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James Henri
Hong Kong June 2013
 It is my hope that when you leave you will
have new questions in your mind that you
want to pull apart
 And that you wi...
 I want to encourage you to put the learner
back into and right at the centre of learning
 Did you have them?
 Were they too few?
 How has all the stuff you “learned” at school
worked for you over the years?
1...
 Its not school grades that matter but each
student’s level of engagement.
1. Hot off the press study from Tasmania:
bala...
 Love learning?
 Love innovation?
 Fear the unknown and being scolded by
parents?
 Engage with their principal….even d...
 How does the principal know?
 How does s/he reward great teaching?
 How do peers know?
 How do students know?
 How d...
 How does the school you know best connect
learners (teachers & pupils) to the broader
community, to China, to the world?
 Why do we allow government to control
education?
 Surely government has more say about our
schools than about anything ...
 Photocopy learning
 Life (or learning) as contest
 Individual learning v community learning
 Mum
 Primary Teachers
 Secondary Teachers
 University Teachers
 Our Boss
 Our Peer group(s)
 So who of these has been the most important
in your life of learning?
 Why?
 Share your ideas with those sitting near ...
 New arrivals
 Maturing youngsters
 School aged warriors
1. Stage left imagination
2. Stage right rules and memory
 Reward the wrong things and the wrong people
 Take away ownership
 Drip feed anything new and focus on repetition
 Di...
 Show no interest in learning yourself
 Never say “why?”
 Make everything about answers (and right
answers) and ignore ...
 China library example
 Krashen story
 Complacency
不管你拥有多少
资源,如果你不
知道如何使用,
你会感觉资源总
是不够。
 Knowledge
 Information: product and process (becoming
informed and informing)
 Learning (learning to learn)
 What do you see as enablers of learning?
 What do you see as inhibitors of learning?
 How do parents know their youngster is
learning?
 What happens once the child goes to school?
 What can be done to change that?
 Home work = talking about application o...
 Their child’s homework
 Tell schools how to educate their children
other than to demand that they be taught
how to lear...
 Learning is a process of personal engagement
that involves something new or disturbing,
testing that against knowledge a...
 What do you want the learners to know, do,
understand, appreciate and value from the
process?
 What would be the best e...
 Learn
 Apply
 Review
 Plan
Students are motivated when their work makes
a difference, they have a sense of ownership,
and they leave a legacy because...
 Complete the pattern
eight, five, four, nine, one, seven, six, three, two,
zero
 Five
 Nine
 SEVEN
 Three
 zero
 Destinations
 Journeys
 Companions
 Photocopy learning
 Life (learning) as contest
 Individual v community
Duck walking results from
dead information
 A focus on destination often produces great
stress (cemetery)
 Focus on the here and NOW….with a
secondary attention to...
Life is never easy for
the change agent….
But a focus on the
issue, and getting
people ready for
change, is a key part
of ...
 The relationship between the teacher and the
learner
 Master learner ----Learner
 The role of technology to enhance th...
 Hefei example: Taiwan v Hong Kong
Pink argues that there are three key elements
required for the development of intrinsic
motivation
 autonomy,
 mastery, ...
 What is to be learned (and why)
 How it is to be connected
 When it is to be learned
 How it is to be learned
 With ...
 Autonomy means “acting with choice” (p. 90). In
the area of reading and writing, it could mean
having options of books t...
 Making learning count for
something….having work published, using
the work of one student the beginning for
another
 Mastery of skills that require higher-order thinking is
defined by Pink as “the desire to get better and better
at somet...
 Purpose is Pink’s final element for developing
intrinsic motivation—the desire for some
“greater objective . . . a cause...
 Are these the same?
Relationship
with educators
Students are employees, expected to obediently
follow instructions.
Learners are citizens with...
Free Voluntary Reading and Sustained Silent Reading
 In order for students to motivate themselves to read, multiple
studi...
Read a Book to a Younger Child
 Having students read a book to a younger
child can achieve two results—helping
students d...
Publishing on a Small Scale
Writing Frames
 Sometimes when students are faced with a
blank page, they freeze. Giving stud...
The worm
 Hong Kong my Home (first a story)
1. Purpose
2. Mastery
3. Autonomy
 Pollution
1 Connectedness
2 Global connection
 Your chance to think about this
 Agile and flexible physical and virtual
structures Spaces within spaces
 Cool things
 New things
 Colour
 Places cov...
If you were designing a time table what would
you do to kill motivation to learn?
在未来,不再是学校
里的图书馆,而要将
学校建在图书馆中。
 Curriculum - bounded competencies
 Cross-curricular competencies
http://publications.jrc.ec.europa.eu/repository/bitstr...
Curriculum- bounded competencies Cross-curricular competencies
Ability to communicate with others, both orally
and in writ...
