1. Alignment to ICC Technology and Information Literacy

2. 21 st Century Skills Technology Literacy Each Iowa Student will be empowered with the technological knowledge an skills to learn effectively and live productively. Technology Literacy skills reflect the fact we live in the 21 st century marked and make individual contributions…. Students live in a media-rich environment with access to an abundance of information and rapidly changing technology tools – used to think critically and problem solve in this ever-changing world.

3. 21 st Century Skills Technology Literacy “Technological advances present societal challenges. It is essential students have a deep understanding of technology literacy concepts in order to deal with technology’s challenges and implications. It is also essential that educators partner with ‘digital natives’…. Teaching ways to mediate the challenges, and to realize the potential of technology literacy.” (Palfrey and Gasser, 2008)

4. Osky Technology Literacy Standards and Benchmarks Osky Information Literacy Standards and Benchmarks Osky Technology Standards and Benchmarks Iowa Core Curriculum Essential Concepts and/or Essential Skills

5. Overall Goal for Work Create Grade Level Benchmarks for each grade which encompasses the necessary skills and concepts related to both Technology Literacy and Information Literacy. Devise and Communicate an effective means of integrating the Grade Level Benchmarks

6. What we will accomplish today Review ICC and Osky BM Break into grade bands - align Analyze survey results Utilize Sample Information Literacy Curriculum Framework Train on writing Mission Statement, Course Purposes, Grade Level Benchmarks/Components Discussion: Who is responsible for integration and how does it “look” on maps Communication – how to ensure integration? Next Steps? Tool for integration – Big 6 and Super 3

7. ICC vs Osky BM Using the documents provided, align the Iowa Core Benchmarks to the Oskaloosa Grade Level Benchmarks 1. Number the ICC 1-6 2. Label those aligning to ICC (1-6) 3. Highlight those not part of ICC or ICC not in Osky BM

8. “The teacher librarian and classroom teachers will collaborate to develop, teach, and evaluate building curricular goals with emphasis on promoting inquiry and critical thinking; providing information literacy learning experiences to help students access, evaluate, use, create, and communicate information; enhancing learning and teaching through technology; and promoting literacy through reader guidance and activities that develop capable and independent readers”. (Library program standards adopted by the IBOE)

9. Survey Results Look at the results of the surveys for your grade band Where are the gaps in integration? Is there consistency throughout the grades? Are there major gaps of integration? If so, document….. We will use the results of the survey’s to help make decisions in the future and provide assistance…..

10. Sample Information Literacy Framework “The teacher librarian and classroom teachers will collaborate to develop, teach, and evaluate building curricular goals with emphasis on promoting inquiry and critical thinking; providing information literacy learning experiences to help students access, evaluate, use, create, and communicate information; enhancing learning and teaching through technology; and promoting literacy through reader guidance and activities that develop capable and independent readers”. (Library program standards adopted by the IBOE) This is in no way intended as a stand-alone curriculum

11. Writing Grade Level Benchmarks Content Area StandardMission StatementCourse Purpose Grade Level Benchmarks Components Mission StatementStandardsBenchmarksObjectivesAssessments

12. Importance of Curriculum Second biggest impact on learning is from what is taught. (Shanahan) Explicit curriculum is important in ensuring that teaching occurs. Explicit curriculum prevents excessive overlaps across grade levels. Curriculum needs to be organized. An explicit curriculum makes quality instruction possible.

13. Curriculum Framework – ICC and OCSD Big Ideas/GLB: Declarative statements of enduring understandings for all students at all grade/course levels. Grade Level Benchmarks (Essential Questions) Concepts: Describe what students should know, key knowledge, as a result of instruction, specific to grade level. Components (Concepts and Skills) Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. Components (Skills)

14. Big Ideas – GLB or Essential Questions Worth Being Familiar With – these are those Nice to Know things we want student to know but they are not assessed Important to Know and Do – Part of your subject area but not essential to life-long skill attainment – might be assessed if relate to the enduring understandings Big Ideas – Reflected in the ICC and will be the Grade Level Benchmarks and Components

15. Hierarchy of OCSD Curriculum Content Area Standard/ICCSubject Mission StatementGrade Level/Course PurposeGrade Level BenchmarksComponents The Grade Level Benchmarks and Components drive instruction = they provide the roadmap to what the teacher needs to teach. Currently these are reflected in the Essential Question and the Content and the Skills. But…. They all do not meet the requirements of “Big Ideas” Bigger Ideas….. How do we help students “master” this content? What do we do if they don’t?

16. Steps in the Process Step 1: Define Current Reality (Survey) ✔ Step 2: Analyze the Iowa Core Curriculum 21 st Century Skills ✔ Step 3: Align current reality with ICC – eliminate any gaps and/or overlaps ✔ ? Step 4: Develop a Subject Mission Statement ✔ Step 5: Develop Grade Level/Course Purposes ✔ Step 6 and 7: Write Grade Level Benchmarks and Components Step 8: Develop way to validate or monitor implementation of curriculum

17. Mission Statement Answer the questions: Why do we have Technology and Information Literacy Skills and Concepts we want students to know and be able to do? Why does this area exist in our curriculum? Is: Student focused (Students will be able to…) Measurable Descriptive about curricular area

18. Mission Statement Students will responsibly access, apply, and integrate current and emerging technologies and information problem-solving skills throughout their personal and professional lives. Example

19. Course Purpose Answer the questions: Why do we have Technology and Information Literacy Skills and Concepts we want students to know and be able to do at this grade level? Why specifically will students focus on during this particular year of study? Is: Student focused (Students will be able to…) Measurable Descriptive about grade level

20. Course Purpose Technology Example 3 rd Grade Students will responsibly demonstrate skills in application use, desktop skills, and file manipulation and use touch type software to improve speed and accuracy.

