Presentation to the ERSLN (Eastern Regional School Library Network) Melbourne, Australia on the 9 September, 2013 at Mater Christi College. From Library to Learning Commons.
Collaboration is essential for the success and survival of school libraries according to Jane Viner, Head of Library Resource Services at Kilvington Grammar School. She discusses how she transformed the school library into a vibrant hub for students by collaborating with teachers, staff, parents, and students. Surveys found that 86% of students use the library at lunchtime and over 65% rate the library staff as excellent in approachability. Viner emphasizes building relationships both within the school community and beyond to bring in new resources, programs, and ideas to better serve students.
What can eTwinning do for you? Experiences from WCPSLisa Stevens
This document discusses how eTwinning can benefit schools. It provides examples from Whitehouse Common Primary School's (WCPS) experience partnering with a school in Spain. WCPS used eTwinning to connect students internationally, celebrate different cultures, and enhance the curriculum through activities in various subjects. Students and teachers found the project exciting and engaging. It received positive feedback for providing global perspectives and supporting language learning.
Aina Sanchez Prats kept a logbook during her ELT Methodology course documenting new resources and websites she discovered each week that could be useful for English language teaching. Over the 12 weeks she found sites for creating videos and stories, teaching science, art, math, songs, presentations, textbooks, and more. She was enthusiastic about building her personal learning environment and hoped to apply what she learned to future teaching.
The document discusses using blogs and wikis in the modern foreign language (MFL) classroom. It provides examples of how blogs can be used to share resources, document school trips and exchanges, and have students assess each other's work. Wikis allow students to collaboratively create and edit content. Both tools can facilitate real communication and increase student engagement if used properly with safety guidelines and moderation.
The school library as a contemporary learning environmentDavid Feighan
Bialik College Library (Melbourne Australia) presentation to the SLAV Central Metropolitan Term 2 Branch Meeting, May 2011. Building the new Bialik library as a learning space for the future.
Kristin Singbeil outlines her action plan after completing an EDPD course on using technology in the classroom. She plans to continue exploring resources on the course wiki and updating her own wiki with new information. She now feels better equipped to incorporate technology into her lessons to make them more engaging for students. She hopes to share what she has learned with other teachers by creating a resource wiki and eventually creating a student wiki to communicate with parents. She was surprised by how many useful resources were available that she was previously unaware of and looks forward to using tools like Kurzweil and Literactive with her students.
The document discusses using blogs, podcasts, and wikis in the modern foreign language (MFL) classroom. It provides examples of how each tool can be used, including having students share resources and ideas on a blog, recording podcasts of students speaking in the target language, and using a wiki to allow students to collaboratively create and edit work. Benefits mentioned are increasing student engagement, promoting creativity and collaboration, and motivating students to improve their language skills when their work will have a real audience. Potential issues discussed include keeping blogs and wikis updated and making sure technology does not replace teaching, as well as safety concerns around student privacy.
This document provides guidance for teachers on using wikis in foreign language classrooms. It discusses how wikis can engage students by allowing collaboration in a familiar online environment. Wikis allow students to create and share resources, provide peer feedback, and communicate across geographical boundaries. Some challenges include keeping the wiki updated and focused on learning rather than technology. Guidelines are provided around student safety and appropriate content when using wikis. Examples of successful language-learning wikis are referenced.
Collaboration is essential for the success and survival of school libraries according to Jane Viner, Head of Library Resource Services at Kilvington Grammar School. She discusses how she transformed the school library into a vibrant hub for students by collaborating with teachers, staff, parents, and students. Surveys found that 86% of students use the library at lunchtime and over 65% rate the library staff as excellent in approachability. Viner emphasizes building relationships both within the school community and beyond to bring in new resources, programs, and ideas to better serve students.
What can eTwinning do for you? Experiences from WCPSLisa Stevens
This document discusses how eTwinning can benefit schools. It provides examples from Whitehouse Common Primary School's (WCPS) experience partnering with a school in Spain. WCPS used eTwinning to connect students internationally, celebrate different cultures, and enhance the curriculum through activities in various subjects. Students and teachers found the project exciting and engaging. It received positive feedback for providing global perspectives and supporting language learning.
Aina Sanchez Prats kept a logbook during her ELT Methodology course documenting new resources and websites she discovered each week that could be useful for English language teaching. Over the 12 weeks she found sites for creating videos and stories, teaching science, art, math, songs, presentations, textbooks, and more. She was enthusiastic about building her personal learning environment and hoped to apply what she learned to future teaching.