 Getting in the way of learning
 Forgetting to ask questions and most importantly
forgetting to base learning on the chi...
 Model great learning
 Reward teacher learning, experimentation,
action research, reflection
 Create a learning culture...
 What follows is based on a mere 6 month
period and 6 modules, each incorporating15-
18 hours of training
锦城小学图书坊工作亮点:
1、根据低、中、高三个年段孩子的不同特点,布置了三个图书坊,增加了每个班、每个孩子阅读的机会。
2、在校门口,设立家长阅读区,每天上午、下午放学前提前20分钟将一些书、杂志摆放出去,供早到的家长阅读。
锦城小学是一所新办校,图书馆正在建设中,目前设有低、中、高三个年级段的图书坊,
共约200平方米,座位约150个,可同时容纳3个班级阅览、借阅。
曙光小学图书馆(本部)分为图书室和阅览室,总藏书量约有三万册图书(仅本部),
其中进入电子借阅系统的有16000册。
屯溪路小学有两个图书馆,分别是本部校区图书馆和滨湖新区校区图书馆,
本部校区图书馆面积200平方米,分科学馆、文史馆、艺术馆、绘本馆和外文馆。
滨湖校区面积420 平方米,座位约120个,可同时容两个班级学生进馆阅读。
曙宏小学图书室面积45平方米,书架9个(每个书架5层),室内可利用座位有30
个。
杜集中心校图书室面积60平方米,能容纳30学生一起在其中阅读。
青年路小学图书馆面积210平方米,分学生阅览室和教师阅览室,学生阅览室分为
绘本区和综合区,座位约100个。
绘本区
综合区
望湖小学图书馆占地约1000平方,其中学生馆约800平方,教师馆约200平方。
学生馆可安排近100人同时上课,教师馆有60人座位。
表演区 藏书区
工作区
门厅
展示区
浏览区
谢岗小学图书馆有面积有大约 20 平方米,无座位。
学生阅览室
教师阅览室
杨庙中心小学图书馆房屋两间,其面积42平方米。
太湖路小学图书馆面积220㎡,分上下两层,座位80个。
卫岗小学图书馆面积420平方,分南北二区学生图书馆和教师书吧,
少量坐位,有地台自由阅读。
合肥师范附小图书馆有着悠久的历史,一校区有阅览室6间(含电子阅览室1间),
藏书室4间,资料室1间,总面积约420平米,另外还有一个学生阅读广场正在建设中。
合肥师范附小(二小)图书馆馆藏丰富,每年订阅期刊杂志四十多种。
整个图书馆分为书库,阅览室,网络及行政服务四个区域,总面积400平方米。
阅览室 书库
曙光小学
望湖小学
卫岗小学
屯溪路小学本部
太湖路小学
青年路小学
师范附小
谢岗小学图书馆小,没有阅览区,
但布袋书前阅读氛围依旧浓厚。
葛大店小学
 http://www.edudemic.com/wp-
content/uploads/2013/06/newpadagogywhe
el-3.0.png
 http://www.mtkeira-p.schools.nsw.edu.au/...
to...
 One school changing the world in three years
2013年6月
望湖小学图书馆
------孩子们的乐园
温馨自然的阅读环境
严谨正规的阅读管理
丰富多彩的阅读活动
轻松快乐的阅读表情
望湖小学图书馆占
地约1000平方,其中学
生馆约800平方,教师馆
约200平方。
教师馆---老师们的天堂
工作区
阅读环境---
温馨、舒适的阅读区
以颜色分类的书架
阅读环境
阅读、交流、研讨、休息......
学生馆---孩子们的乐园
准备区
新书展示区
阅读环境---
工作区
精品区
民俗展示区
阅读环境
高年级阅览区
低年级阅览区
舞台表演区
阅读环境
预留的多媒体阅览区
自由阅读区
藏书区
阅读环境
班级书架---孩子们可随手翻阅的书
班级书架每次可借50册书,供学生自由阅
读。本学期班级书架共借阅2043册,平均
各班146册。
走廊读吧---更加宽敞
2012年走廊读吧
2013年走廊读吧
走廊读吧---更加明亮
2012年走廊读吧
2013年走廊读吧
孩子们喜欢的地方
2012年第一学期走廊读吧共摆放
各类书籍1530册,第二学期共摆放各
类书籍1373册。
走廊读吧---学生们喜欢的自由阅读
区
学校处处有的阅读风景
打开的书----指引牌
随意摆放的书----宣传栏
立
体
的
书
架
绿
色
幕
墙
下
衬
托
着
诱
人
的
-----
新
书
推
荐
走廊、过道
处处飘着书香的味道
公共空间
阅读管理---软件系统
学校图书馆采用红泥巴.数字平
台图书馆软件系统,应用适合于儿童
阅读心理特点的“红泥巴排架法”,
以色块区分书籍类别。电子借阅从借
书卡借阅到指纹借阅,大大提高了图
书馆工作效率。还书不需要身份验证,
把书直接放进还书箱...
