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Where do we start?

Where do we start?. Carol Koechlin April 19, 2011. The Process. The Pacific Northwest Tree Octopus. What do you think you know? What do you want to find out? Where can you get more information? What keywords will help you with searches?. Teach THINK! Teach Learning to Learn.

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Where do we start?

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  1. Where do we start? Carol Koechlin April 19, 2011

  2. The Process Carol Koechlin 2011

  3. The Pacific Northwest Tree Octopus • What do you think you know? • What do you want to find out? • Where can you get more information? • What keywords will help you with searches? Carol Koechlin 2011

  4. Carol Koechlin 2011

  5. Teach THINK!Teach Learning to Learn Carol Koechlin 2011

  6. It’s Critical! • A future literate culture will be determined not only by its literature-fiction and non-fiction – but also by newspapers, magazines, television, computers, networks, films, hypertext, e-mail and other forms yet to be created. • We want critical understanding to become a habit of mind. David Booth It’s Critical Carol Koechlin 2011

  7. Design for High Think • Sound instructional design • Collaborative knowledge building • Technology for learning • Guided inquiry • Metacognition • Think Models support DI Carol Koechlin 2011

  8. Provide many paths • Classroom teachers can work to the benefit of many more students by implementing patterns of instruction likely to serve multiple needs. • Tomlinson and McTighe Integrating Differentiated Instruction + Understanding by Design Carol Koechlin 2011

  9. Background to Question Model Carol Koechlin 2011

  10. Read, View, Listen Model Carol Koechlin 2011

  11. Education is about learning!Integrating Differentiated Instruction +Understanding by DesignCarol Ann Tomlinson and Jay McTighe • Learning happens within students, not to them. • Learning is a process of making meaning that happens one student at a time Carol Koechlin 2011

  12. Differentiated Instruction in the Library • Learning Materials (Content) • Ways of Learning (Process) • Ways of Demonstrating Learning (Product) • Learning Environment Carol Koechlin 2011

  13. A Vision for the 21st Century • We will use the Read, View, Listen Model to help us consider how the Learning Commons supports Differentiated Instruction. • Read and discuss Pages 12-13. • Create a slogan to demonstrate the role of the LC in DI. • Tweet your slogan. Carol Koechlin 2011

  14. Matrix Model Carol Koechlin 2011

  15. What (where) are you wearing today? • Examine items you are wearing today. Find out where the items were manufactured. • Prepare a sticky note for each item • Share items with your group. • Create a matrix on chart paper to sort and organize your stickies. • Types of items • Countries • Stick your notes on the matrix in the most appropriate cell. • Share and compare with another group. • What observations can we make from the distribution of data in the matrix. • So What? • Who are our major trading partners • What next? • Compare the matrix with expert information. (encyclopedia, almanacs, government websites) Carol Koechlin 2011

  16. Question Builder ChartKoechlin and Zwaan Q Tasks Pembroke 2006 Carol Koechlin 2011

  17. Establishing a Community of LearnersGuided Inquiry: Learning in the 21st Century by C.Kahlthau, L. Maniotes & A. Caspari “Inquiry learning is a social process in which students learn from each other in a community of learners.” Carol Kuhlthau Guided Inquiry: Learning in the 21st Century Carol Koechlin 2011

  18. The Information to Knowledge Journey Carol Koechlin 2011

  19. Information to Knowledge Journey • Reading 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 Carol Koechlin 2011

  20. Information to Knowledge Journeys in Greater Essex County D.S. B. • 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? Carol Koechlin 2011

  21. Info Smarts - Learning to Learn Carol Koechlin 2011

  22. Learning to Learn “Learning is the work……whatever is taught must be steeped in learning through reflective action.” (Fullan, 2008) Carol Koechlin 2011

  23. Big Think about Content and Process:What We Know; How We Learn It Carol Koechlin 2011

  24. The BIG THINK • Elevates projects • The product isn’t the end, it is the beginning! • Transform learning into something new • Collective knowledge building Bottom line –Build on student understanding to keep the thinking flowing! Carol Koechlin 2011

  25. It’s not a box! • So what is it? • Think about the box. • Think outside the box. • Open the box. • Transform the box. Carol Koechlin 2011

  26. GECDSB TLs BIG THINK • There are many barriers in schools that keep us in ‘boxes’ that we are not comfortable with. So What? • In your groups, discuss how the Learning Commons approach releases you from your ‘box’! What Next? • What action will you take to use our new collective knowledge to transform school libraries and programs? • Lead the way! Carol Koechlin 2011

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