PSLA 39 TH ANNUAL CONFERENCE APRIL 14, 2012. Carolyn Van Etten Beth Sahd Vickie Saltzer – LibGuide...
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Transcript of PSLA 39 TH ANNUAL CONFERENCE APRIL 14, 2012. Carolyn Van Etten Beth Sahd Vickie Saltzer – LibGuide...
COMMON COREPSLA 39TH ANNUAL CONFERENCE
APRIL 14, 2012
PSLA Professional Development Committee
Carolyn Van EttenBeth Sahd
Vickie Saltzer – LibGuide Developer
Online Professional Development Workshop – “Fall Workshop”
Face-to-Face Trial
Feedback
Workshop Details
Becoming An Expert
Librarians & Common Core
Webb’s Depth of Knowledge
Lesson Plans & Common Core Standards
Modules
What are the Common Core standards?
◦ Common Core Standards in English Language Arts (ELA) and Mathematics will raise academic expectations nationwide, improve equity, and ensure that all students are prepared for college and career in core subjects
◦ Common Core This Way – video
Introduction
Common Core For Librarians LibGuide – housed at Gettysburg Area High School◦ Home
◦ Standards
◦ Crosswalks
◦ Toolkits / Resources
◦ Handouts / Worksheets
Module 1 - Becoming An Expert
Activity #1
◦ Goal
◦ Activities
◦ Resources
◦ Timeline
Becoming An Expert
AASL Position Statement on the Common Core College- and Career-Readiness Standards
Certified school librarians will play an essential part in ensuring that 21st-century information literacy skills, dispositions, responsibilities and assessments are integrated throughout all curriculum areas.
Standards for the 21st-Century Learner Standards for the 21st-Century Learner in A
ction
Module 2 - Librarians & Common Core
◦ Leader
◦ Instructional partner
◦ Information specialist
◦ Teacher
◦ Program administrator
School Librarian Roles
Activity #2
◦ 5 groups – 1 for each identified role
◦ Identify scribe & speaker
◦ Discuss role with respect to Common Core
◦ Share with the group
School Librarian Roles
Module 3 - Webb’s Depth of Knowledge (DOK) Levels Level 1 – Recall and Reproduction
Level 2 – Skills and Concepts
Level 3 – Strategic Thinking
Level 4 – Extended Thinking
DOK Level 1Recall and Reproduction
DOK 1 requires recall of information, such as fact, definition, term or performance of a simple process or procedure.
Answering a level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.
DOK Level 1 Examples List animals that survive by eating other
animals. Locate or recall facts explicitly found in text. Describe physical features of places. Determine the perimeter or area of
rectangles given a drawing or labels. Identify elements of music using musical
terminology. Identify basic rules for participating in
simple games and activities.
DOK Level 2Skills/Concepts
DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
These actions imply a mental or cognitive process beyond recall/reproduction.
DOK Level 2 Examples Compare desert and tropical environments. Identify and summarize the major events, problem,
solution, conflicts in literary text. Explain the causes and effects of historical events. Predict a logical outcome based on information in a
reading selection. Explain how good work habits are important at home,
school, and on the job. Classify plane and three dimensional figures. Describe various styles of music.
Time to process! Get out your sheet that is titled:
“Activity #3 - Quick Draw”
Draw a picture to represent a level 1 question and a level 2 question. (You may relate it to any content area or it may be a more generalized symbol).
DOK Level 3Strategic Thinking DOK 3 requires deep understanding as
exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.
A task that has more than one possible response and requires students to justify the response they give would most likely be a Level 3. The justification requires students to explain their thinking.
DOK Level 3 Examples Compare consumer actions and analyze how these
actions impact the environment.
Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)
Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer.
**Note: Explain, generalize, or connect ideas using supportive evidence from the text or from other sources.
Stop and visualize!
Draw your picture to represent a DOK level 3.
DOK Level 4Extended Thinking
DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.
Due to the complexity of cognitive demand,
DOK 4 often requires an extended period of time.
The extended time period is NOT a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.
Task Thinking
Collecting data samples over several months
Recall
Organizing the data in a chart Skills/Concepts
Using this chart to make and justify predictions
Strategic Thinking
Developing a generalized model from this data and applying it to a new situation
Extending Thinking
DOK Level 4 Examples Analyze and explain multiple perspectives
or issues within or across time periods, events, or cultures
Specify a problem, identify solution paths, solve the problem, and report the results
Write and produce an original play.
It’s not about the verb! DOK 3 – Describe a model that you might use to
represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)
DOK2 – Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)
DOK 1 – Describe three characteristics of metamorphic rocks. (simple recall)
Same verb – three DOK levels
Stop and draw!
Draw your final picture to represent a DOK level 4.
AASL Standards for the 21st
Century Learner Lesson Plan Database
Lesson Plan Rubric
Lesson Plan Checklist
The Database
Module 4 - Lesson Plans & Common Core Standards
Activity #4 – Reflection & Planning Guide
◦ Reflect on the “4” modules
What have I learned?
Why is it important?
How will I use it?
Reflection & Planning Guide