I’m Teaching as Fast as I Can: making purposeful connections through

your library program

Session 1210

OLA Superconference

Tina Antoniou, Ruth Hall & Marc Kopyto

Earl Haig Secondary School, TDSB

January 31, 2008

ruth.hall@tel.tdsb.on.ca panagiota.antoniou@tel.tdsb.on.ca marc.kopyto@tel.tdsb.on.ca

Making Purposeful Connections:

We constantly trying to partner with everyone, treating each teacher and each student as if they are an individual unit:

• Supporting individual teachers• Creating activities for individual classes• Meeting the needs of individual students

But do you get a clear sense of how this benefits the whole school?

The Challenge

• Often work alone

• Expectations from stakeholders

• Variety of roles

• The journey - starting with the end in mind

The Journey

Everyone else has a text book or a profile to teach from, to serve as a road map for their journey.

Where’s ours?

Mapping the road ahead

• Creating a framework

• Focusing your efforts

• Setting measurable goals

• Tracking what you do

• Building the big picture

Creating a Framework

1. Designing a “brand” (library handouts)

2. Framing lessons through a Research Process Model

3. Finding common threads across grades & subjects to create an interdisciplinary approach to research skill building

Creating a Framework with Handouts

Source Log (MLA)

Note Sheet

Focused Note Sheet - Gr. 9 Science

Note Sheet - ESL-D

Handouts• Common style:

• library name• border around title• same font

• Research Process stages identified

• Benefits: • Create new documents by modifying existing• Common look & feel reinforced

Science 9

Dance 11

The Process of Inquiry and Research

Knowledge andUnderstanding

Thinking

Communication

ApplicationReflect Transfer

Stage 4 Transferring

Revise Present

Select Collaborate

Stage 2 Accessing

Locate Gather

Identify Relate

Stage 1 Preparing

Define Explore

Sort Synthesize

Stage 3 Processing

Analyze/ Evaluate

Test

Research Process Model

Research Guides

•Avoid reinventing the wheel

•Modify to fit your needs G.E.A.R.S.Grand Erie AssistedResearch Strategies

A Student HandbookIntermediate / Senior

The View From the Classroom:

The dilemma of TIME

•Why it’s so hard to get beyond “show them the resources”

•The pressure to cover the curriculum

•How can you partner when there are so few moments to Plan & Reflect?

Creating a Framework with Assignments

Law - 12U

Ancient Civilizations - 11M

Framing Research Assignments

•Offer to “tweak” assignments to organize them into the 4 stages

•Encourage sharing

“Imitation is the sincerest form of flattery”

Common Assignments

•Completed by all students in a grade

•Reinforce the research process model and skills needed to do research tasks

•Efficient way to plan & teach

•Work with the whole child

Creating a Framework with Common Research Expectations

Find where we “should” teach note making

TDSB Secondary T-Ls Wiki

Grade 9 Academic

Expectations by grade

Identify Common Threads

Sample Projects

Assignment Library Handout

Where to Begin?• What are you already doing?•Types of lessons being taught?•Stages in the research process covered?

• Pick one grade to start with

• Focus on essential skills

•Get help from Research Guides, TDSB Wiki

Connect to the Big Picture

TDSB Secondary T-Ls Wiki

http://tdsb-tls.wikispaces.com/

ruth.hall@tel.tdsb.on.ca panagiota.antoniou@tel.tdsb.on.ca marc.kopyto@tel.tdsb.on.ca