54
MICHELLE EASLEY, ED.S. FULTON COUNTY SCHOOLS ATLANTA, GEORGIA SCHOOL LIBRARIANS AS RIGOR RAISERS: PRACTICAL APPROACHES TO RIGOROUS LEARNING IN THE SCHOOL LIBRARY
MICHELLE EASLEY EDS FULTON COUNTY SCHOOLS
ATLANTA GEORGIA
SCHOOL LIBRARIANS AS RIGOR RAISERS PRACTICAL APPROACHES TO RIGOROUS
LEARNING IN THE SCHOOL LIBRARY
AGENDA httpgoogljrNBcH
bull Welcome
bull Rigor Definition Construction
bull Rigor Refined
bull Increasing Rigor Instructional Practices amp Experiences
bull Extreme Rigor Makeover
bull Rigor and Wikipedia
bull Rigor and Material Selection
bull Rigor and Electronic Books
bull School Librarians as Instructional Leaders = Raised Rigor
bull School Librarians as Information Specialists = Raised Rigor
bull School Librarians as Rigor Catalysts PRESS FORWARD
bull WrapUp amp Questions
Who are the RIGOR RAISERS
here today wwwpollevcommeasley
What does rigor mean
bull Personal definition
bull 2 synonyms for rigor
bull 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
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
AGENDA httpgoogljrNBcH
bull Welcome
bull Rigor Definition Construction
bull Rigor Refined
bull Increasing Rigor Instructional Practices amp Experiences
bull Extreme Rigor Makeover
bull Rigor and Wikipedia
bull Rigor and Material Selection
bull Rigor and Electronic Books
bull School Librarians as Instructional Leaders = Raised Rigor
bull School Librarians as Information Specialists = Raised Rigor
bull School Librarians as Rigor Catalysts PRESS FORWARD
bull WrapUp amp Questions
Who are the RIGOR RAISERS
here today wwwpollevcommeasley
What does rigor mean
bull Personal definition
bull 2 synonyms for rigor
bull 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
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Who are the RIGOR RAISERS
here today wwwpollevcommeasley
What does rigor mean
bull Personal definition
bull 2 synonyms for rigor
bull 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
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
What does rigor mean
bull Personal definition
bull 2 synonyms for rigor
bull 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
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
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
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Education is not received it is achieved
-Albert Einstein
Rigor
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Rigor
bull 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
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
What are common myths about rigor
bull Rigor is giving students harder work and piling on more work
bull Providing extra support is not rigorous
bull Kindergarten students or lower level students cannot participate in rigorous learning experiences
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
RIGOR BREAKDOWN
bull Expect students to learn at high levels
ndash Elevate your expectations concerning student achievement
ndash Use higher level questioning to propel students
ndash Use open ended questioning
ndash 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
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
RIGOR BREAKDOWN
Support student learning at high levels
bull Instructional design is key
bull Scaffold work so that students feel supported
Ensure each student demonstrates learning at high levels
bull Increase student engagement by using instructional technology
(Blackburn 2008)
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Another way to think about Rigorhellip
bull Academic rigor is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving evaluation or creativity
(International Center for Leadership in Education)
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Relevance bull Relevance refers to learning in which
students apply core knowledge concepts or skills to solve real-world problems Relevant learning is interdisciplinary and contextual
ndash Authentic work problem-solving service learning projects and teaching others are examples of relevant learning
(International Center for Leadership in Education)
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
copy International Center for Leadership in Education Used with permission
Students use acquired knowledge to solve problems design solutions and complete work
Students use knowledge and skills to create solutions
Students extend and refine acquired knowledge
Students gather and store knowledge and information
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
REFLECTION
bull 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
bull Please record your thoughts at httpstodaysmeetcomRIGORRAISERS
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
What instructional practices can be used in the school library to make learning more rigorous
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Increasing Rigor through QUESTIONING
bull httpwwwyoutubecomwatchv=dxPVyieptwAampfeature=player_detailpage
bull httpswwwteachingchannelorgvideosquestions-for-inquiry-based-teaching
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
REFLECTION
bull What level questioning did the teacher use
bull How do open-ended questions lead to more rigorous discussions
bull How can what was featured in the video guide our work as school librarians
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Response to Literature QUESTIONING CONSIDERATIONS
bull Use higher order questions - higher order questions can have several plausible answers
bull Start questions with ndash What did
ndash What might
ndash When Where Which Who Why How
ndash What evidence do you havehellip
ndash How would you explainhellip
ndash Why do you thinkhellip
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Questioning