The document discusses using blogs and wikis in the modern foreign language (MFL) classroom. It provides examples of how blogs can be used to share resources, document school trips and exchanges, and have students assess each other's work. Wikis allow students to collaboratively create and edit content. Both tools can facilitate real communication and increase student engagement if used properly with safety guidelines and moderation.
The school library as a contemporary learning environmentDavid Feighan
Bialik College Library (Melbourne Australia) presentation to the SLAV Central Metropolitan Term 2 Branch Meeting, May 2011. Building the new Bialik library as a learning space for the future.
Kristin Singbeil outlines her action plan after completing an EDPD course on using technology in the classroom. She plans to continue exploring resources on the course wiki and updating her own wiki with new information. She now feels better equipped to incorporate technology into her lessons to make them more engaging for students. She hopes to share what she has learned with other teachers by creating a resource wiki and eventually creating a student wiki to communicate with parents. She was surprised by how many useful resources were available that she was previously unaware of and looks forward to using tools like Kurzweil and Literactive with her students.
The document discusses using blogs, podcasts, and wikis in the modern foreign language (MFL) classroom. It provides examples of how each tool can be used, including having students share resources and ideas on a blog, recording podcasts of students speaking in the target language, and using a wiki to allow students to collaboratively create and edit work. Benefits mentioned are increasing student engagement, promoting creativity and collaboration, and motivating students to improve their language skills when their work will have a real audience. Potential issues discussed include keeping blogs and wikis updated and making sure technology does not replace teaching, as well as safety concerns around student privacy.
This document provides guidance for teachers on using wikis in foreign language classrooms. It discusses how wikis can engage students by allowing collaboration in a familiar online environment. Wikis allow students to create and share resources, provide peer feedback, and communicate across geographical boundaries. Some challenges include keeping the wiki updated and focused on learning rather than technology. Guidelines are provided around student safety and appropriate content when using wikis. Examples of successful language-learning wikis are referenced.
The document describes a school visit where students dressed up as Victorian children and experienced different aspects of what school would have been like during that time period. The students lined up as Victorian-era children would have, did math problems and handwriting exercises using the materials and methods of the time, and witnessed disciplinary actions like getting pens/rubbers taken away or physical punishment, in order to understand what school was like for children in the Victorian era.
These slides are from the internal University of Leeds, School of Modern Language and Culture, Student Education Forum 2013 on Friday 10th May 2013. It discusses the experiences of students volunteering to produce their assignments as eBooks. This project was part of a HEA collaborative grant funded project on evaluating interactive multimedia eBooks for enhancing student engagement.
This document summarizes presentations from a conference on rethinking learning spaces. It introduces four speakers: Andrew Harrison discussed his research on how technology and pedagogy impact school and university design; Clare Aitken presented a case study of a research library; Diane Hilton presented on an HE library; and Kathryn Wallis presented a case study of an FE library that underwent renovations. Wallis discussed how the new group study area led to increased usage but also noise issues and challenges monitoring student behavior. Student feedback was mixed but they appreciated having more space and computers to work collaboratively.
Teacher librarians and evidence based practice. A description of the model as a result of doctoral research. Includes illustraions of practice as a way to unpack the model.
Most schools in the Kayafungo region of Kenya are lacking basic resources like enough classrooms, desks, and proper learning materials. Secondary education was not an option for many students due to high boarding fees. In 2009, the Student Movement for Real Change (SMRC) began construction of the Mwijo Secondary Day School to provide a local non-boarding secondary option, building the first classroom and teacher's office to start the new school, improving educational access for the community.
Schools and Libraries Together: Rethinking Learning SXSWedu 2015Amy Koester
These slides go with a core conversation facilitated by Vanessa Rosenbaum and myself at SXSWedu 2015 in Austin, TX. The talk included lots of group participating and discussion, and these slides are meant as a takeaway for the framing content of the session.
Ayr Library - University of the West of Scotland/ SRUCDancheB
The document summarizes the partnership between the University of the West of Scotland (UWS) and Scotland's Rural College (SRUC) in planning and developing a new joint campus library facility in Ayr, Scotland. Key points:
- UWS and SRUC worked together for over 5 years to build a modern facility to replace their aging, deteriorating buildings.
