Transcript Techday2 - Curriculum Team Wiki

Alignment to ICC
Technology and Information Literacy
st
21
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 21st 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.
st
21
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)
Osky Technology
Standards and
Benchmarks
Osky
Information
Literacy
Standards and
Benchmarks
Iowa Core
Curriculum
Essential
Concepts and/or
Essential Skills
Osky
Technology
Literacy
Standards and
Benchmarks
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
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
ICC vs Osky BM
Using the documents provided, align the Iowa Core
Benchmarks to the Oskaloosa Grade Level
Benchmarks
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
1.
“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)
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…..
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
Writing Grade Level
Benchmarks
Mission Statement
Content Area Standard
Standards
Mission Statement
Benchmarks
Course Purpose
Objectives
Assessments
Grade Level Benchmarks
Components
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.
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)
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
Hierarchy of OCSD
Curriculum
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?
Content Area Standard/ICC
Subject Mission Statement
Grade Level/Course Purpose
Grade Level Benchmarks
Components
Steps in the Process
Step 1: Define Current Reality (Survey) ✔
Step 2: Analyze the Iowa Core Curriculum 21st 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
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
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
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
Course Purpose
Technology Example
3rd Grade
Students will responsibly demonstrate skills in
application use, desktop skills, and file manipulation
and use touch type software to improve speed and
accuracy.
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
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
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.)
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)
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)
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.
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.
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,
2nd Edition; C.A. Tomlinson; ASCD; 2001)
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
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
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
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
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
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
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.
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!
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
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
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?