SCHOOL LIBRARIANS AS RIGOR RAISERS:
PRACTICAL APPROACHES TO RIGOROUS
LEARNING IN THE SCHOOL LIBRARY
MICHELLE EASLEY, ED.S.
FULTON COUNTY SCHOOLS
ATLANTA, GEORGIA
AGENDA
http://goo.gl/jrNBcH
•
•
•
•
•
•
•
•
•
•
•
•
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor: Instructional Practices & Experiences
Extreme Rigor Makeover
Rigor and Wikipedia
Rigor and Material Selection
Rigor and Electronic Books
School Librarians as Instructional Leaders = Raised Rigor
School Librarians as Information Specialists = Raised Rigor
School Librarians as Rigor Catalysts: PRESS FORWARD
Wrap/Up & Questions
Who are the RIGOR RAISERS
here today?
www.pollev.com/measley
What does
rigor mean?
• Personal
definition
• 2 synonyms for
rigor
• 2 synonyms
from your elbow
partner
Do you think your definition of rigor
relates to the definition of academic rigor
in anyway?
Education is not received it is
achieved.
-Albert Einstein
Rigor
• RIGOR is creating an environment in which
each student is expected to learn at high
levels, each student is supported so he or
she can learn at high levels and each
student demonstrates learning at high
levels.
(Blackburn, 2008)
What are common myths about rigor?
• Rigor is giving students harder work and
piling on more work.
• Providing extra support is not rigorous.
• Kindergarten students or lower level
students cannot participate in rigorous
learning experiences.
RIGOR BREAKDOWN
• Expect students to learn at high levels.
– Elevate your expectations concerning student
achievement.
– Use higher level questioning to propel
students.
– Use open ended questioning.
– Use verbs from the analysis, synthesis and
evaluation levels of Blooms taxonomy to
create questions and instructional
experiences.
(Blackburn, 2008)
RIGOR BREAKDOWN
Support student learning at high levels.
• Instructional design is key.
• Scaffold work so that students feel supported.
Ensure each student demonstrates learning at high
levels
• Increase student engagement by using
instructional technology.
(Blackburn, 2008)
Another way to think about Rigor…
• Academic rigor is learning in which
students demonstrate a thorough, indepth mastery of challenging tasks to
develop cognitive skills through reflective
thought, analysis, problem-solving,
evaluation, or creativity.
(International Center for Leadership in Education)
Relevance
• Relevance refers to learning in which
students apply core knowledge, concepts
or skills to solve real-world problems.
Relevant learning is interdisciplinary and
contextual.
– Authentic work, problem-solving, service
learning projects and teaching others are
examples of relevant learning.
(International Center for Leadership in Education)
Students extend and
refine acquired
knowledge
Students use knowledge
and skills to create
solutions.
Students use acquired
knowledge to solve problems,
design solutions and complete
work.
Students gather and
store knowledge
and information.
© International Center for Leadership in Education. Used with permission.
REFLECTION
• Think about your personal definition of rigor,
the synonyms you wrote down and your
quote, how does all of this relate to the
academic rigor definitions presented?
• Please record your thoughts at
https://todaysmeet.com/RIGORRAISERS
What instructional practices can be used in the
school library to make learning more rigorous?
Increasing Rigor through
QUESTIONING
• http://www.youtube.com/watch?v=dxPVyi
eptwA&feature=player_detailpage
• https://www.teachingchannel.org/videos/
questions-for-inquiry-based-teaching
REFLECTION
• What level questioning did the teacher use?
• How do open-ended questions lead to more
rigorous discussions?
• How can what was featured in the video guide
our work as school librarians?
Response to Literature
QUESTIONING CONSIDERATIONS
• Use higher order questions - higher order
questions can have several plausible answers.
• Start questions with:
– What did?
– What might..?
– When? Where? Which? Who? Why? How?
– What evidence do you have…?
– How would you explain…?
– Why do you think…?
Questioning
• Start with general questions – overall text
sequence of information, move to questions that
focus on supporting details.
• Focus on vocabulary and text structure questions.
• Ask questions about the author’s purpose in
writing.
• Ask students to examine the point of view of the
author.
• Use inferential questioning.
• Ask students to formulate their own opinions.
Socrative for Questioning
CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrative.com as a vehicle for questioning
GO TO
http://www.m.socrative.com
Enter the room number
Click join room
RIGOROUS RESPONSE TO
LITERATURE
Integrate instructional technology
• SKYPE
• PUPPET PALS
• AUDIO BOO
Feature of Instructional Practice:
SYNTHESIS
• Have students synthesize multiple
perspectives or events and connect them
to their own experiences.
