Post on 18-Jan-2018
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The Foundation of the Learning The Foundation of the Learning CommonsCommons
Carol KoechlinJuly 13, 2010
Learning to Learn: From Learning to Learn: From Information to Knowledge Information to Knowledge
CreationCreation
“
“It simply isn’t the 20th Century any more is it? So why would we teach as though it was?” Steven Heppell 2009 www.heppell.net
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Curriculum 21:Essential education for a changing world
“Rather than being victimized by our program structures, we should be creating new types of learning environments for a new time and for various types of teaching and learning. Not to do so is a declaration not to learn.”, Page 79
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A Vision for the 21A Vision for the 21stst CenturyCentury
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The ProcessThe Process
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Information to Knowledge Journey
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Learning to LearnLearning to Learn
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Creating the Desire to Creating the Desire to LearnLearnEngagement
challengeproblempuzzleplayinventcreate
RelevanceAuthenticityMindsetCollaborationCommunicationFeedback
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Traditional Assignment Traditional Assignment ProcessProcess• Choose a topic or a
topic is assigned• Do research• Create a product• Share• Get a grade• The end!The end!
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Words from the wise….Words from the wise….
“Teacher-librarians cannot continue to be accomplices to mediocrity.”
Alison Zmuda in an audio conference presentation to Treasure Mountain Oct. 2007.
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Ban those Bird UnitsBan those Bird UnitsWhat are bird units?‘all about’ projectsfill-in-the-blanks
worksheetsterm ‘report’textbook ‘research’cut, paste and plagiarismassessing product onlyonly bells and whistles“no thinking required”
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Principles of effective Principles of effective teaching practice teaching practice by Sharon FriesenEffective teaching
practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.
The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
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Background to Question Background to Question ModelModel
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Technology & LearningTechnology & Learning
ExploreMake ConnectionsBuild a questionBIG THINK
So what? What next?
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Problem: What is the role of technology in the Learning Commons
Carol Koechlin 2010
Making Connections to Making Connections to the Articlethe Article• Decide quickly at
your table who is reading each section
• Record ideas from the article and your ideas on sticky notes
• Share sticky notes and look for BIG IDEAS about technology in the Learning Commons
• Teacher Big Think– How does this
activity build skills students need to be successful researchers?
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Questioning with Six Questioning with Six Thinking HatsThinking Hats
• White Hat - facts and details• Yellow Hat – optimistic, positive
and logical• Red Hat – intuitive, emotions and
feelings • Green Hat – new ideas and
imagination• Black Hat – caution and
judgment • Blue Hat – metacognition,
reflection, big ideas• Edward de Bono 1985
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Plagiarism buster !Plagiarism buster !The best way to ensure that student work is original thinking is to enable them to develop their own focus with good inquiry questions.
Research without questions invites ‘cut and paste’
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Read, View, Listen ModelRead, View, Listen Model
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What are the major What are the major elements of a elements of a Learning Commons?Learning Commons?
Listen to Calgary elementary school video
Recall Diana’s introduction yesterday
Brainstorm key elements of a learning commons at your table
Share on our wall http://media.stream.cbe.ab.ca/media/
LearningCommons/ElemLC.wmv
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OSLA OTF Summer Camp http://campotflibrary.pbworks.com/
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21PLC Other
Commons
Creative Spaces
Carol Koechlin 2010
Matrix ModelMatrix Model
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Portable Computer Lab
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What will it Cost?
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Virtual Knowledge Virtual Knowledge Building CentresBuilding CentresConsider designing
your WebQuest using a THINKTHINK model at the Processing Stage.
Use a wiki to create your WebQuest
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http://bullywebquest.pbworks.com/
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The Structure of the VKBC The Structure of the VKBC Makes Collaboration a Makes Collaboration a Natural StrategyNatural Strategy
I feel like helpingInvitingEngagingGive and take
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Virtual Knowledge Building Virtual Knowledge Building Centres are:Centres are:
A collaborative construction zone between adults and students
A place to learn, solve, work, create, think, achieve, shine, demonstrate…
Participatory learningHigher level thinking and
metacognitionVentures into the real
world of informationFree or almost freeSimple to create on a
variety of technologies
‘Learning to learn’ spaces
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Build the Collaborative Structure First
Google Site / Google Apps for Education
http://sites.google.com/site/carolkbc/
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Play to Build Collaborative Play to Build Collaborative IntelligenceIntelligence
VKBC ExamplesYou never really know
what’s going to happen when you play.
Steps in playAnticipationSurprisePleasureUnderstandingStrengthPoise
Scott Eberle Historian of Play
Combine notes in a Wordle
Build a collaborative web of ideas
Create a mash-up of collective presentations
Represent understandings visually on a collaborative virtual whiteboard
Develop analogies to demonstrate key concepts
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KBC UsesKBC UsesSingle-class explorationsCross-class inquiryCross-district, community, state, world
inquiry School projects/initiativesProfessional developmentProfessional learning communities
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Information to Knowledge Journey
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Information to Knowledge Information to Knowledge JourneysJourneys
• Read and discuss your section of program in the Learning Commons. Think about where you are now.
• Consider ways to turn your current program into a learning partnership.
• How can you involve more teacher and student input?
• How can you help students to take more ownership of their own learning?
• What virtual learning spaces can you build for learning together?
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Information to Knowledge JourneyReading Engagement – pages 16 -17
Multiple Literacies – pages 18-20
Critical and Creative Thinking – pages 21- 22
Discovery and Guided Inquiry – pages 23 - 26
Learning to Learn – pages 27 -28 http://campotflibrary.pbworks.com/
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Staff Getting Better and Staff Getting Better and Better TogetherBetter Together
The We We Solution
When teachers within a school collaborate, they begin to think not just about “my classroom’ but also about “our school.”Six Secrets of ChangeMichael Fullan (2008)
Evidence Based Practice - page 36
Professional Learning Communities - page 37
Personal Learning Networks – page 37
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Learning to LearnLearning to Learn“Learning is the
work……whatever is taught must be steeped in learning through reflective action.” (Fullan, 2008)
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Big Think about Content and Big Think about Content and Process:Process:What We Know; How We Learn It
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Time for the BIG THINKTime for the BIG THINK9 metacognative
strategies that make the end just the beginning of learningActive discussionConstruct VisualsThoughtful WritingHigher Order ThinkingCreate New questionsInteract with an ExpertRe-CreateNew Problem or ChallengeSandbox
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It’s not a box!It’s not a box!
So what is it?Think about the box.Think outside the box.Open the box.Transform the box.
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OSLA –OTF Camp BIG BIG THINKTHINKThere are many
barriers in schools that keep us in ‘boxes’ that we are not comfortable with.
So What?In your groups, open
your box and work with your new information about a Learning Commons and Learning to Learn. How can this information transform your box?
What Next?What action will
you take to use our new collective knowledge to transform school libraries and programs?
Lead the way!Lead the way!
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