LMST Meeting February 2013

COMMON CORE, FRAMEWORK FOR

TEACHING, AND LIBRARY MEDIA

PURPOSE

Rebuild Our Curriculum

Curriculum

Crosswalks

Common Core

Standards

FFT/Lesson Planner

WHERE ARE WE?

Library Media Uses: Standards of Excellence

2012-2013

www1.pgcps.org/.../Standards%20for%20Excellence%20Framework.pdf

WHERE ARE WE GOING?

Rewriting curriculum to meet MD Common Core Standards Completed the PGCPS Crosswalks K-12

Housed on the Professional Development Wiki Rewriting the standing curriculum

Preparing to provide professional development for writing school library media Student Learning Objectives Anticipating next year – 1000 Teacher Training, March 23

Providing professional development for writing a lesson plan aligned with Framework for Teaching LIBME 32025: Curriculum Connections: Build a Lesson Using the

Framework for Teaching Lesson Planner

Upcoming: Curriculum Connections: Common Core Crosswalk Lesson Planning (February 15th reschedule)

ANTICIPATING

School Year 2013-2014 Library Media Specialists

Writing Student Learning Outcomes Writing Framework For Teaching Lesson Plans for Observation

Why? Professional development Responsibility for standards Alignment of our curriculum documents

COMPLETED

OLMS Collaborative Connections Document (online and in binder) PGCPS Curriculum Crosswalks: digging deep into Common Core

and AASL Standards (online and in binder) K-2 3-5 6-8 9-12

Framework For Teaching Documents : (online and in binder) Lesson Planner Rough Draft : Use this planner to roughly outline your

lesson using the TPACK model (strategies/scenario/resources/product) Lesson Planner Outliner : Use this planner as a second draft to include

additional details (aligned objective/detailed resources/flow of lesson/rubrics/FFT format

Lesson Planner Observation: Use this planner as the final format for your observation lesson plan

Professional Development Wiki

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

Standards for the 21st Century Learner National Common Core Standards

Crosswalk of Common Core Standards and the Standards for the 21 st Century Learner, 2009

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

Crosswalk of Common Core Standards and the Standards for the 21st Century Learner

English/LA: PGCPS Crosswalks Complete

Future: Literacy History/SS Literacy Science Writing Standards Mathematics

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

Crosswalk of Common Core Standards and the Standards for the 21st Century Learner (AASL) - Leaves us with questions…..

Grade-Level BENCHMARKS? What does this

look like in Maryland’s

classrooms?

AASL STANDARDS FOR THE 21ST CENTURY LEARNER

AASL Skills: include indicators and benchmarks (grades 2, 5, 8, 10, 12)

AASL Dispositions in Action: learning behaviors, attitudes and habits of mind that transform the learner –sample behaviors and stages of development

AASL Responsibilities: enables student to emerge and responsible and productive member of society – sample behaviors and stages of development

AASL Self Assessment Strategies: students learn how to self regulate in the learning process – quality, gaps in thinking, ask questions

CLOSER LOOK

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

SKILLS and BENCHMARKS

AASL1.1.7 Skill þ: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

AASL Grade Level Benchmark (Grade 2) Summarize or retell key points.

AASL Grade Level Benchmark (Grade 5) Recognize when facts from two different sources conflict and

seek additional sources to verify accuracy Recognize their own misconceptions when new information

conflicts with previously held opinions

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

AASL1.1.7 Skill þ: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

AASL Grade Level Benchmark (Grade 8) Seek more than one point of view by using diverse sources Explain the effect of different perspectives (points of view) on

the information AASL Grade Level Benchmark (Grade 10)

Identify presence of bias and explain the effect on the information presented

Counter the effect of bias on the accuracy and reliability of information by actively pursuing a balanced perspective

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

AASL1.1.7 Skill þ: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

AASL Grade Level Benchmark (Grade 12) Create a system to organize information Analyze the structure and logic of supporting arguments or

methods Analyze information for prejudice, deception, or manipulation Investigate different viewpoints encountered, and determine

whether and how to incorporate or reject these viewpoints Compensate for the effect of point of view and bias by seeking

alternative perspectives

BENCHMARKS

How are benchmarks for standards beneficial to your teaching and students’ learning?

