Presentation on theme: "Rigor Relevance Research Resources Reporting Knowledge Repackaging Research for the Common Core (and today’s hyperconnected youth…) Paige Jaeger Coordinator."— Presentation transcript:
Rigor Relevance Research Resources Reporting Knowledge Repackaging Research for the Common Core (and today’s hyperconnected youth…) Paige Jaeger Coordinator for School Library Services Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES) Saratoga Springs, NY firstname.lastname@example.org Librarydoor.blogspot.com InfoLit4U@twitter
Rigor Relevance Research Resources Reporting Knowledge Rigor Relevance Research Resources Reporting Knowledg e
CCSS Pedagogy Verbs Integrate Evaluate Comprehend Critique Analyze - think analytically Address a Question Solve a problem Conduct a short research projects Conduct sustained research projects Students generate questions Explore a topic Draw evidence from texts Support analysis Research and reflection Gather information Assess the credibility and accuracy Integrate information avoiding plagiarism Produce and publish writing Interact and collaborate Debate Write arguments to support claims Formulate an argument Comprehend Prepare and participate effectively in conversations. Build and express persuasively Express information and enhance understanding Cover UncoverDiscover
Common Core Writing… Let the help you: W7 – Conduct short research projects to answer a question W8 – Gather information, assess the credibility— quote or paraphrase W8 — Avoid plagiarism and provide citations W9—Draw evidence from text, support your analysis and research W6—Using technology, interact and collaborate Research to Build and Present Knowledge W1-5: Teach them to write, then: W10: Do it again!
Close reading Integration of Knowledge and ideas Production and distribution of writing Core Proficiencie s Units Curriculum “Short and more sustained research projects…” Standards alignment Creativity Collaboration and independence Engaging complex texts Multimedia and technology Support for all learners Vocabulary development Information manipulation “Short and more sustained research projects…” Standards alignment Creativity Collaboration and independence Engaging complex texts Multimedia and technology Support for all learners Vocabulary development Information manipulation An EBC is: Clearly presented Rises from close reading of text(s) and details An accurate, knowledgeable analysis and-or conclusion Supported with credible, sufficient evidence Logically developed through quotes, reference, facts, & citations An EBC is: Clearly presented Rises from close reading of text(s) and details An accurate, knowledgeable analysis and-or conclusion Supported with credible, sufficient evidence Logically developed through quotes, reference, facts, & citations
Text based answers… “Read like a detective, write like a reporter” Drawing evidence from the text Require “quotes” “according to…’ Speak with authority
"First grade writes a 1 page paper; Second grade writes a 2 page paper; Third grade writes a 3 page paper; etc....building capacity to the secondary level where they would be research-ready."
So how can I repackage what we are doing to align with CC and hyperconnection?
Start with Content Think about a content area you would like to plan a CCSS aligned unit for? What would you like you student to know or be able to do…at the end of the unit?
What question can we ask to compel students to UncoverDiscover
How did (will) this book make you smarter, richer, wiser, or more successful in life? What indelible footprints did this person leave on the world? How did this life change history? Where is the “suffrage” in the world today? Should America be concerned?
EQ Brainstormer… Student-centered instruction Allow your students to craft their own questions for discovery.
Caveats If you “cheat” the front end of Inquiry, then you will not transfer “ownership” of the assignment to the student. When the student defines the investigation, it is his baby. If you define the investigation, it is your assignment.
See EngageNY.org for great examples of in- depth Inquiry Based research units Consider: No man is an island – get out of your classroom. Research should not be done in one place during a pre-defined time…real research is open-ending and iterative…knowing not when the researcher has found “enough” to support a conclusion with evidence.
See UBD Planner – 2 page Brainstorm Essential Question Define the Knowledge product Will this accompany a “close read?” (shorter research) Will this research follow a close read? (shorter research) Will this be a sustained research project (longer) Where can we embed technology? Librarians: Help with questioning Guide with sources Teach credibility (CARS) Assess info, evidence, and guide with synthesis Teach Info literacy principals Guide with more sources, depth of discovery…. Conclusions? Thesis? Citation tools
What will the knowledge product be? Fotobabble?Blog?Blabberize Museum Box Essay?iMovie iBook? Prezi? Presentation, Script, Public Service Announcement Debate?
Rigor Relevance Research Resources Reporting Knowledg e Information + Technology = ________________ Higher level thought
Sources and Resources: http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/full transcript.pdf http://thechoice.blogs.nytimes.com/2012/05/16/college-board- selects-backer-of-common-core-school-curriculum-as-new- president/ http://www.corestandards.org/assets/Appendix_B.pdf http://www.corestandards.org/assets/Appendix_A.pdf http://engageny.org/ WISE – Inquiry Model: http://tinyurl.com/42dd2ojhttp://tinyurl.com/42dd2oj Inquiry Resources: http://www.wswheboces.org/SSS.cfm?subpage=419 http://www.wswheboces.org/SSS.cfm?subpage=419 NYC Resources for CC and Inquiry: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default. htm http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default. htm K-12 Information Fluency Continuum (NYC, adopted NYS-wide): http://tinyurl.com/8a4x6n3 http://tinyurl.com/8a4x6n3
IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print. Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009. Library of Congress: loc.gov/ Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.