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Learning commons in bc c. koechlin for slide share


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Presented by Carol Koechlin at the British Columbia Teacher Librarians Association Summer Institute August 28 and 29, 2012.

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Learning commons in bc c. koechlin for slide share

  1. 1. Learning Commons in B.C. BCTLA Summer Institute August 28-29,2012 Carol Koechlin
  2. 2. Exploring the Learning Commons Concept• Lead in the design of excellent learning experiences• Foster a collaborative school culture• Design and re-design physical and virtual learning environments• Contribute to school improvement Carol Koechlin 2012 2
  3. 3. Playing to Learn • The new culture of learning is a fusion of information and experimentation. • The almost unlimited resources provided by the information network serve as nutrients, constantly selected and incorporated into the bounded environment of the petri dish, which provides the impetus for experimentation, play, and learning. Carol Koechlin 2012 3
  4. 4. “It’s time to take the lid off learning!” Establish a new self-generating system of learning for all: •Irresistibly engaging(for students and teachers) •Elegantly efficient and easy to use •Technologically ubiquitous 24/7 •Steeped in real life problem solving Carol Koechlin 2012 4
  5. 5. From Invisibility to Opportunity• Why does n’t the research • ….key factors contributing s on school librarie to building visibility resonate with licymakers …….include a vision of the educational po ocators? school library as a and funding all pedagogical center; the Diane Oberg school librarian primarily working as a co-teacher; the focus on curriculum knowledge and meeting syllabus standards; and the implementation of an inquiry-based pedagogy Ross Todd Carol Koechlin 2012 5
  6. 6. Questioning with Six Thinking 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• Based on work by Edward de Bono 1985 Carol Koechlin 2012 6
  7. 7. Background to Question ModelBan those Bird Units and Beyond Bird Units Loertscher Koechlin and Zwaan Carol Koechlin 2012 7
  8. 8. 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 Carol Koechlin 2012 8
  9. 9. The Learning Commons Carol Koechlin 2012 9
  10. 10. The Experimental Learning Center• All professional development; the center of school improvement• Experimentation with instruction; technology• Center of risk taking• Action research Carol Koechlin 2012 10
  11. 11. Learning Commons Environments Carol Koechlin 2012 11
  12. 12. From Top Down LearningEnvironments to Networked Learning Environments Carol Koechlin 2012 12
  13. 13. What’s Happening in these LearningEnvironments? High-level Learning Experiences Carol Koechlin 2012 13
  14. 14. Learning Commons Characteristics: Both Virtual and Physical• Sense of ownership by administrators, teachers, students, parents• A place to create, collaborate, innovate, exhibit, think, and learn – excellent resources and ubiquitous technologies – 24/7• Flexibility – student centered• Active vs. passive – learning is exciting• All specialists as staff push together to facilitate best teaching and drive learning to learn• Change is normal• Excellence is the result Carol Koechlin 2012 14
  15. 15. School ImprovementEXPERT GROUPS • Record ideas on the charts• Group A - What are your around the room 5 minutes school/district learning goals? • Gallery walk and decide on six• Group B - What do we value school improvement items you that we assess well? would like to help with as the• Group C - What do we value teacher-librarian. You have 6 stars. that we do not assess very well? • Return to your table for a new• Group D – What do principals challenge. need?• Group E – What do teachers need?• Group F – What do students need? Carol Koechlin 2012 15
  16. 16. Problems/Possibilities JigSaw Puzzle Model Ban those Bird Units and Beyond Bird Units Loertscher Koechlin and Zwaan Carol Koechlin 2012 16
  17. 17. Program in the Learning Commons Excellence in Teaching and Learning Carol Koechlin 2012 17
  18. 18. Info Smarts - Learning to Learn Carol Koechlin 2012 18
  19. 19. Establishing a Community of Learners Guided 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 2012 19
  20. 20. Collaboration Guided Inquiry: Learning in the 21st Century by C.Kahlthau, L. Maniotes & A. CaspariFactors that Inhibit Success Factors that Enable Success• Lack of time • Constructivist view of learning• Confusion about roles • Team approach to teaching• Poorly designed assignments • Competence in designing process assignments • Commitment to developing information literacy Carol Koechlin 2012 20
  21. 21. New Challenge – How can the LCProgram advance school improvement? • How does our good ‘stuff’ translate into knowledge and learning to learn? Carol Koechlin 2012 21
  22. 22. The Process Carol Koechlin 2012 22
  23. 23. Building Collaborative Knowledge• Library Web Page is a • Virtual Learning one way street. Commons is a collaborative network Carol Koechlin 2012 23
  24. 24. A Giant Conversation• The Virtual Learning Commons, as it replaces the traditional library website, is a place where everyone is building, experimenting, doing and exhibiting.....• Building a Learning Commons: a whole school approach for learning in the future (Koechlin, Rosenfeld & Loertscher 2010) Carol Koechlin 2012 24
  25. 25. Zones of the Virtual Learning Commons to Develop• Information Center• Literacy Center• Knowledge Building Center• The Experimental Learning Center• Cultural Center Carol Koechlin 2012 25