- They decided to pool resources and collaborate on the new campus, bringing academic and support activities under one roof, including a shared library space.
- The UWS and SRUC librarians worked closely with architects from the early planning stages to provide input and ensure library needs were met, such as removing intrusive pillars.
- The
Presented by Olivia Neilson and Holly Godfree, TL's from the ACT. Provides a repertoire of very practical action-based ideas and resources for things you can do to advocate for yourself and the wider profession.
Fostering Virtual Collaboration Between First-Year Students and Seniors in En...Mary Zedeck
1) The document describes a project fostering collaboration between first-year writing students and senior English majors through the virtual world Second Life.
2) The project involved multiple layers of collaboration between faculty, instructional designers, and students. Students provided feedback on each other's work and built virtual exhibits related to Edgar Allan Poe.
3) Evaluations found that the collaborative Second Life project enhanced learning and provided positive educational experiences for both students and faculty. It engaged students with the texts and allowed experiential understanding.
Pete compares aspects of life long ago to modern times in three sentences or less for each comparison. Long ago, transportation was by horse-drawn buggies but now we have cars; schools had single-room buildings with all grades together but now have multiple rooms; and movies, computers, pictures, and houses have advanced from earlier basic forms to more complex modern versions.
Der gewinnbringende und didaktisch fundierte Einsatz von Tablet-PCs im Fremdsprachenunterricht. Folien zum Plenarvortrag im Rahmen des GMF 2013 in Nürnberg.
The document provides guidance on how to be a kickass school librarian. It emphasizes that the main role of a school librarian is to make the lives of teachers and students easier by being a resource for finding materials to support teaching and learning. It lists key attributes of an effective librarian as passion, commitment, visibility, enthusiasm, learning, teaching, innovation, connection, and a sense of fun. It also outlines specific ways librarians can support teachers, students, and the overall school community.
A Kenyan mother's dream to establish a library at the local primary school in her childhood village has helped renew education for the children there. With support from donors, a new library classroom was constructed and equipped with books, laptop computers, and other resources. Additional funding is being sought to build nine new classrooms, install a village water well, and establish boarding facilities to make the school more sustainable and able to serve students from outside the local area.
You just learned that your school is closing due to COVID-19. Your school district may be only kinda sorta prepared to support you. This is a practical guide for getting started with links to educational resources, online tutors, supplementary educational materials and more.
The document discusses the changing nature of learning for 21st century students. It notes that students today learn both in and outside of school through participatory online platforms. Quotes included emphasize that the classroom alone is no longer the primary place of learning and that students are actively engaged in creating and sharing content online through various sites and apps. The document then lists 20 popular online sites and apps that students frequently use to learn, entertain themselves, visit with friends, and create content outside of the classroom.
The document summarizes several educational websites for teaching science:
- Discovery Education provides science information and an interactive "Dirt on Soil" page for students.
- Shambles offers science teaching ideas across grades with many interactive activities.
- Rock Cycle Interactive allows students to explore rock types and processes through an interactive game with a glossary.
- KS2 Bitesize provides games, quizzes, readings across subjects for elementary students.
Resource-based learning is an approach where students develop knowledge and skills through a variety of print, non-print, and human resources. The goal is to help students become independent lifelong learners by acquiring a basic body of knowledge. Key features include using a wide variety of resources, planning learning experiences based on objectives, and teaching learning strategies and skills within meaningful units of study. Students actively participate in their learning while teachers act as facilitators. Benefits include promoting deep learning, encouraging in-depth focus on topics, and enabling students to construct meaning through active engagement with information resources.
Problem-based Learning & Resource-based Learning two complementary approac...Wilco te Winkel
This document discusses problem-based learning (PBL) and resource-based learning (RBL) as complementary approaches to instructional design. It outlines challenges students face with unguided self-study in PBL, such as getting lost or frustrated when searching for information. The document proposes using cognitive models of the information seeking process and instructional scaffolding techniques to better support students during the independent literature search phase of PBL. An assignment is given to design a support mechanism for students' self-directed information seeking that addresses these issues without compromising self-direction.
The document describes a school visit where students dressed up as Victorian children and experienced different aspects of what school would have been like during that time period. The students lined up as Victorian-era children would have, did math problems and handwriting exercises using the materials and methods of the time, and witnessed disciplinary actions like getting pens/rubbers taken away or physical punishment, in order to understand what school was like for children in the Victorian era.
