SLASL Module 1: Selecting Standards & Creating Learning Objectives Webinar
Recorded webinar session from March 2, 2016, presented as a professional learning component to STEM teacher and school librarian participants of the IMLS funded School Librarians Advancing STEM Learning (#SLASL 2016) project.
Webinar #1: Selecting Standards & Creating Learning Objectives
Webinar Chat Session:
16:58:54 From Letha Goger : Good evening, everyone! Yes, please be prepared to discuss in chat. We are looking forward to hearing from everyone!
17:00:24 From marlene damery : Hi everyone, I'm going to keep my audio on mute... my family is in the background watching tv... :) I mean my microphone.
17:01:49 From kevinlavigne : HI Everyone!
17:07:16 From Susan Ballard : Good evening, Kevin and everyone else!
17:12:25 From Joanna Schimizzi : Go #SLASL ! What awesome tweets! Feel free to tweet tonight as well!
17:13:37 From Katie : Our group has set a time to meet during a shared prep time.
17:13:46 From robin : Hi everyone;
17:14:15 From kevinlavigne : We have selected a weekly meeting time as well as some potential areas to explore together for planning and design work
17:14:24 From pamelaharland : The Sanborn group has met during a shared prep time. We started collecting resources together on a LibGuide.
17:14:27 From j_zaffers : what Katie said
17:14:49 From elizabeth : We went over our stickies from the meeting and created a google doc with a more refined focus, along with our next steps and possible resources.
17:14:54 From marlene damery : we decided to use google classroom as a way to begin.
17:14:57 From kevin munroe : Our group met and started talking about directions we want to go. We set up a time to meet
17:14:57 From Joanna Schimizzi : Ohhh! Love the stickies!
17:15:09 From Swift : Nathan, Lisa and I have talked about and planned on meeting after school in a variety of environments that will be conducive for helping to keep us focused and enthusiastic about this project. Some at school some outside of the school environment.
17:15:11 From Jaime Newell : Our group unfortunately does not have shared prep time like Katie does, so getting out ideas together has been a challenge. We created a Google Doc so that we can add ideas as we go and talk about them later
17:15:13 From Rebecca Hanna : Pam, Carissa and I meet to review our work form the 4th. Pam shared may web sites and text.
17:15:15 From Sarah Hale : In anticipation of building our lesson/unit I have been doing some independentn bookmarking resources.
17:15:34 From Swift : Nathan, Lisa and I are currently cha
17:15:34 From Angie Miller : I meet with teachers during their plan times and we discuss which research standards & which content standards we want to cover for each research project. And then develop a planning sheet that lays out each day with assigned responsibilities for each of us!
17:15:40 From Swift : Charlie Swift
17:15:45 From Joanna Schimizzi : Gotta love Google Docs! I was just talking to someone about how Google Drive has changed my work flow!
17:16:01 From Swift : We do not have a common planning time during the school day, unfortunately.
17:16:03 From Sarah Hale : Pardon my typos. I broke my wrist.
17:16:05 From Jaime Newell : Joanna, it absolutely has! I love all of Google's tools
17:16:06 From elizabeth : I don’t see my name on the side, it came out as “me” ;). It’s Beth Strauss
17:16:19 From Joanna Schimizzi : Angie - I love creating my own planning sheets to make sense of my own thought process!
17:16:27 From Jaime Newell : Beth we can see your name as Elizabeth
17:16:33 From Katie : We have also added our school Literacy Coach to our team as many of her responsibilities were included on the rubric
17:16:35 From Joanna Schimizzi : (Elizabeth - it shows up to us!)
17:16:38 From k_joseph : I am new to this group as of last week but I met with Katie to define my role as a literacy coach
17:16:49 From Joanna Schimizzi : Katie - how cool to bring others in on the work as well!
17:20:06 From kevin munroe : I am really excited to pull more reading into the classroom
17:20:24 From Susan Ballard : Our GSC program for certification clearly identifies collaboration as a compentency that is necessary for success.
17:20:29 From Joanna Schimizzi : I love benefitting from having a thought partner who can help me think more deeply. And having someone support in the implementation will be amazing as well!
17:20:30 From Katie : The content teachers can identify the key concepts that need to be emphasized
17:20:34 From Swift : I am often overwhelmed with the amount of material out there and where to begin.
17:20:43 From j_zaffers : I know Katie can develop multimedia supports for concepts
17:21:00 From Jessica Eakin : Having Kevin help guide the question and science-related goal, will help guide me find sources to integrate
17:21:05 From k_joseph : I will benefit from understanding more about science and how scientific evidence supports arguments (in a scientific world)
17:21:06 From jwagner : We can learn from Beth's (the library media specialist) extensive knowledge of digital resources as well as pulling from her experience with preservation initiatives.