• Have students read, reflect and critique
narratives with differing viewpoints.
• Have students collect and analyze data to
solve real world problems then publish
their solution on the web.
What instructional experiences can
you create in the school library to
make learning more rigorous?
https://www.teachingchannel.org/videos/high-schoolengineering-lesson
STUDENTS
SHOULD
SOLVE REAL
WORLD
PROBLEMS
STANDARDS ADDRESSED
CC.9-10.R.I.7 Integration of Knowledge and Ideas: Analyze various
accounts of a subject told in different mediums (e.g., a person's
life story in both print and multimedia), determining which details
are emphasized in each account.
1.1.5 Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness to needs, importance, and social
and cultural context.
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.
1.2.3 Demonstrate creativity by using multiple resources and formats.
4.1.3 Respond to literature and creative expressions of ideas in various
formats and genres.
CC.9-10.R.I.8 Integration of Knowledge and Ideas: Delineate and
evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.
1.1.5 Evaluate information found in selected sources on the basis of
accuracy, validity, appropriateness to needs, importance, and social
and cultural context.
1.1.7 Make sense of information gathered from diverse sources by
identifying misconceptions, main and supporting ideas, conflicting
information, and point of view or bias.
2.1.1 Continue an inquiry-based research process by applying critical
thinking skills (analysis, synthesis, evaluation, organization) to
information and knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply
knowledge to curricular areas, real world situations, and further
investigations.
2.2.2 Use both divergent and convergent thinking to formulate
alternative conclusions and test them against the evidence.
REFLECTION
• What information literacy skills were
covered in the project?
• Why is this an example of a rigorous
instructional activity for students?
• What quadrant of the Rigor/Relevance
framework would this academic project be
in?
Martin Luther King, Jr." Gale Student Resources in Context. Detroit: Gale, 1960. Student
Resources In Context. Web. 28 Oct. 2013
.
Ordinary Biography
Project
U.S. President Bill Clinton And Vice President Al Gore Visit The U.S. Botanical Garden In
Washington." UPI Photo Collection. 2010. Student Resources In Context. Web. 28 Oct. 2013.
"Sonia Sotomayor." Gale Student Resources in Context. Detroit: Gale, 2010. Student Resources In Context.
Web. 28 Oct. 2013.
Biography report
Person’s Name
Date of Birth
Date of Death
Place of Birth
3 Significant Accomplishments
*Use 1 book and 1 online resource
CCSS & AASL STANDARDS
•
CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version of the text, including contrasting what they “see”
and “hear” when reading the text to what they perceive when they listen or watch.
•
•
Integration of Knowledge and Ideas Informational Text
CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Craft and Structure
CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
•
•
•
•
•
•
•
AASL
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness to
needs, importance, and social and cultural context.
1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of view or bias.
3.2.3 Demonstrate teamwork by working productively with others.
3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern.
EXTREME RIGOR MAKEOVER
• What sources of information could
students use?
• What end products could the student
produce?
• What Web 2.0 tools or apps could
students use to make the instructional
activity more rigorous?
SHARE
consider
EXTREME RIGOR MAKEOVER
• Video from Discovery Education
• Students can conduct research using databases, print
material, video and other online resources.
• The students can create an end product using Voki,
Animoto, Prezi, etc. think outside the box, that is,
outside of the flat piece of paper.
• Create a script between characters that answers the
questions presented. Use this to make an animated
video about the person researched.
ISTE NETS -S
• 1. Creativity and Innovation – Students demonstrate
creative thinking, construct knowledge and develop
innovative products and processes using technology.
• 3. Research and Information fluency – Students apply
digital tools to gather, evaluate and use information.
• 4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources.
Rigor & Wikipedia
Authoritative Database Vs. Wikipedia
GALE STUDENTS IN CONTEXT VS. WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
• What inconsistencies do you note?
• What year was she born?
• Do you notice any other differences?
Students could submit corrections to Wikipedia.
Create their own entries about Justice Sonia
Sotomayor?
How does the selection of material in the
school library help to drive the level of
rigor in the building?
PURCHASE CONSIDERATIONS
• Non fiction informational text at higher levels of
complexity
• Nonfiction and fiction at higher Lexile levels
• Digital resources – online databases & electronic books
PROMOTE RIGOR: Purchase both print and digital
content.
