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Sue Flanly

Young Adult Library Services Association (YALSA) - 2 views

www.ala.org/yalsa

yalsa ALA library YA librarian libraries books literature

shared by Sue Flanly on 06 Nov 14 - No Cached
  • About YALSA Awards & Grants for Members Book Awards & Book/Media Lists Conferences, Events & Symposium Consulting & Training from YALSA Get Involved Guidelines Members Only Membership in YALSA Online Learning Professional Tools Publications & Products Teen Read Week Teen Tech Week Working with YALSA Share this page: Share on Facebook Share on Twitter Share on StumbleUpon Share on Reddit Share on Digg Share on LinkedIn Share on Google+ Share on Pinterest Share on Tumblr More Options  Send via email  Print  Cite Young Adult Library Services Association (YALSA) 4
  • Posted on October 30, 2014 | 3:30 pm
  • osted on October 20, 2014 | 3:50 pm
Sue Flanly

Inquiry Learning Vs. Standardized Content: Can They Coexist? | MindShift - 35 views

blogs.kqed.org/...dized-content-can-they-coexist

Session 1

shared by Sue Flanly on 05 Aug 14 - No Cached
  • arguing over whether content standards are still appropriate.
  • Sooner or later, inquiry-standards will take precedence over content-based standards.
  • project based learning (PBL) teacher.
  • ...21 more annotations...
  • PBL is the near-term solution
  • REDEFINE RIGOR
  • But so far it’s been difficult to locate a missing link: A performance rubric for students that defines their level of performance on each practice.
  • four areas that blend inquiry and performance. Let’s call these the 4 E’s: Effective Accomplishment, including portfolios, content mastery, tests, and assessment; Effective Action, including goal setting, persistence, and work ethic; Effective Relationships, including communication, teamwork, and empathy; and Effective Thinking, including critical thinking, creativity, and content acquisition.
  • TEACH INQUIRY SKILLS. Creativity, problem-solving, design thinking, and critical analysis are learnable skills that benefit from intentional instruction.
  • discovery, trial and error, or prototyping
  • MAKE COHORTS AND TEAMS THE PRACTICE, NOT THE EXCEPTION.
  • But we must shift this towards
  • team learning.
  • Portfolios measure personal growth and achievement; the best collaboration and teamwork rubrics assess empathy; many PBL teachers have found work ethic rubrics to be a great tool for measuring attitude and productivity.
  • Knowing when to teach directly, or allow for problem solving, is a high art.
  • all of which require more time.
  • SEE THE BALANCE BETWEEN INQUIRY AND CONTENT AS A DYNAMIC.
  • Success relies on whether teachers have the ability—and give themselves permission—to move back and forth between content and process.
  • THE CIRCLE OF CONTROL.
  • First, it’s happening, whether we agree or not. Second, we’ll need good minds to figure it out, meaning more of those young people in your classroom who have been well trained in the art and skill of inquiry.
  • The shift into the next, non-industrial phase of schooling is a psychological issue, not just a logistical one.
  • making it nearly impossible to decide what a tenth-grader should know.
  • ncreasingly, any standards-based curriculum is at odds with the outside world.
  • o create a quality product, either as an idea or a material object.
  • but standardized information and testing remains a barrier to innovative teaching.
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