17:21:07 From Jaime Newell : As a brand new STEM teacher, I have little experience in finding information and how to make sure the reading is level appropriate. I am excited to learn from our librarian Beth about this.
17:21:09 From Joanna Schimizzi : Yes!! Charlie Swift about the overwhelming feeling sometimes!
17:21:11 From Angie Miller : Every time I leave a planning session, I leave a better teacher.
17:21:14 From Swift : It will be great to have Lisa’s expertise, she is awesome.
17:21:26 From Joanna Schimizzi : Jaime - how great to be a part of this project from the beginning of your career!
17:21:28 From Rebecca Hanna : Pam Harland has shown exceptional skill to find appropriate web tools to enhance our topic!! Sanborn HS
17:21:32 From kevinlavigne : Jessica brings a level of creativity as well as a different view than my focused Chem view. It will be nice to view from outside my discipline
17:21:52 From jwagner : We can also pull from Jaime's (STEM teacher) experience in the STEM classroom and her creative talents.
17:21:56 From elizabeth : We have a media specialist, tech integrator, and STEAM teacher on our team. I value the my colleagues ability to guide the students as they shape their research, and to integrate tech seamlessly so that it aids their effort. We always want to make sure that we don’t overdesign the lesson and leave room for students to determine direction.
17:21:56 From Sarah Hale : It will be really important for me as a SL to make sure that the resources are at an academically appropriate level. Also, that any activity I offer meshes with what the content-area teacher is presenting to students.
17:22:01 From Dawn : I believe each person has a separate skill set that they bring to the table, so through the joining of skills sets we can grow as teachers as well as develop better lessons that address multiple-levels of students.
17:22:02 From Joanna Schimizzi : Oh! Love the creativity aspect from Kevin!
17:22:08 From pamelaharland : Having Math teachers to share some of these complex topics with makes me able to understand the content texts!
17:22:16 From ncarle : I look forward to Lisa helping the students develop the text research skills to help build the text sets as a cllass or in groups.
17:22:30 From marlene damery : I am excited to learn more from my two science co-teachers. They offer a different perspective regarding inquiry that I am looking forward to experiencing. I am also hoping to be helpful to their process.
17:22:45 From elizabeth : Also, since Jaime teaches 3 different classes, we can have this unit involve a lot of different disciplines.
17:23:02 From jwagner : Our diverse skills set will foster more robust and dynamic lessons.
17:23:05 From Katie : I am also looking forward to learning lots of skills from out literacy coach
17:23:20 From Lisa Petrie : I'm a bit intimidated by the level of complexity regarding our content -- upper level physics. I'm hoping Charlie and Nathan will be patient as I work to understand our learning goals!
17:23:39 From Katie : Agree with that, Lisa
17:23:49 From k_joseph : Ditto Katie!!
17:23:57 From k_joseph : and Lisa
17:24:23 From ncarle : Lisa, You can help us make physics not intimidating for the kids too
17:24:33 From Swift : agreed
17:25:38 From Megan Simmons : Love that perspective Nathan. What a supportive team :)
17:27:36 From Megan Simmons : Also, good for you Lisa for stepping outside of her content comfort zone.
17:28:11 From k_joseph : Understanding what author's purpose is
17:28:23 From k_joseph : Perspective
17:28:46 From kevin munroe : I think about close reading skills
17:29:01 From k_joseph : making a conclusion
17:29:22 From j_zaffers : why is an experiment is needed to illustrate the autor's purpose
17:29:32 From Angie Miller : Understanding that an author has a reason for writing this.
17:29:51 From elizabeth : Define the author’s essential question
17:30:14 From Jessica Eakin : How do different text elements help support the author’s point or answer the author’s question? (Purpose)
17:30:24 From kevinlavigne : relationships and connections
17:30:29 From k_joseph : text structure
17:30:35 From Katie : What further information is gained by discussing?
17:30:38 From pamelaharland : Asking what claim is the author making and identifying the evidence the author includes.
17:30:43 From elizabeth : Analyze the protocol/procedure that the author used - how did it provide evidence in support of the author’s EQ
17:30:44 From Letha Goger : Digging in to understanding process in science
17:30:54 From Swift : The student needs to be able to identify as well as understand why that is the audience.
