graphic organizers
KWL Charts
Mind maps
Problem-solving
Brainstorming
Decision-making
Questioning
Providing
Time
for
Brainstorming, Thinking,
and Examining
Which Questions Matter?
QUESTIONS similar to those
found in tough tests- PASS,
HSAP, EOC, ACT, PSAT, SAT.
Select a great essential
question and then make it the
focus of a Research Module
Give students time to create
their own essential question.
Information-seeking Strategies
• Identify needed
information
• Search Statements
• Know characteristics of
resources
• Prioritize resources
Location and Access
•
•
•
•
•
Engaging the resources
Boolean Searching
Critical Evaluation of Information
Note-taking
Plagiarism
Provide Assistance
Source (Author, title, date, URL, etc.)
Subject:
Keywords:
Abstract:
Have students differentiate between ideas
they have collected from others and those
ideas which have emerged in reaction to
the ideas of others. Green signifies fresh
thinking, black ink the ideas of of others.
(Jamie McKenzie)
• Quality of Resources
– Accuracy, Authority Objectivity, Currency,
Coverage
– Web Evaluation
• Quantity of Resources
– Vastness
– Narrowing down
• Resource Limitations
– Scope and Depth
Synthesis
•
•
•
•
•
•
•
Outline, storyboard
Citation, works cited
Copyright
Plagiarism
Organization
Writing
Computer/technology
skills
• Presentation Skills
Evaluation
PRODUCT
PROCESS
Power Learners
• Help students learn how to learn - not
just pass standardized tests
TRANSFORMING information
• Teaching more than just locating facts Not how to evaluate
helping students learn
and use information for meaning
TRANSPORTING information
• Make assignments that require students
to locate, evaluate, analyze, and
synthesize
SUGGESTIONS
Form collaborative partnerships
with colleagues, including teacherlibrarians, to plan instruction and
implement research activities
Begin with small projects
Provide information skills instruction
at time of need
Research that Counts
• Slow things down for kids - Scaffold
• First day of research: Use only print.
Ask students to do something with
information they find. What new
questions do they have?
• Consider what is substance and glitz
• Take time and make many experts
Remember
"Knowing content (3Rs)"
is not sufficient in itself -Students must apply knowledge to:
¤ construct new understandings
¤ solve problems
¤ make decisions
4Cs
¤ develop products
¤ communicate
Successful Programs
•
•
•
•
•
Constructivist view of learning
Scaffold learning
Set benchmarks
Team teaching/collaboration
Library media center is essential
component.
Research confirms it!
Thank you for the invitation today.
Martha Alewine
Office of eLearning
malewine@ed.sc.gov
100 Merrywood Rd. (ISC)
229-4230
http://icts-sc.pbworks.com
Now go out and build rigorous
and relevant research units!