Alignment to ICC Technology and Information

Literacy

21st Century SkillsTechnology 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.

21st Century SkillsTechnology 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)

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 todayReview 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 mapsCommunication – 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 Benchmarks1. 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

“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

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

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?

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…)MeasurableDescriptive 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?