SLC tagging content-Chicago_sept2012
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SLC tagging content-Chicago_sept2012
- 1. Introduction to Tagging: Effective Searching of Online Resources SLC Camp Chicago 2012 1
- 2. Agenda ⢠What is tagging, and how does it help me as an educator? ⢠What is the process of tagging? ⢠What does it look like in action? 2
- 3. Who is in the room? 3
- 4. About 33,400,400 results (0.25 seconds) 47,300,600 results 4
- 5. The Problems are Time Alignment Rigor 5
- 6. What is the Solution? Common Core State LRMI Tagging Standards 6
- 7. Why Common Core State Standards? http://www.youtube.com/watch?v=Fnh9q_c QcUE 7
- 8. Common Core of State Standards English Language Arts & Literacy in History/Social Studies, Science &Technical Subjects AND Mathematics standards ⢠Are aligned with college and work expectations; ⢠Are clear, understandable and consistent; ⢠Include rigorous content and application of knowledge through high-order skills; ⢠Build upon strengths and lessons of current state standards; ⢠Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and ⢠Are evidence-based. 8
- 9. English Language Arts/Literacy Focus ⢠A focus on results rather than means ⢠An integrated model of literacy ⢠Research and media skills that are blended throughout ⢠Shared responsibility for studentsâ literacy development 9
- 10. Mathematics Focus ⢠Standards for K-8 and High School ⢠Standards are focused, coherent, and rigorous ⢠Rigor means that instruction should include a balance between conceptual understanding, skill and procedural fluency, and application ⢠The 8 Mathematical Practices, part of the CCSS, should be taught and measured 10
- 11. Turn and Talk ⢠What learning have you engaged in with the Common Core? ⢠How have you been working with the Common Core State Standards in your current position? 11
- 12. Why the CCSS will make a difference? â˘Defines proficiency consistently across states â˘Simplifies teacher preparation through a common instructional target â˘Provides opportunities for collaboration across states Dr. Jaime Aquino Deputy Superintendent for LA Unified 12
- 13. What is the Solution? Common Core State LRMI Tagging Standards 13
- 14. Learning Resource Metadata Initiative (LRMI) ⢠Metadata: a card in a card catalog â Provides a common language ⢠Use in classroom ⢠Standards alignment ⢠Other â Enables us to filter and search online resources 14
- 15. Teachers search for resources for their students ⢠Need to find a resource ⢠Open search engine Before After Keyword search, Targeted search: evaluate, keyword CCSS.Math.Content.8.N S.A (identify numbers that search, evaluate, are not rational), online keyword search, video, 10 minutes, evaluateâŚâŚ PARCC 15
- 16. What is the Solution? Common Core State LRMI Tagging Standards 16
- 17. LRMI Tagging Overview General Education Alignment The Title page The Educational The standards Use 17
- 18. âLRMI Tagging Overviewâ ⢠Read carefully ⢠Annotate the document * Think is critical + Makes sense ? Unclear to you 18
- 19. Letâs Practice ⢠https://www.teachingchannel.org/videos/analyzing -text-brainstorming ⢠Fill in shaded boxes on your LRMI Tagging: Practice and Application 1. Topic 2. End User 3. Age Range 4. Educational Use 5. Interactivity Type 6. Learning Resource Type 7. Alignment Type 19
- 20. Turn and Talk ⢠First, share your ideas for the tagging of this video. â What were the similarities? â What were the differences? 20
- 21. Example #1 (Video) âAnalyzing Texts: Brainstorm Before Writingâ https://www.teachingchannel.org/videos/analyzing-text-brainstorming âThe Title Pageâ English General 1) teacher commentary, annotation, textbook, strategy Teaching Channel Teaching Channel 2) Teacher, Student âThe Educational Useâ 3) 10-12 Education 4) cooperative learning, reading, discussion/debate 5) Active 6) Activity, Discussion Webpage 5 minutes, 33 seconds Alignment Standardsâ Common Core State Standards âThe 7) Teaches CCSS.ELA-Literacy.RI.5.1 21 CCSS.ELA-Literacy.SL.5.1
- 22. Adding in the Common Core Alignment ⢠http://www.corestandards.org/ ⢠Aids in identifying standards- aligned content electronically â Dot Notation English Language Arts/ Mathematics Literacy CCSS.ELA- CCSS. Literacy.RL.2.1 Math.Content.6.EE.A.1 22
- 23. Calibrating ⢠Allows us to clarify language and process ⢠Does not imply that consensus is mandatory. ⢠We will calibrate a Math example and an ELA example â Independent ⢠Everyone tries to tag the item â Collaborate in like content ⢠Stand up and Find someone who did the same content ⢠Share your thoughts on the item tagging 23
- 24. Thinking about the Process â Find a different partner to discuss the process of tagging ⢠What was intuitive? ⢠What was a challenge? How did you solve it? 24
- 25. 25
- 26. The Tagging Tool ⢠Visit: http://dev.slcedu.org/teachers 26
Hinweis der Redaktion
- Elementary teacherSecondary teacherAdministratorsCollege undergradCollege graduateDistrict supportState supportOther
- So the reason I decided to join this process is that I knew there was a better way. As you heard in the morning session and as you know as educators, the difficulty in designing effective lessons is often based on a lack of resources or assessments. So we go to the most readily available resource, the internet. Searching for an educational resource is an art form in itselfâŚI was thinking how when I first started a search process I would start with a topic like fractions. So the lowest number of results from these three example search engines is 33, 400, 400!! So as a educator we would get a little better in our key word searches, but it still generated a million links and after looking through 20 or 30, I was done. I gave up and went back to my books in my classroom. I knew there was a better way to bring relevance and quality instructional resources into my classroom.
