lmst meeting february 2013 common core, framework for teaching, and library media
TRANSCRIPT
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 21st 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
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, confl icting 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 diff erent sources confl ict and
seek additional sources to verify accuracy Recognize their own misconceptions when new information
confl icts 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, confl icting 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 eff ect of diff erent perspectives (points of view) on
the information
AASL Grade Level Benchmark (Grade 10) Identify presence of bias and explain the eff ect on the
information presented Counter the eff ect 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, confl icting 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 diff erent viewpoints encountered, and determine
whether and how to incorporate or reject these viewpoints Compensate for the eff ect 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