These slides are from the internal University of Leeds, School of Modern Language and Culture, Student Education Forum 2013 on Friday 10th May 2013. It discusses the experiences of students volunteering to produce their assignments as eBooks. This project was part of a HEA collaborative grant funded project on evaluating interactive multimedia eBooks for enhancing student engagement.
This document summarizes presentations from a conference on rethinking learning spaces. It introduces four speakers: Andrew Harrison discussed his research on how technology and pedagogy impact school and university design; Clare Aitken presented a case study of a research library; Diane Hilton presented on an HE library; and Kathryn Wallis presented a case study of an FE library that underwent renovations. Wallis discussed how the new group study area led to increased usage but also noise issues and challenges monitoring student behavior. Student feedback was mixed but they appreciated having more space and computers to work collaboratively.
Teacher librarians and evidence based practice. A description of the model as a result of doctoral research. Includes illustraions of practice as a way to unpack the model.
Most schools in the Kayafungo region of Kenya are lacking basic resources like enough classrooms, desks, and proper learning materials. Secondary education was not an option for many students due to high boarding fees. In 2009, the Student Movement for Real Change (SMRC) began construction of the Mwijo Secondary Day School to provide a local non-boarding secondary option, building the first classroom and teacher's office to start the new school, improving educational access for the community.
Schools and Libraries Together: Rethinking Learning SXSWedu 2015Amy Koester
These slides go with a core conversation facilitated by Vanessa Rosenbaum and myself at SXSWedu 2015 in Austin, TX. The talk included lots of group participating and discussion, and these slides are meant as a takeaway for the framing content of the session.
Ayr Library - University of the West of Scotland/ SRUCDancheB
The document summarizes the partnership between the University of the West of Scotland (UWS) and Scotland's Rural College (SRUC) in planning and developing a new joint campus library facility in Ayr, Scotland. Key points:
- UWS and SRUC worked together for over 5 years to build a modern facility to replace their aging, deteriorating buildings.
- They decided to pool resources and collaborate on the new campus, bringing academic and support activities under one roof, including a shared library space.
- The UWS and SRUC librarians worked closely with architects from the early planning stages to provide input and ensure library needs were met, such as removing intrusive pillars.
- The
Presented by Olivia Neilson and Holly Godfree, TL's from the ACT. Provides a repertoire of very practical action-based ideas and resources for things you can do to advocate for yourself and the wider profession.
Fostering Virtual Collaboration Between First-Year Students and Seniors in En...Mary Zedeck
1) The document describes a project fostering collaboration between first-year writing students and senior English majors through the virtual world Second Life.
2) The project involved multiple layers of collaboration between faculty, instructional designers, and students. Students provided feedback on each other's work and built virtual exhibits related to Edgar Allan Poe.
3) Evaluations found that the collaborative Second Life project enhanced learning and provided positive educational experiences for both students and faculty. It engaged students with the texts and allowed experiential understanding.
Pete compares aspects of life long ago to modern times in three sentences or less for each comparison. Long ago, transportation was by horse-drawn buggies but now we have cars; schools had single-room buildings with all grades together but now have multiple rooms; and movies, computers, pictures, and houses have advanced from earlier basic forms to more complex modern versions.
Der gewinnbringende und didaktisch fundierte Einsatz von Tablet-PCs im Fremdsprachenunterricht. Folien zum Plenarvortrag im Rahmen des GMF 2013 in Nürnberg.
The document provides guidance on how to be a kickass school librarian. It emphasizes that the main role of a school librarian is to make the lives of teachers and students easier by being a resource for finding materials to support teaching and learning. It lists key attributes of an effective librarian as passion, commitment, visibility, enthusiasm, learning, teaching, innovation, connection, and a sense of fun. It also outlines specific ways librarians can support teachers, students, and the overall school community.
A Kenyan mother's dream to establish a library at the local primary school in her childhood village has helped renew education for the children there. With support from donors, a new library classroom was constructed and equipped with books, laptop computers, and other resources. Additional funding is being sought to build nine new classrooms, install a village water well, and establish boarding facilities to make the school more sustainable and able to serve students from outside the local area.
You just learned that your school is closing due to COVID-19. Your school district may be only kinda sorta prepared to support you. This is a practical guide for getting started with links to educational resources, online tutors, supplementary educational materials and more.