以颜色分类的排架、书标
指纹借阅
借书卡借阅
借------
还------
电子图书馆
学校网站首页“我的图书馆”,可
满足任何人观察学校及红泥巴成员馆的
馆藏、借还流量、预约借阅、写书评、
以及某书目前存在状态......
http://www.hfwhxx.com/ 首页
电子图书馆
阅读管理----优秀的志愿者队伍
图书馆有义工近100人(其中家长义
工约50人,学生义工56人)
义工天使的无私奉献,使我们的图书
馆干净、整洁、有序。
义工工作牌
录入
贴牌
上架
义工天使在整理新书和清扫馆内卫生
小管理员整理走廊读吧
阅读管理------图书馆课
程
图书馆全天候开放,每个班级每
周一节图书馆课,平均每天三个班级
在图书馆上课。图书馆课程形式多样,
有老师讲故事,有学生读绘本,有自
由阅读......孩子们在这里享受着阅读
的快乐。
校内:
每天15分钟的晨诵课
每天15分钟的午读课
每周一节40分钟的童书阅读课
每周一节40分钟的数学阅读课
每月一次不少于30分钟的班级读书会
每年一个月的读书节
在家:
独立阅读15分钟,亲子共读15分钟
悦读时间
望湖小学图书馆课程设计
图书馆礼仪
阅读态度
图书结构
认识图书馆
分类排架
杨建老师讲故事
老师和学生一起自主阅读
为了有序借阅,图书馆安排
周一为一班借阅时间,周二为二班
借阅时间,以此类推。(还书,在
借阅权限内,任何时间)
阅读管理------借阅时间
阅读管理------“阅读足迹”
同学们充分发挥各自的特长,有
的画画、有的设计、有的编故事,创
作了一幅幅优美的四格漫画和有趣的
手绘书。
阅读活动------四格漫画、手绘书展
评
阅读活动------四格漫画、手绘书展
评
学生们的作品----四格漫画、手绘书在图书馆展览
学生们的选票----“选出我认为最好看的”
吴敏仪:《猫女天使》
这是一个讲述小天
使仙蒂到人间寻找美的
真谛的故事。图画书制
作完整,封面、封底、
蝴蝶页、书名页俱全,
制作的也很精致。内页
图文并茂,故事情节完
整、合理、看了很让人
感动,最后仙蒂明白内
心美才是真正的美。望湖小学美...
张树原、王魏欣、周烨
欣:
《苹果不见了》这
是一本很特别的书,大
的故事书带着一个小本
子,很有创意。故事也
很出彩,情节简单轻松,
语言特别的简练、生动,
朗朗上口。绘图也很细
致,非常认真。望湖小学美术教师 石雪丽
手绘书获奖作品
四格漫画短短几格涵盖了一个事件的发生,情节转折
及幽默的结局。让人看完不觉莞尔,会心一笑或捧腹大
笑。汪昕宇和陈熙冉两位同学在四格漫画中,故事情节
有趣,人物绘画生动,颜色靓丽,画面丰富。
望湖小学美术教师 仇晓雨
四格漫画获奖作品
阅读活动------跳蚤书
市
同学们从家里带来自己看过的
书,放在跳蚤书市,相互交换。最大
限度的发挥了图书的价值,同学之间
增进了友谊。
同学们平时把家里的旧报纸、废纸盒
积攒起来,统一带到学校来,废品回收所
得款项,全部用来购买班级图书。
同学们既懂得了废物利用的好处,又
有得到新书的快乐。
阅读活动------废纸换新
书
比一比,哪个班的废纸多……
还有我的加进去……
同学们根据图书馆里的图画书,
自编自导自演童话剧,有趣的故事、
天真的表演,得到同学们的掌声。
阅读活动------图画书表演
剧
一(1)班 《和甘伯伯去游河
三(2)班《图书馆狮子》
一(5)班 《 三只小猪 》
二(4)班 《999个青蛙兄弟大搬家
“小桔灯”故事人进社区
学雷锋,从小事做起---自己动手修补图
书
为了让望湖小学的学生从小养成关心集体、
爱护公物、乐于助人的好品德,学校图书馆组织学
生开展爱书护书的公益活动——让学生进行图书馆
内图书修补,让更多的人分享好书,让学生从实践
中学习爱护图书。
一次...
义工天使和孩子一起
有的刷胶水、有的贴胶带……
图书馆里的培训
教师学习、研讨
阅读活动------“从阅读中学习”校
本研习
胡冬梅校长领学
全体教师参加学习
阅读活动------“快乐英语阅
读”
学校每周四下午放学后,图书馆里有
一场别开生面的活动-------快乐英文悦
读,由图书馆义工天使张艳勤和孩子一
(4)班闪卓锐,一起给大家表演英文绘本
故事。
这个活动,充分利用图书馆的每一
本英文书籍...