17:31:00 From k_joseph : being able to read scintific text
17:31:02 From Katie : How can understanding can be deepened by explaining in this way
17:31:03 From Sarah Hale : Importance of being able to articulate good explanations etc. Communication skills!
17:31:15 From j_zaffers : illustrate a procedure that is described in the text
17:31:23 From Rebecca Hanna : Is there something the author left out for a specific purpose?
17:32:31 From elizabeth : We just discussed this today with regard to asking our students to identify similar research projects, and analyze them to determine if their methods were successful in answering their EQs. How would the students change their protocol based on their understanding of that research?
17:33:11 From Joanna Schimizzi : Elizabeth — I love this connection!
17:34:58 From Joanna Schimizzi : Letha - I LOVE this idea of the Essential Question being a bridge between the specific content knowledge/skills and the overarching ideas of real life!
17:35:08 From Amee Godwin : Rebecca, love that - what’s not being said by the author
17:36:48 From Joanna Schimizzi : So valuable to share with our students that an essential question has other questions that we have to ask first before we can get to the EQ
17:37:32 From k_joseph : this is why students need to be very familiar with the different stages of questioning
17:37:55 From k_joseph : thinking about your own thinking
17:38:02 From Amee Godwin : yes, “bridge” is perfect visual metaphor for connecting skills to deeper ideas
17:38:51 From k_joseph : no
17:38:58 From Jessica Eakin : no
17:38:58 From Lisa Petrie : No.
17:39:00 From kevinlavigne : N
17:39:00 From ncarle : no
17:39:00 From j_zaffers : no
17:39:01 From pamelaharland : no
17:39:03 From jwagner : nope
17:39:04 From Dawn : no
17:39:07 From Angie Miller : no
17:39:08 From kevinlavigne : :-)
17:39:08 From Swift : no
17:39:09 From Sarah Hale : no
17:39:18 From robin : no
17:39:21 From Swift : it can be answered with a list
17:39:22 From Rebecca Hanna : no
17:39:36 From Lisa Petrie : Not open-ended.
17:39:38 From Swift : yes
17:39:39 From kevinlavigne : Y
17:39:39 From Sarah Hale : yes
17:39:40 From k_joseph : yes
17:39:40 From Jaime Newell : yes
17:39:42 From marlene damery : yes
17:39:42 From Dawn : yes
17:39:42 From Joanna Schimizzi : Maybe....
17:39:43 From Lisa Petrie : Sure.
17:39:43 From j_zaffers : yes
17:39:44 From Jessica Eakin : yes
17:39:47 From elizabeth : yes
17:39:51 From Rebecca Hanna : yes
17:39:52 From robin : yup
17:39:53 From kevin munroe : yes
17:39:54 From pamelaharland : yah
17:39:58 From ncarle : yes, many layers
17:40:09 From k_joseph : evaluation
17:40:20 From j_zaffers : yes
17:40:27 From Joanna Schimizzi : Some yes, some no.
17:40:28 From k_joseph : yes
17:40:30 From kevinlavigne : N
17:40:32 From Lisa Petrie : Hmmmm. Not really...?
17:40:32 From kevin munroe : no
17:40:34 From Sarah Hale : not sure
17:40:34 From jwagner : Could be better...
17:40:35 From Dawn : no
17:40:36 From Jessica Eakin : no
17:40:38 From Joanna Schimizzi : Depends on the information that is given
17:40:46 From Dawn : needs clarity
17:40:46 From Rebecca Hanna : to vague
17:40:50 From Jaime Newell : i agree with jeanna, coulc be better
17:40:52 From k_joseph : evaluation
17:41:02 From jwagner : Thanks, Jaime ;)
17:41:23 From kevinlavigne : Y
17:41:26 From Jaime Newell : yes
17:41:27 From k_joseph : yes
17:41:28 From jwagner : yes!
17:41:28 From Jessica Eakin : yes
17:41:29 From Rebecca Hanna : yes
17:41:29 From Sarah Hale : yes
17:41:30 From pamelaharland : yea
17:41:31 From Lisa Petrie : Yep.
17:41:32 From Angie Miller : yes
17:41:32 From Swift : yes
17:41:34 From Dawn : yes
17:41:36 From elizabeth : yes
17:41:39 From Joanna Schimizzi : It took a LOT of work!
17:41:41 From marlene damery : yes
17:41:48 From Joanna Schimizzi : Letha was my brilliant thought partner on this.
