A golden opportunity: A balancing act

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A golden opportunityA balancing act

• Repositioning the library in the light of VELS

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• The extent to which a school library can
  effectively meet the needs of learners and
  educators within the school is determined by the
  levels of collaboration with the rest of the
  school community.
• Start with the Child. Charted Institute of
  Library and Information Professionals . Report
  2002

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VELS driven Pedagogy

• Focus on process not content
• Leads to greater emphasis on
• Information Literacy
• Information Skills
• Thinking Skills
• Student engagement
• Students controlling their own learning

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Teacher-Librarian Role Validated

• New learning outcomes are how we have always
  talked about the library
• Principles of Learning and Teaching /Life-Long
  Learning
• Greater recognition of the cross curriculum
  skills which students require
• Autonomous Learners who can apply their knowledge
  beyond the classroom
• Content knowledge used to foster deep
  understanding/intellectual quality
• Transformative developing and transforming
  prior knowledge, skills, attitudes, values
  conceptual change

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Challenges

• Students controlling their own learning
• Freeing up assignment design process to allow for
  much more student input
• Teaching thinking
• Freeing up assessment to allow student ownership
• Development of proforma to support above
• Integrating ICTs
• What a PoLT classroom/library looks like

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Focus at Sacre Coeur

• Leadership in curriculum
• Staff professional development
• Information Literacy/ A Thinking Environment
• Assignment Design
• ICTs
• Wide-reading programmes

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Leadership in curriculum

• Expertise in Interdisciplinary (Thinking
  Processes, ICT), and Personal Learning
• Implementing a Thinking Curriculum
• Course Auditing and Documentation
• Curriculum support

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Desktop
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Resource promotion
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VELS Specific Staff PD

• Whole staff VELS Introduction July 2005
• Catholic School Curriculum Co-ordinators
• VELS and Assessment

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Skills Focus Staff PD

• New Websites and Search Engines
• focus on sites that can readily be adapted to the
  requirements of VELS Information Literacy,
  Thinking Skills, Rubrics etc
• Creative Questions for Extended Brainstorming
• Making A difference
• Researching together Science 2007
• Plagiarism SOSE Dec 2006

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What Next?

• Learning Federation
• My Classes
• ICTs and Assessment July 2007

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Information Literacy

• Principles of learning and teaching
• Thinking processes
• Thinking about your thinking and learning
• Multiple intelligences and thinking skills charts
  displayed in every classroom and the library
• A common language
• Posters tailored to the class level
• Graphic Organizers
• Effective Questioning
• Teaching Strategies Costas Habits of Mind,
  Thinkers Keys, PEEL, MI learner profile, teaching
  and assessment tools, etc
• Thinking Bibliography in library catalogue
• An insert in the student diary from the library
  which focuses on the information process
• ICT

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A Thinking Environment

• Thinking skills programmes
• Scope and Sequence
• Hawthorndene Primary School
• http//www.hthdeneps.sa.edu.au/workshop/
• Essex Heights Primary School
• http//www.essexheightsps.vic.edu.au/thinking_orie
  nted_curriculum.htm
• Dalby South State School
• http//www.dalbsoutss.qld.edu.au/documents/thinkin
  g_continuum1.pdf

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Athena
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Syba Signs
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(No Transcript)
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(No Transcript)
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Assignment Design

• What needs to be included
• Now my head hurts
• A thinking skills framework
• Rubrics and the whole assessment thing

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Student engagement

• Students retain
• 10 of what they read
• 20 of what they hear
• 30 of what they see
• 50 of what they see and hear media/film
• 70 of what they say
• 90 of what they say and do
• Rief, Sandra F. 1993, p. 53.

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Student engagement

• Do-able assignments
• Questioning is the key
• Smart questions are essential technologyIt is
  this questioning process that holds the greatest
  promise for change and improvement Jamie
  McKenzie
• All about students building understanding rather
  than content knowledge

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Ancient Egypt redone

• Opening up the questions
• From notetaking to rubrics
• Reflecting on their learning

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Rubrics/Assessment

• Group reflection
• Archaeology Year Seven
• Research rubrics
• Rubric to assess your rubric
• Link to Assessment PD

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Digging Deeper with Self Assessment
FEELINGS e.g. THOUGHTS e.g. ACTIONS e.g.
CONTENT What were the fun bits in your learning? What would make you feel better about todays work? What is your best hard work? Name two things that make you think harder. What new things can you do now? Who helped you the most (and how)?
CONTENT PROCESS Why were the fun bits fun? How do you feel when you solved a problem? How did you know that you had learnt something new? What wouold you change in doing a similar task that would improve your learning?
(from Munns and Woodward, 2005), Hildebrand 06
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Inter-disciplinary Learning /ICT

• Ian Webb- Levels of effective use culminating
  in Transforming when
• ICT is not only integral to the teaching and
  learning process, but it is also a catalyst for
  the transformation of pedagogy, what and how
  students learn and the organization and structure
  itself. (Australian Educational Computing,
  Vol20.No1.June 2005 p.3)
• Challenge is How best to encourage and support
  effective use?

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Webbs four stages

• Emerging
• Adopting
• Infusing
• Transforming

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ICT in the classroom

• LFTF Matrix
• Blogs, Wikis etc
• Ipods etc,etc,etc

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Technology Committee

• Interactive whiteboards
• Hardware review
• Forum for discussion
• ICT and Information Literacy

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Wide-reading programmes

• ICT integration and Multimodal texts
• THE Shakespeare quiz
• Newspapers
• The story of Tom Brennan Video/newspapers
• Biography Chrissie Amphlett
• Inside a dog

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Standards of Professional Excellence for Teacher
Librarians

• 1.3 Knowledge of curriculum
• have a comprehensive understanding of literacy,
  literature for children and young adults,
  curriculum and specific programs in their schools
• have a sound understanding of current assessment
  theory and processes
• 2.1 Learning environment
• create and nurture an information-rich learning
  environment which supports the needs of the
  school community

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Standards of Professional Excellence for Teacher
Librarians

• 2.2 Learning and teaching
• collaborate with teachers to plan and implement
  information literacy and literature programs that
  result in positive student learning outcomes
• assist individual learners to develop
  independence in their learning
• teach the appropriate and relevant use of ICTs
  and information resources
• 3.1 Lifelong learning
• empower others in the school community to become
• lifelong learners
• create and foster library-related professional
  development
• opportunities for staff

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Advocacy
http//www.schoollibrariesadvocacy.org.uk/toolkit/
making_a_difference.pdf
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Advocacy
http//www.schoollibrariesadvocacy.org.uk/toolkit/
making_a_difference.pdf
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WhenBe there!

• maisonbisson.com/blog/post/10990/