快乐英语阅读------天使妈妈讲
故事
轻松、快乐的阅读表情
24% 27%
35.6
%
13.4%
各类图书所占比例
截止2013.6.30.望湖小学图
书馆共藏书18353册,其中学生
馆16268册,教师馆2085册。学生
人均占有33册。
总结、分析
通过一系列的数据分析,我们
能清楚的知道,孩子在各个年龄段喜
欢的书,知道哪些孩子阅读量大,哪
些孩子不喜欢看书,这样能使我们的
老师,更全面的了解孩子、帮助孩子。
让每一个孩子保持阅读兴趣,养成阅
读习惯,形成阅读能力。
谢谢聆听
欢迎指导
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
Love to Learn: James Henri - Creating A Learner's Paradise
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Love to Learn: James Henri - Creating A Learner's Paradise

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Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013

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Love to Learn: James Henri - Creating A Learner's Paradise

  1. 1. James Henri Hong Kong June 2013
  2. 2.  It is my hope that when you leave you will have new questions in your mind that you want to pull apart  And that you will share them with others
  3. 3.  I want to encourage you to put the learner back into and right at the centre of learning
  4. 4.  Did you have them?  Were they too few?  How has all the stuff you “learned” at school worked for you over the years? 1. 2 X 2 = 4 2. E=MC2  Did you ever question why you were taught some stuff and not other stuff?
  5. 5.  Its not school grades that matter but each student’s level of engagement. 1. Hot off the press study from Tasmania: balance: active, rather than passive learning styles that engage both the mind and body, and involve humour, music and sport 2. Scotch College Melbourne: What they didn’t like; Transition to university
  6. 6.  Love learning?  Love innovation?  Fear the unknown and being scolded by parents?  Engage with their principal….even debate  Have time to know (really know) their students?
  7. 7.  How does the principal know?  How does s/he reward great teaching?  How do peers know?  How do students know?  How do parents know?
  8. 8.  How does the school you know best connect learners (teachers & pupils) to the broader community, to China, to the world?
  9. 9.  Why do we allow government to control education?  Surely government has more say about our schools than about anything else?  Would life be better if educators controlled it and government just funded it?
  10. 10.  Photocopy learning  Life (or learning) as contest  Individual learning v community learning
  11. 11.  Mum  Primary Teachers  Secondary Teachers  University Teachers  Our Boss  Our Peer group(s)
  12. 12.  So who of these has been the most important in your life of learning?  Why?  Share your ideas with those sitting near you
  13. 13.  New arrivals  Maturing youngsters  School aged warriors 1. Stage left imagination 2. Stage right rules and memory
  14. 14.  Reward the wrong things and the wrong people  Take away ownership  Drip feed anything new and focus on repetition  Disconnect everything  Don’t share good stuff  Make everything a competition  Have lots of rules  Let adults decide the what, how, and when  Test everything to death
  15. 15.  Show no interest in learning yourself  Never say “why?”  Make everything about answers (and right answers) and ignore good questions  Give meaningless home work that mum or dad can do
  16. 16.  China library example  Krashen story  Complacency
  17. 17. 不管你拥有多少 资源,如果你不 知道如何使用, 你会感觉资源总 是不够。
  18. 18.  Knowledge  Information: product and process (becoming informed and informing)  Learning (learning to learn)
  19. 19.  What do you see as enablers of learning?  What do you see as inhibitors of learning?
  20. 20.  How do parents know their youngster is learning?
  21. 21.  What happens once the child goes to school?  What can be done to change that?  Home work = talking about application of what is happening at school  Saturate your home with evidence of learning from all members of the family  Saturate your home with information that your child finds interesting  Turn home work into home fun: Play together
  22. 22.  Their child’s homework  Tell schools how to educate their children other than to demand that they be taught how to learn every day in every way (When your child turns off learning you wont miss it!)  And that the core learning happens at school (in school time) with only application and connection happening at home (examples)
  23. 23.  Learning is a process of personal engagement that involves something new or disturbing, testing that against knowledge and reformulating understanding in light of that engagement.  Humans often learn through recognition of patterns BUT sometimes knowledge of existing patterns can inhibit learning.  Learning may build upon knowledge or reduce knowledge.
  24. 24.  What do you want the learners to know, do, understand, appreciate and value from the process?  What would be the best evidence of this?  How can you achieve that?  And then develop something that works for you.  Think of the above from the learner’s perspective…
  25. 25.  Learn  Apply  Review  Plan
  26. 26. Students are motivated when their work makes a difference, they have a sense of ownership, and they leave a legacy because their work transforms the learning of others.