PROMOTE RIGOR
• Students create:
– Videos
– Animation
– Podcasts
– Blogs
– Songs
PROMOTE RIGOR
• Consider participating in
– The Global Read Aloud Project
http://www.globalreadaloud.com/
– International Dot Day
– http://www.thedotclub.org/dotday/
– START YOUR OWN PROJECT OR DAY!
Integrate instructional technology
School Librarians as
Instructional Leaders
• When collaborating with teachers help them to
design instructional activities that are in quadrant
D of the Rigor/Relevance Framework.
• Require students to solve complex problems that
relate to something in the real world.
• Create activities that allow students to experience
what professionals in the real world might actually
do.
• Craft questions and develop instructional activities
from the higher levels of Bloom’s taxonomy.
School Librarians as
Information Specialists
• We all know Google is not rigor – do
students know this?
• Guide teachers to create a variety of tasks
for students that integrate multiple formats
of information resources.
• Assist students in critically evaluating
information in an effort to answer a
question or solve a problem.
•
•
•
•
•
•
PRESS FORWARD
School librarians as RIGOR
Catalysts
Purpose
Relationships and Connections
Expected Outcomes
Steps to Take
Support Needed
Forward
(Blackburn, 2008)
WE ARE RIGOR EXPERTS
Use our knowledge of vast resources to guide
teachers as they create more rigorous
assignments, instructional activities and
experiences.
GO RAISE SOME RIGOR!
Questions?
national.aasl.org/session-evaluation
Evaluation
Michelle Easley, Ed. S.
[email protected]
References
Blackburn, B. R., & Williamson, R. (2013). 4 STEPS to increasing rigor in the classroom. Leadership,
42(4), 8-9. Retrieved from http://search.proquest.com/docview/1324447676?accountid=77848
Common Core Standards. Retrieved from http://www.corestandards.org/the-standards
Daggett W. International Center for Leadership in Education rigor/relevance framework [White
paper]. Retrieved from http://www.leadered.com/pdf/R&Rframework.pdf
Dougherty, Eleanor. (2012). Assignments Matter: Making the Connections that help students meet
standards. Alexandria, VA: ASCD. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CCX2785800001&v=2.1&u=atla11792_pd&it=r&p=G
VRL&sw=w&asid=00d40340cdd1e47ae7ea401f405de212
Frey, N., Fisher, D., & Nelson, J. (2013). Todo tiene que ver con lo que se habla: It's all about the
talk. Phi Delta Kappan, 94(6), 8. Retrieved from
http://search.proquest.com/docview/1313253593?accountid=77848
Jackson, R. (2011) Putting it all together. Alexandria, VA: ASCD. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CCX2000700012&v=2.1&u=atla11792_pd&it=r&p=G
VRL&sw=w&asid=f27d0db7a906a88e1d3eb756af6ce6e1
Williamson, R. D., & Blackburn, B. R. (2010). Rigorous schools and classrooms: Leading the way.
Larchmont, NY: Eye on Education.
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor: Instructional Practices & Experiences
Extreme Rigor Makeover
Rigor and Wikipedia
Rigor and Material Selection
Rigor and Electronic Books
School Librarians as Instructional Leaders = Raised Rigor
School Librarians as Information Specialists = Raised Rigor
School Librarians as Rigor Catalysts: PRESS FORWARD
Wrap/Up & Questions
Compiled by Michelle Easley, Ed.S.
[email protected]
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
http://audioboo.fm/
Audio boo – record students on the iPad, mobile device or computer
http://www.collaborizeclassroom.com/Resources/blooms-taxonomy.pdf
Bloom’s Taxonomy / Higher Order Thinking Skills
http://www.collaborizeclassroom.com/
Collaborize Classroom is a free, online learning platform for creating online discussions.
http://www.leadered.com/rrr.html
Rigor/Relevance Framework – International Center for Leadership in Education
https://www.teachingchannel.org
Video showcase of effective and innovative teaching practices.
http://cw.routledge.com/textbooks/eresources/9781596671454/PRESS_Forward_Template_p
123.pdf
PRESS FORWARD template
http://www.corestandards.org/the-standards
Common Core Standards
www.discoveryeducation.com
Discovery Education
www.animoto.com
Online video generator
https://itunes.apple.com/us/app/puppet-pals-hd/id342076546
Puppet pals for iPad
http://www.socrative.com/
Facilitates questioning on all devices
http://todaysmeet.com
Microblog - Allows feedback online
http://www.iste.org/standards/standards-for-students
ISTE NETS –S
http://www.polleverywhere.com
Online audience response system; engage class and participants in real-time
Compiled by Michelle Easley, Ed.S.
[email protected]