This document discusses repackaging research for the Common Core. It emphasizes inquiry-based learning through essential questions and using technology. Some key shifts discussed include moving from textbook learning to building knowledge through sources, close reading of fiction and nonfiction, and requiring text-based answers supported by evidence. The document provides examples of seed texts, text dependent questions, and embedding research standards into instruction through techniques like close reading, claims with evidence, and sustaining inquiry through additional questions. It stresses designing instruction that cannot be answered by a simple Google search and presents strategies for integrating technology while aligning to Common Core standards.
1. Rigor
Relevance
Research
Resources
Reporting
Knowledge
REPACKAGING
RESEARCH FOR THE
COMMON CORE
PA I G E J A E G E R
C O O R D I N AT O R F O R S C H O O L
L I B R A R Y S E R V I C E S
W A S H I N G T O N S A R A T O G A W A R R E N H A M I L T O N E S S E X
B O A R D O F C O O P E R A T I V E E D U C A T I O N A L S E R V I C E S
( A K A W S W H E B O C E S )
S A R A T O G A S P R I N G S , N Y
P A I G E J A E G E R @ G M A I L . C O M
L I B R A R Y D O O R . B L O G S P O T . C O M
I N F O L I T 4 U @ T W I T T E R
13. WHO IS SMARTER?
WHY BOTHER?Total arable land ÷ world
population?
Total potable water ÷ world
population?
Why should I care about potable
water and arable land?
If you were living in the 1850’s
would you have gone west, young
man?
18. Read
Write
Produce develop
Use technology
Publish
Gather information
Draw evidence
Write routinely
Make strategic use of digital media
Demonstrate command of English
Adapt Speech
Clarify meaning
Compare and contrast
Cite evidence
Integrate
Evaluate
Comprehend
Critique
Analyze - think analytically
Address a Question
Solve a problem
Conduct a short research projects
Conduct sustained research projects
Students generate questions
Explore a topic
Draw evidence from text
Support analysis
Research and reflection
Gather information
Assess the credibility and accuracy
Integrate information avoiding plagiarism
Produce and publish writing
Interact and collaborate
Debate
Write arguments to support claims
Formulate an argument
Comprehend
Trace an argument
Determine meaning
Prepare and participate effectively in conversations.
Build and express persuasively
Express information and enhance understanding
Cover Uncover Discover
CCSS PEDAGOGY VERBS
19. Core
Proficiencies
Units
Curriculum
An EBC is:
• Clearly presented
• Rises from close reading of
text(s) and details
• An accurate, knowledgeable
analysis and-or conclusion
• Supported with credible,
sufficient evidence
• Logically developed through
quotes, reference, facts, &
citations
22. "First grade writes a 1 page paper;
Second grade writes a 2 page paper;
Third grade writes a 3 page paper;
etc....building capacity to the
secondary level where they would be
research-ready."
Good by Research Paper
Requirement…
Hello SEED TEXT !
23.
24. Research to
build and
present
knowledge
(CCSS Writing
Standards
6,7,8,9)
Tools on
Engage
NY
"Research"
in the
modules
NYSED
Research
"Framework"
is an Inquiry
Based model
Local
decision
on
"how"
NYS Library
purchased
"Opposing
Viewpoints" for
an upcoming
"research
module"
25. INFORMATION FLUENCY CONTINUUM
• to build knowledge
Using
Information
• Personal
• Aesthetic
Pursuing
Growth
• Socially
• Academically
Demonstrating
Responsibility
41. RIGOR: INQUIRY BASED LEARNING
ADVENTURES:
PACKET
S
Questions that
need to be
investigated
Views that
need to be
considered
Evidence that
needs to be
found
Conclusions
that need to be
supported
45. How did (will) this book make you
smarter, richer, wiser, or more
successful in life?
What indelible footprints did this
person leave on the world? How
did this life change history?