  27. 27.  Complete the pattern
  28. 28. eight, five, four, nine, one, seven, six, three, two, zero  Five  Nine  SEVEN  Three  zero
  29. 29.  Destinations  Journeys  Companions
  30. 30.  Photocopy learning  Life (learning) as contest  Individual v community
  31. 31. Duck walking results from dead information
  32. 32.  A focus on destination often produces great stress (cemetery)  Focus on the here and NOW….with a secondary attention to the future
  33. 33. Life is never easy for the change agent…. But a focus on the issue, and getting people ready for change, is a key part of the solution.
  34. 34.  The relationship between the teacher and the learner  Master learner ----Learner  The role of technology to enhance this change  Assessing learning OR the application of learning?
  35. 35.  Hefei example: Taiwan v Hong Kong
  36. 36. Pink argues that there are three key elements required for the development of intrinsic motivation  autonomy,  mastery, and  purpose.  Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us (ISBN: 1594484805)
  37. 37.  What is to be learned (and why)  How it is to be connected  When it is to be learned  How it is to be learned  With whom it is to be learned  How is the learning to be celebrated
  38. 38.  Autonomy means “acting with choice” (p. 90). In the area of reading and writing, it could mean having options of books to read, topics to write about, and partners to work with in class. It could also mean teachers having enough of a relationship with students to know their individual hopes and dreams, and then to help students see how lessons are relevant to achieving their goals. It’s a recognition by teachers that all of us—including students—are “meant to be players, not pawns. We’re meant to be autonomous individuals, not individual automatons” (p. 107).
  39. 39.  Making learning count for something….having work published, using the work of one student the beginning for another
  40. 40.  Mastery of skills that require higher-order thinking is defined by Pink as “the desire to get better and better at something that matters” (p.111), and it is promoted through engagement (coming from the French root word meaning “attract the attention of”), not compliance. Students need to see what reading and writing well can do for them now and in the future. We can support this appetite for mastery in reading and writing by setting up situations where students are likely to be successful; creating opportunities where students can visibly see how much they are improving; and by eliciting from students themselves the multiple situations in their present and future lives where those skills are and will be essential.
  41. 41.  Purpose is Pink’s final element for developing intrinsic motivation—the desire for some “greater objective . . . a cause greater than themselves” (p. 133). The one-sentence project, where students are asked to come up with a sentence about how they want their life described and remembered years from now, speaks to this point, and we can explore with students how reading and writing well might help them achieve their sentence.
  42. 42.  Are these the same?
  43. 43. Relationship with educators Students are employees, expected to obediently follow instructions. Learners are citizens with a vested interest in the learning society. Relationship with other “Students” Students are competitors Learners are collaborators Motivation Obligation: Students are culturally obliged to work for the teacher & for compensation (below) Responsibility: Learners are motivated by an understood and realized “value” in their work, especially when it is valuable to others. Compensation Institution-defined grades and gateways to another institution and a good job (another institution) A sense of ongoing accomplishment that is not delivered but earned, and not symbolic but tangible and valuable — an investment. Mode of Operation Compliant, group-disciplined, objective-oriented, and trainable Persevering, self-disciplined, group-, goal-and product-oriented, resourceful, and learning in order to produce and accomplish rather than simply achieving learning. Why? Compelled Curious Equipped ..with packaged knowledge and tools for recording packaged knowledge — prescribed and paced learning ..with tools for exploring a networked variety of content, experimenting with that content, and discovering, concluding, and constructing knowledge — self-invented learning Assessment Measuring what has been learned. Measuring what the learner can do with what has been learned. Students Learners
  44. 44. Free Voluntary Reading and Sustained Silent Reading  In order for students to motivate themselves to read, multiple studies have shown that they need access to high-interest reading material, ideally in a well-stocked library and in the classroom. In addition to access, students need choice in what they will read. By providing access and choice, students gain a sense of power, and once students feel empowered they are more motivated to read.  Of course, once students identify the books they want to read, there is the question of how best to support them reading in the classroom. Silent sustained reading and free voluntary reading, is designed to have students read for pleasure with minimal paperwork accountability, and there is substantial research showing that it enhances student motivation to read and increased academic gains.  It is essential that the teacher model the practice.
  45. 45. Read a Book to a Younger Child  Having students read a book to a younger child can achieve two results—helping students develop a sense of purpose (discussed earlier in this chapter) connected to reading and strengthening prosody— rhythm, intonation, and fluency.  Book Talks
  46. 46. Publishing on a Small Scale Writing Frames  Sometimes when students are faced with a blank page, they freeze. Giving students structures for writing can be motivational. However, when taken too far, or when taught as the only way to write, writing formulas can be detrimental to students’ growth as writers. When used correctly, formulas and strategies can help students to find their voices and motivate them to write.