Dispositions in Action and Behaviors/Stages of Development

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

DISPOSITIONS IN ACTION

Share how Dispositions in Action standards will change the way you teach:

Responsibilities and Behaviors/Stages of Development

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

RESPONSIBILITIES

Share how using Responsibilities standards will change the way you teach:

Self Assessment Strategies and Metacognition

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

SELF ASSESSMENT STRATEGIES

How will embedded Self Assessment Strategies change the way you teach?

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

MSDE Common Core Standards: What’s being taught in classrooms.

DRILL DOWN…

PGCPS CROSSWALK OF THE COMMON CORE STANDARDS K-12

MSDE Common Core Standards

Embedded MDSLM Standard!

CONNECTIONS THROUGH AASL AND MDSLMD STANDARDS: BUILD SEED LESSONS

AASL 1.1.7 Skill þ: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias AASL Grade Level

Benchmark (Grade 5) Recognize when facts

from two different sources conflict and seek additional sources to verify accuracy

Recognize their own misconceptions when new information conflicts with previously held opinions

OPEN A CROSSWALK DOCUMENT

UNWRAP THE STANDARDS

Review the Crosswalk for your grade level

Share how to integrate into a lessonLesson SeedAdd to PD Wiki

LET’S RE-BUILD OUR LESSONS

FFT LESSON PLANNING

A CLOSER LOOK AT FFT

PGCPS AND FFT

Components of Professional Practice Domain 1: Planning and Preparation

6 Components Elements

Domain 2: Classroom Environment 5 Components

Elements Domain 3: Instruction

5 Components Elements

Domain 4: Professional Responsibility 6 Components

Elements

2 Components

2 Components

2 Components

2 Components

PGCPS AND FFT

Domain 1: Planning and Preparation Component: 1c: Setting Instructional Outcomes

Elements: Value, sequence and alignment Clarity Balance Suitability for diverse learners

Are your outcome(s) on target?

PGCPS AND FFT

Domain 1: Planning and Preparation Component: 1e: Designing Coherent Instruction

Elements: Learning activities Instructional materials and resources Instructional groups Lesson and Unit structure

Is your instruction designed for optimum learning?

PGCPS AND FFT

Domain 2: Classroom Environment Component: 2b: Establishing a Culture for Learning

Elements: Importance of the content Expectations for learning and achievement Student pride in work

Is your instruction aligned with Common Core and Classroom Content? Passionate?

PGCPS AND FFT

Domain 2: Classroom Environment Component: 2b: Managing Student Behavior

Elements: Expectations Monitoring of student behavior Reponses to student behavior

Is you behavior management plan linked to the school’s plan? Do you have seating charts? Procedures? Are they working?

PGCPS AND FFT

Domain 3: Instruction Component: 3b: Using Questioning and Discussion Techniques

Elements: Quality of questions Discussion techniques Student participation

Do you ask open ended questions? Do students share their thoughts? (Dispositions In Action)

PGCPS AND FFT

Domain 3: Instruction Component: 3c: Engaging Students in Learning

Elements: Activities and assignments Grouping of students Instructional materials and resources Structure and pacing

Teacher Directed Activities, Teacher-Monitored Activities, Extension, Refinement, and Practice Activities, Assessments

TECHNOLOGYPEDEGOGYCONTENT

PGCPS AND FFT

Domain 4: Professional Responsibilities Component: 4a: Reflecting on Teaching

Elements: Accuracy Use in future teaching

How do you reflect on yourteaching after the lesson?

PGCPS AND FFT

Domain 4: Professional Responsibilities Component: 4c: Communicating with Families

Elements: Information about the instructional program Information about individual students Engagement of families in the instructional program

How do you communicatewith the school community?

FRAMEWORK FOR TEACHING LESSON PLANNER

Formal Lesson Planner (14 pages)

Lesson Planner Rough Draft (2

pages)

Lesson Planner Outliner

(7 pages)

Multiple key questions to assist you to create your lesson plan aligned with FFT Components for evaluation.

Blank formats with few instructions to rough out and write your lesson plan.

REVIEW DOCUMENTS

PGCPS AND FFT

Let’s look at our documents Lesson Planner Rough Draft Lesson Planner Outline Lesson Planner for Formal Lesson Plan for

Observation http://lms-professional-development.wikispaces.com/Fra

mework+for+Teaching+%28FFT%29

Thinking Verbs and *Bloom’s Taxonomy Daily Resource Planner

FFT LESSON PLANNER FEEDBACK

How will lesson planners assist you? Supporting documents

Thinking Verbs and *Bloom’s Taxonomy Daily Resource Planner