Where is the “suffrage” in the world
today? Should America be
concerned?
47. RESEARCH ESSENTIAL QUESTIONS:
• Do you like any of these
questions from the “FOOD”
unit?
• Do you like any of these from
the “WATER” unit?
• ANIMAL unit?
48. PLACE A POST-IT IN THE BOOK WHERE YOU
ARE…TO HOLD YOUR PLACE.
WE WILL COME BACK
49. What is a
seed text?
What does this look like
according to NYSED:
What is
an
“Inquiry
Path”
Are the
state
resources
any good?
50. FRAMEWORK + CONTENT
F R A M E W O R K & C O N T E N T
45 PAGES
Same for every
secondary
grade
Different based
upon grade, EL
vs. Odell, and
whether a school
is “doing” the
modules
64. IMPERATIVES FOR REPACKAGING RESEARCH:
REPACKAGING
RESEARCH
MILLENNIALS
Common
Core
SHIFTS
INQUIRY
ESSENTIAL
QUESTIONS
TECHNOLOGY
Present
Knowledge
65. 1:
Think about a
content area
you would like
to plan a CCSS
aligned unit
for?
2:
What would you like
you student to
know or be able to
do…at the end of
the unit?
START WITH CONTENT
68. • Has data-mining gone too
far?
• Is data-mining a violation of
your privacy?
69. What additional questions do you
have?
What was not answered by the text?
What related topic did you stumble
across?
Do we need to become activists?
72. “The Economic Bill of Rights”
Excerpt from President Roosevelt's January 11, 1944 message to the Congress of the United States on the State of the Union
It is our duty now to begin to lay the plans and determine the strategy
for the winning of a lasting peace and the establishment of an American
standard of living higher than ever before known. We cannot be content, no
matter how high that general standard of living may be, if some fraction of
our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill-
clothed, ill-housed, and insecure.
This Republic had its beginning, and grew to its present strength, under
the protection of certain inalienable political rights—among them the right
of free speech, free press, free worship, trial by jury, freedom from
unreasonable searches and seizures. They were our rights to life and liberty.
As our nation has grown in size and stature, however—as our industrial
economy expanded—these political rights proved inadequate to assure us
equality in the pursuit of happiness.
We have come to a clear realization of the fact that true individual
freedom cannot exist without economic security and independence.
“Necessitous men are not free men.” People who are hungry and out of a job
are the stuff of which dictatorships are made.
ARE YOU INSIDE THE TEXT OR OUTSIDE THE TEXT?
73. Brainstorm a TDQ
for:
Text Dependent Questions
Panoramic
Question
Concrete question
- basics
Myopic question
needing evidence
If this is about [subject], what is the message? What facts in this
text support that main idea?
Myopic
examination
question
How is the word [xxxx] critical to this text’s meaning?
Summary
question for
meaning ….
74. TEXT DEPENDENT QUESTIONS
INQUIRY
What’s this about?
Where do they live?
What facts do you read?
How does the [octopus’]
physiology help it to survive
in it’s environment?
Choose to be an ocean animal:
How is pollution impacting your environment?
What laws would you like to see passed?
CONCRETE
QUESTIONS
Half-way up
Bloom’s:
This TDQ
calls for
textual
evidence
Inquiry
75. “READER AND THE TASK”
What question can
you ask to inspire
further investigation
and synthesis?
What are you
asking the
students to do?
(task)
76. GET THE TASKS ABOVE ROTE ‘N
RECALL
L E X I L E 1 0 9 0
Why would this
NOT happen
today?
(Build an EBC)
How did the sailing
disease scurvy impact
exploration?
(Build an EBC)
Synthesis
77. READER & THE TASK RECIPE:
Identify
questions
for Inquiry
Compare ContrastInvestigate Synthesize
Conclud
e
Examine another
explorer of your
choice, and
determine who would
win in a
circumnavigation?
Create a tweet log
for Shackelton.