  47. 47. The worm
  48. 48.  Hong Kong my Home (first a story) 1. Purpose 2. Mastery 3. Autonomy  Pollution 1 Connectedness 2 Global connection
  49. 49.  Your chance to think about this
  50. 50.  Agile and flexible physical and virtual structures Spaces within spaces  Cool things  New things  Colour  Places covered with evidence of learning (teachers too)  Integration of teachers with students in every way
  51. 51. If you were designing a time table what would you do to kill motivation to learn?
  52. 52. 在未来,不再是学校 里的图书馆,而要将 学校建在图书馆中。
  53. 53.  Curriculum - bounded competencies  Cross-curricular competencies http://publications.jrc.ec.europa.eu/repository/bitstr eam/111111111/979/1/learning%20to%20learn%20w hat%20is%20it%20and%20can%20it%20be%20measure d%20final.pdf
  54. 54. Curriculum- bounded competencies Cross-curricular competencies Ability to communicate with others, both orally and in writing: - oral and written mastery of the mother tongue - reading comprehension - mastery of at least one foreign language Metacognitive competencies - problem solving - developing learning strategies - critical judgement - divergent thinking Basic mathematics skills and numeracy Intrapersonal competencies - management of motivation and emotions - self-concept - developing personal autonomy Computer literacy and media competence Interpersonal competencies - capacity of joining and functioning democratically in groups - ability to relate well to other people - ability to play by the rules and to manage and resolve conflicts Capacity of situating in the world of the individual - knowledge of the natural and social world - development of civic attitudes Positional competencies - ability for coping with complexity - dealing with diversity and change
  55. 55.  Getting in the way of learning  Forgetting to ask questions and most importantly forgetting to base learning on the children’s questions  Using lesson plans as we know them  Giving meaningless and untimely feedback  Reading from a textbook  Measuring growth in the individuals rather than the whole class  Not using sampling techniques, peer assessment, self assessment  Killing play
  56. 56.  Model great learning  Reward teacher learning, experimentation, action research, reflection  Create a learning culture (How?)  Create a teacher reading club  Read to one student every day  Push for the ungettable
  57. 57.  What follows is based on a mere 6 month period and 6 modules, each incorporating15- 18 hours of training
  58. 58. 锦城小学图书坊工作亮点: 1、根据低、中、高三个年段孩子的不同特点,布置了三个图书坊,增加了每个班、每个孩子阅读的机会。 2、在校门口,设立家长阅读区,每天上午、下午放学前提前20分钟将一些书、杂志摆放出去,供早到的家长阅读。
  59. 59. 锦城小学是一所新办校,图书馆正在建设中,目前设有低、中、高三个年级段的图书坊, 共约200平方米,座位约150个,可同时容纳3个班级阅览、借阅。
  60. 60. 曙光小学图书馆(本部)分为图书室和阅览室,总藏书量约有三万册图书(仅本部), 其中进入电子借阅系统的有16000册。
  61. 61. 屯溪路小学有两个图书馆,分别是本部校区图书馆和滨湖新区校区图书馆, 本部校区图书馆面积200平方米,分科学馆、文史馆、艺术馆、绘本馆和外文馆。 滨湖校区面积420 平方米,座位约120个,可同时容两个班级学生进馆阅读。
  62. 62. 曙宏小学图书室面积45平方米,书架9个(每个书架5层),室内可利用座位有30 个。
  63. 63. 杜集中心校图书室面积60平方米,能容纳30学生一起在其中阅读。
  64. 64. 青年路小学图书馆面积210平方米,分学生阅览室和教师阅览室,学生阅览室分为 绘本区和综合区,座位约100个。 绘本区 综合区
  65. 65. 望湖小学图书馆占地约1000平方,其中学生馆约800平方,教师馆约200平方。 学生馆可安排近100人同时上课,教师馆有60人座位。 表演区 藏书区 工作区
  66. 66. 门厅 展示区 浏览区
  67. 67. 谢岗小学图书馆有面积有大约 20 平方米,无座位。 学生阅览室 教师阅览室
  68. 68. 杨庙中心小学图书馆房屋两间,其面积42平方米。
  69. 69. 太湖路小学图书馆面积220㎡,分上下两层,座位80个。
  70. 70. 卫岗小学图书馆面积420平方,分南北二区学生图书馆和教师书吧, 少量坐位,有地台自由阅读。
  71. 71. 合肥师范附小图书馆有着悠久的历史,一校区有阅览室6间(含电子阅览室1间), 藏书室4间,资料室1间,总面积约420平米,另外还有一个学生阅读广场正在建设中。
  72. 72. 合肥师范附小(二小)图书馆馆藏丰富,每年订阅期刊杂志四十多种。 整个图书馆分为书库,阅览室,网络及行政服务四个区域,总面积400平方米。 阅览室 书库
  73. 73. 曙光小学 望湖小学
  74. 74. 卫岗小学
  75. 75. 屯溪路小学本部
  76. 76. 太湖路小学
  77. 77. 青年路小学
  78. 78. 师范附小
  79. 79. 谢岗小学图书馆小,没有阅览区, 但布袋书前阅读氛围依旧浓厚。
  80. 80. 葛大店小学
  81. 81.  http://www.edudemic.com/wp- content/uploads/2013/06/newpadagogywhe el-3.0.png  http://www.mtkeira-p.schools.nsw.edu.au/  http://21stcenturylrng.blogspot.hk/
  82. 82. to...