The document discusses the changing nature of learning for 21st century students. It notes that students today learn both in and outside of school through participatory online platforms. Quotes included emphasize that the classroom alone is no longer the primary place of learning and that students are actively engaged in creating and sharing content online through various sites and apps. The document then lists 20 popular online sites and apps that students frequently use to learn, entertain themselves, visit with friends, and create content outside of the classroom.
The document summarizes several educational websites for teaching science:
- Discovery Education provides science information and an interactive "Dirt on Soil" page for students.
- Shambles offers science teaching ideas across grades with many interactive activities.
- Rock Cycle Interactive allows students to explore rock types and processes through an interactive game with a glossary.
- KS2 Bitesize provides games, quizzes, readings across subjects for elementary students.
Resource-based learning is an approach where students develop knowledge and skills through a variety of print, non-print, and human resources. The goal is to help students become independent lifelong learners by acquiring a basic body of knowledge. Key features include using a wide variety of resources, planning learning experiences based on objectives, and teaching learning strategies and skills within meaningful units of study. Students actively participate in their learning while teachers act as facilitators. Benefits include promoting deep learning, encouraging in-depth focus on topics, and enabling students to construct meaning through active engagement with information resources.
Problem-based Learning & Resource-based Learning two complementary approac...Wilco te Winkel
This document discusses problem-based learning (PBL) and resource-based learning (RBL) as complementary approaches to instructional design. It outlines challenges students face with unguided self-study in PBL, such as getting lost or frustrated when searching for information. The document proposes using cognitive models of the information seeking process and instructional scaffolding techniques to better support students during the independent literature search phase of PBL. An assignment is given to design a support mechanism for students' self-directed information seeking that addresses these issues without compromising self-direction.
Theories and models relating to information seeking and use within both individual
and institutional contexts. The presentation addresses the identification and
representation of information needs, search strategies and techniques, ethical issues,
and evaluation methods all within a variety of user communities and technological
settings. It also examines the information mediation process and services that
facilitate information access.
The document provides instructions for creating a Posterous account to use for a resource based learning individual project involving media creation and social networking. It outlines clicking the login button, signing up with Posterous, filling in the required information, and clicking sign up to complete the account registration. Upon completion, users are shown a sample of their new Posterous account page to begin their project.
The document discusses a school fundraiser where students will bake and sell cupcakes. It provides instructions for creating an original cupcake recipe using modal verbs and sequencing words. Students will be assigned to teams to develop a recipe, then present instructions through a video or pictures. Evaluation criteria is also included to rate the cupcakes.
Learning Circle 2014 - DIY professional developmentJiaxin Low
The Learning Circle at the SMU Libraries was redesigned in 2014 to provide more regular and engaging professional development sessions for staff. In 2014, the theme was "Service" and included 10 events such as webinars, workshops, and conference sharing sessions. Activities were well-received but feedback identified opportunities for improvement, such as varying activities more. The Learning Circle continues to be revised and improved in 2015.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
This document compares and contrasts the input-output (I/O) model and resource-based view (RBV) model for achieving above-average returns. The I/O model focuses on analyzing external opportunities and developing internal skills to capitalize on them. It involves finding an attractive industry and implementing a strategy aligned with that industry. The RBV model instead focuses on a firm's unique resources and capabilities and finding environments where they can be exploited. It involves identifying core competencies, competitive advantages, and selecting strategies that leverage a firm's strengths against external opportunities. Both models aim to earn superior returns but differ in their strategic focus - either external environments or internal resources and capabilities.
Presentation - a revision of the application of Guided Inquiry and the growth of its use in the Junior School.
This was supported by evaluative verbal testimonials from four of the staff whose work is shown, documentation of scaffolds to use and a program proforma.
Geoff Dubber - The Big Leap: Library Transition from Sixth Form into Higher E...SLA
From the SLA 2009 Weekend Course. Moving from the familiarity of the school library to using complex HE library resources and services can be a challenge especially when basic study and information literacy skills also need honing. Come along to consider and reflect on the issues.
This document provides information for Grade 8 students at South Delta Secondary School. It includes details about spirit day activities, a list of top things students like and don't like so far about grade 8, comments from staff about the new grade 8 class, responsibilities of students, how parents can help, opportunities to get involved like athletics and clubs, information about the Snowdevils Ski Club, ways to connect with the school like through the student agenda app, and an overview of the library learning commons including resources available and times for study blocks and flex time.