  26. 26. The Information Center• the opening page not unlike the traditional school library website• contains portal entries into the VLC zones• provides linkages to the OPAC, databases, other libraries, items of interest, calendar, etc.• Learning advice, tutorials, research organizers, search tools and strategies, pathfinders, services, etc Carol Koechlin 2012 26
  27. 27. The Literacy Center• the world of literacy including reading, writing, speaking, and listening• reading programs, blogs, book clubs, book reviews, surveys, virtual book talks, book trailers, author links and interviews Carol Koechlin 2012 27
  28. 28. The Knowledge Building Center• the place where the learning commons interfaces with the great learning experiences across departments, grade levels, and the faculty of the school• collaborative working, learning and communicating spaces - Wikis, KBCs, Moodle, blogs, global projects, tutorials• transparency of learning Carol Koechlin 2012 28
  29. 29. The Experimental Learning Center • Home base for school improvement and professional development • A place for experimentation, action research, specific initiatives • Collaborative planning spaces, assessments and tracking of LC initiatives Carol Koechlin 2012 29
  30. 30. Cultural Center• the living school yearbook of the school including, performances, sports, exhibits, clubs, and other notable activities.• Celebration of learning• Archive, museum, photos, videos, projects• Parent and community links and collaborative spaces Carol Koechlin 2012 30
  31. 31. Five Zones to Build in Your VLC Carol Koechlin 2012 31
  32. 32. …back to the Third TeacherDream Big and be Brave• The rate of technological advancement is increasing exponentially. When designing schools, don’t let today’s reality limit tomorrow’s possibilities. Carol Koechlin 2012 32
  33. 33. Traditional Assignment Process• Choose a topic or a topic is assigned• Do research• Create a product• Share• Get a grade• The end! Carol Koechlin 2012 33
  34. 34. Ban those Bird Units• What are bird units?• ‘all about’ projects• fill-in-the-blanks worksheets• term ‘report’• textbook ‘research’• cut, paste and plagiarism• assessing product only• only bells and whistles• “no thinking required” Carol Koechlin 2012 34
  35. 35. An Important Canadian Study What did you do in school today? Carol Koechlin 2012 35
  36. 36. Principles of effective teaching practice by Sharon Friesen • Effective 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. Carol Koechlin 2012 36
  37. 37. Advice to Action• Predict- What does a • Conference - Share what great knowledge building the experts said at your experience look like? tables.• Ask an expert – circulate • Discuss - What does the and talk to other TLs in best look like right now? this room. • What can we do to make• Keep track of expert ideas our best even better? on your index card. • Create – put your cards• Analyze the expert advice together to create a visual and summarize on the representation of a big idea flip side of your card. about knowledge building Carol Koechlin 2012 37
  38. 38. Suggestions for Transformations• umbrella questions, personal questions, curate, consume, analyze, create…• new challenge, mix what we know, put it all together, culminating activity….• get two grades: one for personal expertise and the second for collaborative intelligence• Big Think – dig deeper, share what we know with our networks, get better and better as a learner Carol Koechlin 2012 38
  39. 39. Knowledge Building Centers• A Knowledge Building • Challenge Turn an Center is a way of assignment, project, or providing an online exploration from a one- collaborative way directive into a environment for a unit giant conversation of study. It scaffolds among the teacher, the the inquiry process students, the teacher with tools for learning librarian, and any other and places to work adult coaches or together 24/7 experts. Carol Koechlin 2012 39
  40. 40. Our Template Carol Koechlin 2012 40
  41. 41. Phase one of the THINK Models: Spark the Inquiry• Engagement – Hook – Challenge – Question – Puzzle – Problem Carol Koechlin 2012 41
  42. 42. Phase Two of the THINK Models: Personal Expertise• Gathering and organizing data/information about – Persons – Places – Things – Ideas – Pheonomenons Carol Koechlin 2012 42
  43. 43. Phase Three of the THINK Models: Collaborative Intelligence• What we know• What we invent• What we build• What we create• What we share Carol Koechlin 2012 43
  44. 44. Phase four of the THINK Models: MetacognitionThe Big Think • The end is just the• Process beginning of learning – How did I/we learn? – Why is this important? – How can I/we do better next time?• Product – What do I/we know? – Why is this important? – What new questions do I/we have? – What action can I/we take? Carol Koechlin 2012 44
  45. 45. Learning to Learn“Learning is the work……whatever is taught must be steeped in learning through reflective action.” Carol Koechlin 2012 45
  46. 46. Big Think about Content and Process: What We Know; How We Learn It Carol Koechlin 2012 46
  47. 47. Time for the BIG THINK9 metacognative strategies that make the end just the beginning of learning – Active discussion – Construct Visuals – Thoughtful Writing – Higher Order Thinking – Create New questions – Interact with an Expert – Re-Create – New Problem or Challenge – Sandbox Carol Koechlin 2012 47
  48. 48. The end is just the beginning of learning! Carol Carol Koechlin 2012 48