bull Start with general questions ndash overall text sequence of information move to questions that focus on supporting details
bull Focus on vocabulary and text structure questions
bull Ask questions about the authorrsquos purpose in writing
bull Ask students to examine the point of view of the author
bull Use inferential questioning
bull Ask students to formulate their own opinions
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Socrative for Questioning CINDERELLA LITERATURE RESPONSE
QUESTIONS
Use socrativecom as a vehicle for questioning
GO TO
httpwwwmsocrativecom
Enter the room number
Click join room
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
RIGOROUS RESPONSE TO LITERATURE
Integrate instructional technology
bull SKYPE
bull PUPPET PALS
bull AUDIO BOO
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Feature of Instructional Practice SYNTHESIS
bull Have students synthesize multiple perspectives or events and connect them to their own experiences
bull Have students read reflect and critique narratives with differing viewpoints
bull 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
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
What instructional experiences can you create in the school library to
make learning more rigorous
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
STUDENTS SHOULD
SOLVE REAL WORLD
PROBLEMS httpswwwteachingchannelorgvideoshigh-school-engineering-lesson
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
STANDARDS ADDRESSED
CC9-10RI7 Integration of Knowledge and Ideas Analyze various accounts of a subject told in different mediums (eg a persons life story in both print and multimedia) determining which details are emphasized in each account
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 116 Read view and listen for information presented in any format (eg textual visual media digital) in order to make inferences and gather meaning 123 Demonstrate creativity by using multiple resources and formats 413 Respond to literature and creative expressions of ideas in various formats and genres
CC9-10RI8 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
115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to needs importance and social and cultural context 117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias 211 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 213 Use strategies to draw conclusions from information and apply knowledge to curricular areas real world situations and further investigations 222 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
REFLECTION
bull What information literacy skills were covered in the project
bull Why is this an example of a rigorous instructional activity for students
bull What quadrant of the RigorRelevance framework would this academic project be in
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Ordinary Biography Project
US President Bill Clinton And Vice President Al Gore Visit The US Botanical Garden In Washington UPI Photo Collection 2010 Student Resources In Context Web 28 Oct 2013
Martin Luther King Jr Gale Student Resources in Context Detroit Gale 1960 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 Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Biography report Personrsquos Name Date of Birth Date of Death Place of Birth 3 Significant Accomplishments Use 1 book and 1 online resource
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
CCSS amp AASL STANDARDS
bull CCSSELA-LiteracyRL67 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 ldquoseerdquo and ldquohearrdquo when reading the text to what they perceive when they listen or watch
bull Integration of Knowledge and Ideas Informational Text bull CCSSELA-LiteracyRI67 Integrate information presented in different media or formats (eg visually
quantitatively) as well as in words to develop a coherent understanding of a topic or issue bull Craft and Structure bull CCSSELA-LiteracyRL54 Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes
bull AASL bull 115 Evaluate information found in selected sources on the basis of accuracy validity appropriateness to
needs importance and social and cultural context bull 117 Make sense of information gathered from diverse sources by identifying misconceptions main and
supporting ideas conflicting information and point of view or bias bull 323 Demonstrate teamwork by working productively with others bull 333 Use knowledge and information skills and dispositions to engage in public conversation and debate
around issues of common concern
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
EXTREME RIGOR MAKEOVER
bull What sources of information could students use
bull What end products could the student produce
bull What Web 20 tools or apps could students use to make the instructional activity more rigorous
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
SHARE
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
consider
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
EXTREME RIGOR MAKEOVER
bull Video from Discovery Education bull Students can conduct research using databases print
material video and other online resources
bull 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
bull Create a script between characters that answers the questions presented Use this to make an animated video about the person researched
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
ISTE NETS -S bull 1 Creativity and Innovation ndash Students demonstrate
creative thinking construct knowledge and develop innovative products and processes using technology
bull 3 Research and Information fluency ndash Students apply digital tools to gather evaluate and use information