What
recommendations
would you have
for him today?
How were
subsequent explorers
helped or hindered by
their predecessors?
Synthesi
s
78. Stations: documents,
photos, and other “close
reading” endeavors
“Why do we not have
[dinosaurs] anymore?
If you wanted to be an
[astronaut] how can you
prepare?
STATIONS IN THE LIBRARY
…CHOICE – CONNECTIONS, CURIOSITY
Bugs:
Friends? or
foe?
80. INNOVATIVE ASSESSMENT:
B O O K M A R K S
• The wave in
assessment is now
leaning to student
self-assessment.
• Empower the
learner with
directional tools
• First person
phrasing
• I can locate a book
on the shelf
• I can identify my
keywords
• I can narrow my
search with
additional keywords
• I can evaluate
articles for relevance
and accuracy
• I can
______________
81. IMPERATIVES FOR REPACKAGING RESEARCH:
REPACKAGING
RESEARCH
MILLENNIALS
Common
Core
SHIFTS
INQUIRY
ESSENTIAL
QUESTIONS
TECHNOLOGY
Present
Knowledge
82. POST ASSESSMENT:
Reaching the
Hyper-
connected
Not answerable
on Google
Needs Relevance
Embed
technology!
Use pronouns
when possible
(You, we)
Moving Beyond
Information Hide
‘n Seek
Needs an
essential
question
What’s the
enduring
understanding?
What do you
want the kids to
do with all those
facts?
Why research is
the next big
thing
Teachers are
have learned
about “text”
Students have
learned to closely
read
Students have
learned to cite
evidence
Research is an
ELA Anchor
Standard
Reaching
teachers and
administrators
Use their
language
Justify by the
CCSS
Offer to do PD for
credit
(Lunchtime?)
CCSS Anchor
Standard
What are you
going to do with
all those “facts”
Technology
integration
Marry a tool with
a pedagogy verb
Embed Tech!
Language of the
Millennial
Tech tools for
various Inquiry
stages?
83. SOURCES AND RESOURCES:Carr, Nicholas G.. The shallows: what the Internet is doing to our
brains. New
York: W.W. Norton, 2010. Print.
IBrain: surviving the technological alteration of the modern mind.
New York:
Collins Living, 2008. Print.
Jaeger, Paige. Marketing Information Literacy. School Library Media
Activities
Monthly Vol. XXV, March 2009.
Library of Congress: loc.gov/
Sprenger, Marilee. Educational Leadership: Focus on the Digital
Brain.
September 2009.
Twenge, Jean M.. Generation me: why today's young Americans are
more
confident, assertive, entitled--and more miserable than ever
before.
New York: Free Press, 2006. Print.Small, Gary W., and Gigi
Vorgan
These shifts “layer” on top of the standards.
We cannot just talk about the standards or just shifts… they are WOVEN
Become familiar to be a building leader.
What worked 50 years ago, does not work today.
Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
Ultimate Cliff’s Notes on the CCSS. Pedagogy verbs…
Create a bookmark, or visit my blog and get the pre-printed bookmark that you could place in teachers mailboxes -- handout…
Invitation to Investigate
Pictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS.
Relevance and takes rigorous content and summarizes. - top of Bloom’s
3 strands
99 Essential Question examples
Evidence from the text to answer the question? We have 30+ copies of this book that we loan out…
You could jig-saw this book copying pages for each student – not giving them the title
Ask them to create a title for the book –
RIGOR and relevance …
Wrap your head around Essential Questions
Inquiry based investigations, once again are critical. Providing literature linked to primary source documents is a great pair. Shackleton’s journey could be coupled with some primary sources from his journey and historical newspapers. Blooms – compare & contrast & move beyond… Investigate further:
Inquiry promotes student “ownership” – which makes it relevant to their lives.
When they are allowed to ask their own questions, they “own” the investigation and they usually ask “relevant” questions to their life.