  83. 83.  One school changing the world in three years
  84. 84. 2013年6月 望湖小学图书馆 ------孩子们的乐园
  85. 85. 温馨自然的阅读环境 严谨正规的阅读管理 丰富多彩的阅读活动 轻松快乐的阅读表情
  86. 86. 望湖小学图书馆占 地约1000平方,其中学 生馆约800平方,教师馆 约200平方。
  87. 87. 教师馆---老师们的天堂 工作区 阅读环境---
  88. 88. 温馨、舒适的阅读区 以颜色分类的书架 阅读环境
  89. 89. 阅读、交流、研讨、休息......
  90. 90. 学生馆---孩子们的乐园 准备区 新书展示区 阅读环境---
  91. 91. 工作区 精品区 民俗展示区 阅读环境
  92. 92. 高年级阅览区 低年级阅览区 舞台表演区 阅读环境
  93. 93. 预留的多媒体阅览区 自由阅读区 藏书区 阅读环境
  94. 94. 班级书架---孩子们可随手翻阅的书 班级书架每次可借50册书,供学生自由阅 读。本学期班级书架共借阅2043册,平均 各班146册。
  95. 95. 走廊读吧---更加宽敞 2012年走廊读吧 2013年走廊读吧
  96. 96. 走廊读吧---更加明亮 2012年走廊读吧 2013年走廊读吧
  97. 97. 孩子们喜欢的地方
  98. 98. 2012年第一学期走廊读吧共摆放 各类书籍1530册,第二学期共摆放各 类书籍1373册。 走廊读吧---学生们喜欢的自由阅读 区
  99. 99. 学校处处有的阅读风景 打开的书----指引牌 随意摆放的书----宣传栏 立 体 的 书 架 绿 色 幕 墙 下 衬 托 着 诱 人 的 ----- 新 书 推 荐
  100. 100. 走廊、过道 处处飘着书香的味道 公共空间
  101. 101. 阅读管理---软件系统 学校图书馆采用红泥巴.数字平 台图书馆软件系统,应用适合于儿童 阅读心理特点的“红泥巴排架法”, 以色块区分书籍类别。电子借阅从借 书卡借阅到指纹借阅,大大提高了图 书馆工作效率。还书不需要身份验证, 把书直接放进还书箱, 或带到图书 馆归还即可。
  102. 102. 以颜色分类的排架、书标
  103. 103. 指纹借阅 借书卡借阅 借------
  104. 104. 还------
  105. 105. 电子图书馆 学校网站首页“我的图书馆”,可 满足任何人观察学校及红泥巴成员馆的 馆藏、借还流量、预约借阅、写书评、 以及某书目前存在状态......
  106. 106. http://www.hfwhxx.com/ 首页 电子图书馆
  107. 107. 阅读管理----优秀的志愿者队伍 图书馆有义工近100人(其中家长义 工约50人,学生义工56人) 义工天使的无私奉献,使我们的图书 馆干净、整洁、有序。
  108. 108. 义工工作牌
  109. 109. 录入 贴牌 上架
  110. 110. 义工天使在整理新书和清扫馆内卫生
  111. 111. 小管理员整理走廊读吧
  112. 112. 阅读管理------图书馆课 程 图书馆全天候开放,每个班级每 周一节图书馆课,平均每天三个班级 在图书馆上课。图书馆课程形式多样, 有老师讲故事,有学生读绘本,有自 由阅读......孩子们在这里享受着阅读 的快乐。
  113. 113. 校内: 每天15分钟的晨诵课 每天15分钟的午读课 每周一节40分钟的童书阅读课 每周一节40分钟的数学阅读课 每月一次不少于30分钟的班级读书会 每年一个月的读书节 在家: 独立阅读15分钟,亲子共读15分钟 悦读时间
  114. 114. 望湖小学图书馆课程设计 图书馆礼仪 阅读态度 图书结构 认识图书馆 分类排架
  115. 115. 杨建老师讲故事
  116. 116. 老师和学生一起自主阅读
  117. 117. 为了有序借阅,图书馆安排 周一为一班借阅时间,周二为二班 借阅时间,以此类推。(还书,在 借阅权限内,任何时间) 阅读管理------借阅时间
  118. 118. 阅读管理------“阅读足迹”
  119. 119. 同学们充分发挥各自的特长,有 的画画、有的设计、有的编故事,创 作了一幅幅优美的四格漫画和有趣的 手绘书。 阅读活动------四格漫画、手绘书展 评