17:42:06 From Jaime Newell : no
17:42:06 From kevinlavigne : N
17:42:07 From k_joseph : no
17:42:08 From j_zaffers : no
17:42:08 From Megan Simmons : no
17:42:08 From jwagner : no
17:42:08 From Katie : n
17:42:09 From ncarle : no
17:42:09 From kevin munroe : n
17:42:11 From Jessica Eakin : no
17:42:11 From Sarah Hale : no
17:42:12 From Swift : no
17:42:18 From k_joseph : yes
17:42:19 From kevinlavigne : Y
17:42:19 From Lisa Petrie : Yes.
17:42:19 From Swift : yes
17:42:20 From kevin munroe : n
17:42:20 From elizabeth : yes
17:42:20 From ncarle : yes
17:42:20 From Sarah Hale : yes
17:42:20 From j_zaffers : 7es
17:42:20 From Jessica Eakin : yes
17:42:23 From Dawn : yes
17:42:53 From k_joseph : no
17:42:56 From kevinlavigne : non
17:43:00 From Swift : no
17:43:02 From kevinlavigne : Oui
17:43:03 From Swift : yes
17:43:35 From Megan Simmons : fun exercise. nice multilingual response kevin
17:45:33 From Amee Godwin : This exercise also helps us think about “STEM literacy” in the wider sense of seeing science or STEM in the context of real life settings, real life challenges
17:47:21 From kevinlavigne : 1. No
17:47:27 From Dawn : 1. no
17:47:30 From kevinlavigne : 2.NO
17:47:32 From Dawn : 2. no
17:47:32 From kevinlavigne : 3. Yes
17:47:35 From Dawn : 3. yes
17:47:43 From k_joseph : 1- no because it doesn't relate to a real world example
17:47:45 From kevinlavigne : 1. text
17:47:51 From Jessica Eakin : 1. No. Missing the text
17:47:53 From kevin munroe : #1 possibly missing everything
17:47:53 From k_joseph : 3 yes
17:47:59 From ncarle : 1. no-missing real world example
17:48:08 From Swift : agree 1 is missing everything
17:48:08 From k_joseph : 2 there is no text
17:48:14 From Jessica Eakin : 2. No, missing real world example and text
17:48:14 From Angie Miller : There is no real student-driven inquiry present...
17:48:21 From elizabeth : 1. does have text based research probably
17:48:23 From k_joseph : 2- present HOW?
17:48:35 From Susan Ballard : 1- no; 2 no; 3 - yes.
17:48:37 From Rebecca Hanna : 1. no. 2. no 3. yes 1. missing inquiry 2. missing is there text
17:48:40 From Jessica Eakin : 3. what’s the final product?
17:48:43 From Swift : 3 is trying to bring in the real world
17:48:46 From Sarah Hale : 1. not real-world
17:48:49 From elizabeth : 2. not enough info 3. yes
17:48:56 From k_joseph : research is not an assessment
17:48:58 From kevin munroe : 2 would show the use of text or not
17:49:07 From kevin munroe : missing inquiry
17:49:28 From Sarah Hale : 2. not observationally arrived at
17:49:41 From Jessica Eakin : High School: Lebanon; Undergrad: Hamilton College; Graduate School: University of North Carolina Chapel Hill
17:49:47 From Letha Goger : Great comments and examples about how assessment can always be improved
17:49:51 From Sarah Hale : 3. research only
17:50:01 From kevin munroe : I'm glad you said that Joanna
17:50:04 From elizabeth : We have been discussing at our school that assessment is ongoing, and we might not need a final assessment as such. Competencies are met as they project progresses.
17:50:08 From Letha Goger : Love student learning objectives - yay!
17:50:33 From k_joseph : why they are learning
17:50:35 From elizabeth : In NH, they are used to evaluate the school’s success.
17:50:36 From Swift : They give a focus to the student, they give the students a target that they can aim for
17:50:49 From k_joseph : it's about the student
17:50:54 From k_joseph : not the teacher
17:51:00 From k_joseph : learning
17:51:01 From Lisa Petrie : Students need to know where they're heading.
17:51:01 From Sarah Hale : I like to keep SLOs in mind when working with teachers.
17:51:16 From Jaime Newell : I have found that defining SLOs is extremely helpful for understanding how students learn and how I can help them learn
17:51:21 From marlene damery : great input!
17:51:24 From kevin munroe : I always thiink about what are we going after.
17:51:25 From j_zaffers : all true but sometimes claustrophobic
17:52:06 From Sarah Hale : It's amazing to me how seldom SLOs are in the forefront of some teachers' minds. The real world is all about learning outcomes.