- So the problem we have currently with finding these resources areTime:We have already talked about how inadequate searching ability results in hours of searching for supplemental material Another key concern is Alignment:Search engines do not understand teaching resources and alignment. For example you find these great activities for metaphor, but searching to find the exact one that aligns to the specific grade level you need and the key standard you are trying to address is a HUGE challenge.The last problem is around Rigor:Search engines do not understand teaching resources and level of rigor embedded. I may be looking for a way to extend student learning and I have to search through hundreds of resources to find one that extends learning for my students beyond the basic concept.
- So what is the solutionâŚTruly it is a common language!We believe that the Common Core State Standards solves part of the problem due to itâs clear descriptions of the standards and the alignment to grades. But the addition of LRMI Tagging together with the Common Core will enable us to label resources and assessments in such a way that searching can become doable. We are going to go into a little bit of each of these before we begin to apply some thinking about tagging.
- Littleton
- Key points:As many of us in this room know, there are two sets of standards that are the following. Please take a minute to read through these and think about which of these bullets means the most to you.How this will make a huge difference for our work resides largely in the fact that it will aid in identifying content electronically. The standards have a specific naming structure and have been placed into a databank with a specific URL for each standard. This allows us to categorize them and then align them to specific resources. (It makes the standards truly searchable. ď)Plus, since it is a Common Set of standards that is used across the country, it provides us with a never before opportunity for collaboration. By
- 1. Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify asmost helpful for meeting the goals set out in the Standards (the âwhatâ not the âhowâ; the âoutputâ not the âinputâ)Focusing on coherence between reading, writing, language, speaking and listening. e.x. Writing Standard 9 requires students to write about what they read.Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.Includes Science, history/SS,and technical subjects for both reading and writing.
- So how does all this work making the common core standards searchable and using a naming structure do for us? It makes sure that we can align content in the same way across every state and every publisher of content can do the same
- So what is the solutionâŚTruly it is a common language!We believe that the Common Core State Standards solves part of the problem due to itâs clear descriptions of the standards and the alignment to grades. But the addition of LRMI Tagging together with the Common Core will enable us to label resources and assessments in such a way that searching can become doable. We are going to go into a little bit of each of these before we begin to apply some thinking about tagging.
- So now letâs switch to thinking about how the Learning Resource Metadata Initiative. What is LRMI? The best description that I personally have heard is that it involves identifying a resource/assessment like you would on a card catalog.That may not sound exciting unless you are from the dark ages of finding resources using a card catalog. Think about roaming the stacks of library books without a reference as to where it was located, a description of the resource, who wrote it etc. That would be a fun afternoon. However, the internet we have access to millions more resources (videos, presentations, podcasts, animations, articles, books etc.). We have to have a way to filter this information effectively. This where LRMI comes into play. It categorizes educational researches based on how we might use it in the classroom (the standards it addresses, the medium it uses, how we might use it with our students). If we can categorize it, then we can also filter by those categories. Voila, an easier way to search. ď
- So in our work today we are going to bring together the benefits of the common core with the effectiveness of LRMI tagging to identify resources in a way that ALL teachers will be able to access and find for their online and classroom instructional use. This will also facilitate the ability for teachers to support student personalized learning since they can more quickly find the right resource for the right students.We have engaged in some of this work in my district in Colorado and the response from our teachers has been phenomenal. They say it is fabulous to have resources/assessments so easily available when they need it. The time saving has already impacted their planning.
- So we are going to jump into applying the LRMI and Standards tagging information we just discussed. There is no expectation that you are an expert with this terminology. In the tool we will be using today, there are drop-downs to support the choices made for tagging. These drop-downs make the process fairly intuitive. Instead we are going to focus a little on some of the language within the LRMI and then will do some calibration with some examples. For right now, please read through each of the categories. Many of these fields are optional for tagging, however the more fields we choose will make the searching that much more useful for educators across the country.
- Letâs start by reading the LRMI Tagging overview. The three categories at the top are aligned to the tool we will be using today to do some of this tagging.
- We are going to go through an example now of a tagging situation. First we will be watching this video and adding ideas for each of the three categories General, Educational and Alignment. The purpose is to just become familiar with the process. We will give you a completed example of how this item might have been tagged after you have thought through it with a partner.Focus on the topic in the General ColumnFocus on the Interactivity type and Resource type in Educational useFocus on the alignment in the Education type (hint: think math practices)and AlignmentIn this example, you will see some annotations about the videoâs alignment to the common core. This is noted in your example, but provides a way toLegal Sheet exampleSame document as beforeDetails, third column over is related to this video,A lot of the blanks are filled in, x numbers not, as you watch this video fill
- We are going to go through an example now of a tagging situation. First we will be watching this video and adding ideas for each of the three categories General, Educational and Alignment. The purpose is to just become familiar with the process. We will give you a completed example of how this item might have been tagged after you have thought through it with a partner.Focus on the topic in the General ColumnFocus on the Interactivity type and Resource type in Educational useFocus on the alignment in the Education type (hint: think math practices)and Alignment
- New focus is to add the lens of common core standardsProcess:Watch, read or examine the resourceEach participant writes down their thoughts regarding alignment using the Common Core link provided on the process sheet.Educators discuss the alignment firstâŚconsensus is not necessary. If the resource can apply to more than one standard, the tool will allow us to do this.Now letâs get into the detailed tags.As a group, look through the tags for General. Everyone fills in what they think with special attention to key words for the Topic.Share the information for the all tags besides topic. On topic, allow each member to share their thinking. Pull agreed upon key words into the topic space.Follow this process for Educational AlignmentFollow this process for Alignment
- Do we use the notes below for the sample item to walkthrough inputting information into the system?