COMMON COREPSLA 39TH ANNUAL CONFERENCE

APRIL 14, 2012

PSLA Professional Development Committee

Carolyn Van EttenBeth Sahd

Vickie Saltzer – LibGuide Developer

Online Professional Development Workshop – “Fall Workshop”

Face-to-Face Trial

Feedback

Workshop Details

Becoming An Expert

Librarians & Common Core

Webb’s Depth of Knowledge

Lesson Plans & Common Core Standards

Modules

What are the Common Core standards?

◦ Common Core Standards in English Language Arts (ELA) and Mathematics will raise academic expectations nationwide, improve equity, and ensure that all students are prepared for college and career in core subjects

◦ Common Core This Way – video

Introduction

Common Core For Librarians LibGuide – housed at Gettysburg Area High School◦ Home

◦ Standards

◦ Crosswalks

◦ Toolkits / Resources

◦ Handouts / Worksheets

Module 1 - Becoming An Expert

Activity #1

◦ Goal

◦ Activities

◦ Resources

◦ Timeline

Becoming An Expert

AASL Position Statement on the Common Core College- and Career-Readiness Standards

Certified school librarians will play an essential part in ensuring that 21st-century information literacy skills, dispositions, responsibilities and assessments are integrated throughout all curriculum areas.

Standards for the 21st-Century Learner Standards for the 21st-Century Learner in A

ction

Module 2 - Librarians & Common Core

◦ Leader

◦ Instructional partner

◦ Information specialist

◦ Teacher

◦ Program administrator

School Librarian Roles

Activity #2

◦ 5 groups – 1 for each identified role

◦ Identify scribe & speaker

◦ Discuss role with respect to Common Core

◦ Share with the group

School Librarian Roles

Module 3 - Webb’s Depth of Knowledge (DOK) Levels Level 1 – Recall and Reproduction

Level 2 – Skills and Concepts

Level 3 – Strategic Thinking

Level 4 – Extended Thinking

DOK Level 1Recall and Reproduction

DOK 1 requires recall of information, such as fact, definition, term or performance of a simple process or procedure.

Answering a level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

DOK Level 1 Examples List animals that survive by eating other

animals. Locate or recall facts explicitly found in text. Describe physical features of places. Determine the perimeter or area of

rectangles given a drawing or labels. Identify elements of music using musical

terminology. Identify basic rules for participating in

simple games and activities.

DOK Level 2Skills/Concepts

DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.

These actions imply a mental or cognitive process beyond recall/reproduction.

DOK Level 2 Examples Compare desert and tropical environments. Identify and summarize the major events, problem,

solution, conflicts in literary text. Explain the causes and effects of historical events. Predict a logical outcome based on information in a

reading selection. Explain how good work habits are important at home,

school, and on the job. Classify plane and three dimensional figures. Describe various styles of music.

Time to process! Get out your sheet that is titled:

“Activity #3 - Quick Draw”

Draw a picture to represent a level 1 question and a level 2 question. (You may relate it to any content area or it may be a more generalized symbol).

DOK Level 3Strategic Thinking DOK 3 requires deep understanding as

exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract.

A task that has more than one possible response and requires students to justify the response they give would most likely be a Level 3. The justification requires students to explain their thinking.

DOK Level 3 Examples Compare consumer actions and analyze how these

actions impact the environment.

Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)

Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer.

**Note: Explain, generalize, or connect ideas using supportive evidence from the text or from other sources.

Stop and visualize!

Draw your picture to represent a DOK level 3.

DOK Level 4Extended Thinking

DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved.

Due to the complexity of cognitive demand,

DOK 4 often requires an extended period of time.

The extended time period is NOT a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order thinking.

Task Thinking

Collecting data samples over several months

Recall

Organizing the data in a chart Skills/Concepts

Using this chart to make and justify predictions

Strategic Thinking

Developing a generalized model from this data and applying it to a new situation

Extending Thinking

DOK Level 4 Examples Analyze and explain multiple perspectives

or issues within or across time periods, events, or cultures

Specify a problem, identify solution paths, solve the problem, and report the results

Write and produce an original play.

It’s not about the verb! DOK 3 – Describe a model that you might use to

represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it)

DOK2 – Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

DOK 1 – Describe three characteristics of metamorphic rocks. (simple recall)

Same verb – three DOK levels

Stop and draw!

Draw your final picture to represent a DOK level 4.

AASL Standards for the 21st

Century Learner Lesson Plan Database

Lesson Plan Rubric

Lesson Plan Checklist

The Database

Module 4 - Lesson Plans & Common Core Standards

Activity #4 – Reflection & Planning Guide

◦ Reflect on the “4” modules

What have I learned?

Why is it important?

How will I use it?

Reflection & Planning Guide