bull 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 amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Rigor amp Wikipedia Authoritative Database Vs Wikipedia
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
GALE STUDENTS IN CONTEXT VS WIKIPEDIA
CHIEF JUSTICE SONIA SOTOMAYOR
bull What inconsistencies do you note
bull What year was she born
bull 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
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
How does the selection of material in the school library help to drive the level of rigor in the building
PURCHASE CONSIDERATIONS
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
PURCHASE CONSIDERATIONS
bull Non fiction informational text at higher levels of complexity
bull Nonfiction and fiction at higher Lexile levels
bull Digital resources ndash online databases amp electronic books
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
PROMOTE RIGOR Purchase both print and digital content
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
PROMOTE RIGOR
bull Students create
ndash Videos
ndash Animation
ndash Podcasts
ndash Blogs
ndash Songs
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
PROMOTE RIGOR
bull Consider participating in
ndash The Global Read Aloud Project
httpwwwglobalreadaloudcom
ndash International Dot Day
ndash httpwwwthedotcluborgdotday
ndash START YOUR OWN PROJECT OR DAY
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Integrate instructional technology
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
School Librarians as Instructional Leaders
bull When collaborating with teachers help them to design instructional activities that are in quadrant D of the RigorRelevance Framework
bull Require students to solve complex problems that relate to something in the real world
bull Create activities that allow students to experience what professionals in the real world might actually do
bull Craft questions and develop instructional activities from the higher levels of Bloomrsquos taxonomy
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
School Librarians as Information Specialists
bull We all know Google is not rigor ndash do students know this
bull Guide teachers to create a variety of tasks for students that integrate multiple formats of information resources
bull Assist students in critically evaluating information in an effort to answer a question or solve a problem
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
PRESS FORWARD School librarians as RIGOR
Catalysts bull Purpose
bull Relationships and Connections
bull Expected Outcomes
bull Steps to Take
bull Support Needed
bull 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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
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
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
GO RAISE SOME RIGOR
Questions
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
Questions
Michelle Easley Ed S mleasleyatlgmailcom
nationalaaslorgsession-evaluation
Evaluation
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
References
Blackburn B R amp Williamson R (2013) 4 STEPS to increasing rigor in the classroom Leadership 42(4) 8-9 Retrieved from httpsearchproquestcomdocview1324447676accountid=77848 Common Core Standards Retrieved from httpwwwcorestandardsorgthe-standards Daggett W International Center for Leadership in Education rigorrelevance framework [White paper] Retrieved from httpwwwleaderedcompdfRampRframeworkpdf Dougherty Eleanor (2012) Assignments Matter Making the Connections that help students meet standards Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2785800001ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=00d40340cdd1e47ae7ea401f405de212 Frey N Fisher D amp Nelson J (2013) Todo tiene que ver con lo que se habla Its all about the talk Phi Delta Kappan 94(6) 8 Retrieved from httpsearchproquestcomdocview1313253593accountid=77848 Jackson R (2011) Putting it all together Alexandria VA ASCD Retrieved from httpgogalegroupcompsidoid=GALE7CCX2000700012ampv=21ampu=atla11792_pdampit=rampp=GVRLampsw=wampasid=f27d0db7a906a88e1d3eb756af6ce6e1 Williamson R D amp 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
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
Welcome
Rigor Definition Construction
Rigor Refined
Increasing Rigor Instructional Practices amp 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
WrapUp amp Questions
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
School Librarians as Rigor Raisers
Practical Approaches to Rigorous Learning in the School Library
Compiled by Michelle Easley EdS mleasleyatlgmailcom
httpaudioboofm Audio boo ndash record students on the iPad mobile device or computer
httpwwwcollaborizeclassroomcomResourcesblooms-taxonomypdf Bloomrsquos Taxonomy Higher Order Thinking Skills
httpwwwcollaborizeclassroomcom Collaborize Classroom is a free online learning platform for creating online discussions
httpwwwleaderedcomrrrhtml RigorRelevance Framework ndash International Center for Leadership in Education
httpswwwteachingchannelorg Video showcase of effective and innovative teaching practices
httpcwroutledgecomtextbookseresources9781596671454PRESS_Forward_Template_p123pdf PRESS FORWARD template
httpwwwcorestandardsorgthe-standards Common Core Standards
wwwdiscoveryeducationcom Discovery Education
wwwanimotocom Online video generator
httpsitunesapplecomusapppuppet-pals-hdid342076546 Puppet pals for iPad
httpwwwsocrativecom Facilitates questioning on all devices
httptodaysmeetcom
Microblog - Allows feedback online
httpwwwisteorgstandardsstandards-for-students
ISTE NETS ndashS httpwwwpolleverywherecom
Online audience response system engage class and participants in real-time