17:52:21 From k_joseph : yes sarah
17:52:49 From Letha Goger : They help me center ALL my instructional design - sometimes I share them early with the students and other times I reveal them as my learning experience unfolds and let them discover
17:52:52 From Sarah Hale : I totally agree, Joanna!
17:53:02 From jwagner : Agree with that 100%. THEIR TIME should be of value to them.
17:53:18 From Amee Godwin : yes, student-centric as student agency
17:53:40 From Letha Goger : I’ve added Bloom’s list of action verbs in Module #1 for your reference, if helpful when building student learning objectives
17:54:01 From k_joseph : 1 is compare and contrast
17:54:49 From Lisa Petrie : I actually haven't written a lot of SLO's. :-/
17:54:59 From Letha Goger : ‘understand’ is never quite specific of a verb for me
17:55:08 From marlene damery : Myself included Lisa
17:55:14 From jwagner : 1. What does "understand" mean? Would rather that this is a full compare/contrast. Synthesize the similarities and differences.
17:55:17 From k_joseph : identify is not critical thinking
17:55:20 From ncarle : 1 has a higher depth of knowledge with the compare and contrast but is missing the task, 3 has a well defined task but seems like a low depth of knowledge
17:55:35 From Jaime Newell : yesI agree with Letha--they should demonstrate or have a verb that is closer to demonstrating their understanding
17:55:38 From Lisa Petrie : 1 and 2 don't say how students will demonstrate their learning.
17:55:44 From k_joseph : 2 is vague
17:55:45 From jwagner : 2. Like this, but must SUPPORT their claims.
17:55:49 From Jessica Eakin : 2. is missing the “by” will they annotate?
17:55:52 From Letha Goger : A book for your libraries: “Learning Targets: Helping Students Aim for Understanding in Today’s Lesson” (sorry the librarian in me)
17:56:00 From kevinlavigne : # 3 has the literacy connection
17:56:20 From Letha Goger : … and … “Where Great Teaching Begins: Planning for Student Thinking and Learning” … both ASCD
17:56:34 From Sarah Hale : 1. is too much like rote learning. 2. requires literacy skills 3. shows questioning/note-taking, making connections
17:56:40 From Letha Goger : I won’t throw anymore books at you ...
17:56:42 From Angie Miller : I think they work if they are compiled—none of these would be thorough enough to encompass an entire project/unit, but combined (with more added), they could break down the components of learning.
17:57:09 From elizabeth : 2. encourages the student to analyze the text to decide why the writer wrote the piece. 3. seems very specific but could also include how cellular structures are affected by toxins.
17:58:20 From Susan Ballard : I don't don't see authentic/relevant student enagagement in any of the objectives.
17:58:30 From Letha Goger : Bloom’s Taxonomy Action Verbs to use in Los - https://oercommons.s3.amazonaws.com/media/courseware/relatedresource/file/Blooms_Taxonomy_Action_Verbs.pdf
17:58:58 From Letha Goger : *LOs
18:00:00 From Joanna Schimizzi : We all <3 Google Docs!
18:00:12 From Joanna Schimizzi : (heart, not less than 3)
18:00:38 From Joanna Schimizzi : So hopefully our “Shared Drive” will fill up with your copies of the template!
18:01:27 From elizabeth : Is it possible to go to 7:00 pm instead of 8:00 pm?
18:01:58 From k_joseph : can't hear
18:02:01 From Letha Goger : I’m losing Joanna :(
18:02:25 From Lisa Petrie : Will we be able to access a recorded version of this presentation?
18:02:37 From pamelaharland : I agree with Elizabeth’s suggestion to go earlier if possible… I go to bed at 8 p.m.!!
18:02:44 From Jaime Newell : Ditto on what Elizabeth asked...or even 7:30...
18:03:00 From Letha Goger : Please add jschimizzi@gmail.com and lethagoger@gmail.com to your Google document template and we will support you all along the way!
18:03:00 From jwagner : Yes, a bit earlier, please?
18:03:01 From k_joseph : it's 9 here!
18:03:05 From Jaime Newell : And also a great question from Lisa
18:03:12 From Rebecca Hanna : 7:30 good for me
18:03:13 From Megan Simmons : i think joanna was asking everyone to get started working through parts 1-9 of the template
18:03:23 From elizabeth : We are adding to chat - asking for a different time please
18:03:32 From pamelaharland : I cannot find the Google version of the template… I found a PDF of it, but not a Google doc. Maybe it’s too late for me and I can’t figure it out…
18:03:56 From kevin munroe : you can always convert it
18:04:06 From k_joseph : oh kevin
18:04:11 From k_joseph : hahahaha