  120. 120. 阅读活动------四格漫画、手绘书展 评 学生们的作品----四格漫画、手绘书在图书馆展览
  121. 121. 学生们的选票----“选出我认为最好看的”
  122. 122. 吴敏仪:《猫女天使》 这是一个讲述小天 使仙蒂到人间寻找美的 真谛的故事。图画书制 作完整,封面、封底、 蝴蝶页、书名页俱全, 制作的也很精致。内页 图文并茂,故事情节完 整、合理、看了很让人 感动,最后仙蒂明白内 心美才是真正的美。望湖小学美术教师 石雪丽 手绘书获奖作品
  123. 123. 张树原、王魏欣、周烨 欣: 《苹果不见了》这 是一本很特别的书,大 的故事书带着一个小本 子,很有创意。故事也 很出彩,情节简单轻松, 语言特别的简练、生动, 朗朗上口。绘图也很细 致,非常认真。望湖小学美术教师 石雪丽 手绘书获奖作品
  124. 124. 四格漫画短短几格涵盖了一个事件的发生,情节转折 及幽默的结局。让人看完不觉莞尔,会心一笑或捧腹大 笑。汪昕宇和陈熙冉两位同学在四格漫画中,故事情节 有趣,人物绘画生动,颜色靓丽,画面丰富。 望湖小学美术教师 仇晓雨 四格漫画获奖作品
  125. 125. 阅读活动------跳蚤书 市 同学们从家里带来自己看过的 书,放在跳蚤书市,相互交换。最大 限度的发挥了图书的价值,同学之间 增进了友谊。
  126. 126. 同学们平时把家里的旧报纸、废纸盒 积攒起来,统一带到学校来,废品回收所 得款项,全部用来购买班级图书。 同学们既懂得了废物利用的好处,又 有得到新书的快乐。 阅读活动------废纸换新 书
  127. 127. 比一比,哪个班的废纸多……
  128. 128. 还有我的加进去……
  129. 129. 同学们根据图书馆里的图画书, 自编自导自演童话剧,有趣的故事、 天真的表演,得到同学们的掌声。 阅读活动------图画书表演 剧
  130. 130. 一(1)班 《和甘伯伯去游河
  131. 131. 三(2)班《图书馆狮子》
  132. 132. 一(5)班 《 三只小猪 》
  133. 133. 二(4)班 《999个青蛙兄弟大搬家
  134. 134. “小桔灯”故事人进社区
  135. 135. 学雷锋,从小事做起---自己动手修补图 书 为了让望湖小学的学生从小养成关心集体、 爱护公物、乐于助人的好品德,学校图书馆组织学 生开展爱书护书的公益活动——让学生进行图书馆 内图书修补,让更多的人分享好书,让学生从实践 中学习爱护图书。 一次小小的修补图书活动,虽然很简单,却 令孩子们从中感受到了爱书护书是每一位读者应该 具有的美德,从而培养学生的责任意识。也让学生 们从中体会到团结友爱、互相帮助的重要性。 阅读活动------修补图 书
  136. 136. 义工天使和孩子一起
  137. 137. 有的刷胶水、有的贴胶带……
  138. 138. 图书馆里的培训 教师学习、研讨
  139. 139. 阅读活动------“从阅读中学习”校 本研习 胡冬梅校长领学
  140. 140. 全体教师参加学习
  141. 141. 阅读活动------“快乐英语阅 读” 学校每周四下午放学后,图书馆里有 一场别开生面的活动-------快乐英文悦 读,由图书馆义工天使张艳勤和孩子一 (4)班闪卓锐,一起给大家表演英文绘本 故事。 这个活动,充分利用图书馆的每一 本英文书籍,让孩子们更加热爱英文阅读, 享受另一份来自课堂之外的悦读快乐。
  142. 142. 快乐英语阅读------天使妈妈讲 故事
  143. 143. 轻松、快乐的阅读表情
  144. 144. 24% 27% 35.6 % 13.4% 各类图书所占比例
  145. 145. 截止2013.6.30.望湖小学图 书馆共藏书18353册,其中学生 馆16268册,教师馆2085册。学生 人均占有33册。 总结、分析
  146. 146. 通过一系列的数据分析,我们 能清楚的知道,孩子在各个年龄段喜 欢的书,知道哪些孩子阅读量大,哪 些孩子不喜欢看书,这样能使我们的 老师,更全面的了解孩子、帮助孩子。 让每一个孩子保持阅读兴趣,养成阅 读习惯,形成阅读能力。
  147. 147. 谢谢聆听 欢迎指导

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