21. Writing Grade Level Benchmarks Must: Be student focused “The student will…. Be measurable Begin with a verb which determines level of thinking and indicate method of summative assessment Be from Bloom’s top 4 levels of Bloom’s taxonomy Be indicative of the main skill/concept – the essential question or purpose of the unit of study

22. Writing Components Must: Be student focused “The student will…. Begin with a verb which determines level of thinking and indicate method of formative assessment Be measurable Be from Bloom’s any levels of Bloom’s taxonomy – scaffolding of skills and concepts should take place Provide direction for instruction toward success of the Grade Level Benchmark

23. Big Ideas/GLB are… Reflect Higher Order Thinking - Rigorous They require “uncoverage.” or “investigation” or “evaluation” These abstract concepts stimulate higher-level thinking. They are more than just facts. They come from the top 4 levels of Bloom’s taxonomy. They have a greater potential for engaging students. The verb provides clues as to the assessment Student Centered They reflect what the student will know or be able to do as result, not what the teacher will do Timeless The concept transcends individual examples and/or activities. They have enduring value beyond the classroom. They will be relevant to any time teaching and do not reflect specifics – reflect skills such as problem solving Measurable They can be measured to determine success. Essential Concepts or Skills They are the heart of the discipline. They are worthy of the time it will take to study them at some depth (www.movingbeyondthepage.com and Understanding by Design. Wiggins & McTighe. ASCD. 1998.)

24. Big Ideas/GLB Are Not… Topics (Apples, Winter, Shakespeare, Maps, Fractions) Facts (2x4=8, red and yellow make orange, the capital of Illinois is Springfield) Skills (multiplying, painting, memorizing, rhyming) Assignments (research paper, collage, speech, book report) Textbook Units (Unit 1, The World At War, Rational Numbers)

25. Science Example Apples Better Choices: Students will describe different species of plants and animals and different classify them by observable characteristics Students will demonstrate understanding that plants and animals have life cycles including being born, developing into adults, reproducing, and eventually dying. Students will illustrate that organisms have basic needs. Students will consider a variety of ways humans change environments in ways that can be either beneficial or detrimental to themselves or other organisms. (ICC/Life Science/K-2)

26. Literacy Example Main Idea Better Choices Students will use a variety of strategies to make sense of what they read. Students will monitor their thinking as they read so that the text makes sense Students will use a variety of strategies to fix their reading when meaning breaks down.

27. Technology Example Research and technology Skills Better Choices Students will locate, sort and interpret information independently from a variety of sources to report results on an assigned topic. Students will demonstrate the advantages and disadvantages of use of technology and how it can impact access to information. Students will apply various search methods to access and synthesize information to share using an appropriate multimedia.

28. Developing big ideas/GLB helps students “Understand rather than memorize Retain ideas and facts longer because they are more meaningful Make connections between subjects and facets of a single subject Relate ideas to their own lives, and Build networks of meaning for effectively dealing with future knowledge.” (from How to Differentiate in Mixed-Ability Classrooms, 2 nd Edition; C.A. Tomlinson; ASCD; 2001)

29. Grade Level Benchmarks Describes the “ essential ” things ALL students in this grade level or course MUST KNOW or BE ABLE TO DO in the area of technology literacy GLB's are units of instruction that make connections between separate concepts or skills Year-long course = 7-12 GLB's Trimester = 3-6 GLB's

30. Grade Level Benchmarks Each GLB requires high level of student thinking as well as dynamic student involvement in their learning Written with verbs from top 4 level of Bloom's Taxonomy – application, analysis, synthesis, and evaluation Each GLB written directs assessments Formative and Summative

31. GLB's Criteria: A positive statement about what the students will do Verbs describing specific, measurable actions Includes an end result – what the student will be able to do High levels of achievement – Bloom's top 4 levels of thinking

32. GLB's - Example What is wrong with these examples? By the end of the lesson, students should be able to make a spreadsheet Introduce the vocabulary words Students will understand how to use the keyboard Students will read the textbook chapter about blogging

33. Components Statements of concepts or skills that describe what students must know or do in order to perform the GLB. Can be written from all levels of Bloom's Taxonomy Content or skills scaffold as the GLB is taught 3-8 per GLB

34. Components - Continued Simple and Complex skills Must have students being active, not passive learners Teachers become more facilitative instead of only providing information that students memorize

35. Components - Continued Which are simple and which are complex? Students will save a file to the correct folder Students will conduct research to locate and analyze how to recycle the most effectively Students will classify the states according to the amount of agricultural products they provide Students will explain in their own words how to scan a photo Students will type the sentence with 90% accuracy in the time specified.

36. Grade Level Benchmarks How do you go about identifying GLB's? What are the “essential” skills/topics? What is the relevance of the topic/skills? What might students “do” with the information they learn? What skills will be involved? Are several topics related – if yes, group together Those connected skills/topics make up a GLB Quiz time!

37. Grade Level Benchmark Answer the following questions to make sure it meets all GLB requirements DOES IT....? Uses a positive statement and tells what the student will do Uses a specific measurable action verb Contains an end result Requires high levels of thinking Requires dynamic student involvement Make connections – topics, skills and applications related Directs the summative assessment

38. Grade Level Benchmarks How do we write the GLB? Group topics/skills together – lay out your “wall” Don't force groupings Visualize the grouping – what will students be able to do when they participate in the learning? What will students know or be able to do? Check the criteria to be sure all are present Are all the components – skills and topics – identified and included in the GLB? Remember to make all statements specific and measurable Components tend to scaffold content or skills

39. Monitor Implementation How do we know the Technology Literacy skills are being integrated? Who is responsible for the integration or skill attainment? How do we communicate the GLB to teachers? What is the best way to organize this curriculum? How do we add it to the maps?