This document provides an introduction and outline for a four-day training on the role of school libraries in the 21st century. Day One focuses on the library's role in research, service, and e-resources. The schedule includes introductions, an overview of the library's role, discussions on effective libraries, and sessions on workroom organization, reading aloud, and orientation activities. Participants are given tasks to prepare for the next day's sessions on resources, literacy, and developing students' skills in the digital information landscape.
The students in Grade 5A have been working on persuasive essays about solid waste management and will be completing speeches and final drafts of their essays this week. The class took a field trip to an eco-park in Tuen Mun to gather information for their essays. They have also banned disposable plastic water bottles and paper cups in the classroom in an effort to reduce waste. One student spoke to the entire school staff about small actions individuals can take to help the environment.
This document summarizes the experience of implementing new information literacy training at Essex Business School in collaboration with the university library. It describes how informal conversations led to replacing traditional library tours with student-led tours and videos. Over time, the library and business school expanded their collaboration through additional online resources, workshops, and embedding sessions into courses. By being patient and listening to needs, their relationship grew organically to include various campus partners. Moving forward, they aim to further collaborate across academic departments and embed information literacy into core curriculums.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
The document provides information about homework expectations for grades 4-6 students. It states that homework will be assigned in French and English, averaging 40, 50, and 60 minutes per night respectively. Homework is meant for practice and preparation, not evaluation. It also encourages students to bring home French library books and have access to a French-English dictionary.
The document provides information about homework expectations for grades 4-6 students. It states that homework will be assigned in French and English, averaging 40, 50, and 60 minutes per night respectively. Homework is meant for practice and preparation, not evaluation. It also encourages students to bring home French library books and have access to a French-English dictionary.
The document provides information for parents about the Woodsters fourth grade class including the daily schedule, homework philosophy, assessments, and birthday celebrations. Key details include a typical day starting with morning work and including math, reading, writing, social studies and science lessons. Homework aims for quality over quantity and developing independence. Birthdays are celebrated by having a family member read to the class and donating a gift to the classroom community. Standardized tests will assess math, ELA and science skills but not be included on report cards.
The document provides information for parents about homework expectations and supporting their child's French learning. It states that students will write homework assignments in their agenda and bring the agenda home daily. Parents are asked to review homework expectations and sign the agenda. It also provides tips for parents to help their child learn French, such as asking questions about class, listening to their child read written work, encouraging use of French with neighbors, and providing French learning materials at home.
Reflect review and refine evaluating school library servicesJune Wall
Evaluation of programs is important to ensure quality learning. Evaluation of the role of the school library in order to identify future development and strategic planning for teaching and learning from the library is critical for effective library services. This session will introduce a review tool developed for school teams to use and identify a school strategic vision. The tool will be available for participants to use in their schools.
Participants will be able to:
Outline data collection needed to review library services
Identify types of library services ad consider a future vision for your school library
Use data from evidence to analyse patterns and trends.
Open Educational Resources Faculty WorkshopElaine Lasda
Ope Educational Resources or OERs improve student outcomes, learning objectives and retention. This is the collection of slides from a workshop for University at Albany Faculty held on November 3, 2017 as part of a SUNY IITG grant-funded project.
The document summarizes the development of the school library at EBI da Charneca de Caparica in Portugal from 2002 to 2007. When the author became coordinator in 2002, the library had 650 students but few resources. Over the following years, with support from the GrandSlam project, library attendance and use of resources grew substantially as new technologies and emphasis on reading were introduced in line with the project's goals of developing lifelong learning skills. Statistics showed the library played an important role in the school's aims of supporting student success with technology and reading.
This document provides an introduction and overview for a unit plan focused on the novel The Orphan Train for a 12th grade higher level English class, outlining the essential questions around themes of orphanhood, relationships between characters over time, and definitions of friendship. The unit is designed to encourage creative and critical thinking through open-ended essential questions that allow students to analyze different sections of the novel and explore how themes are developed over the progression of time and changing perspectives between characters.
This document discusses the implementation of an inquiry-based learning program called Researching Together: Engaging Minds (R2G) at The Hamilton and Alexandra College. It details the school's journey with R2G beginning in 2005 through developing units and teacher training. Tips are provided on getting started with R2G including exploring the program, attending training sessions, and collaborating with teachers on unit development.
This document discusses a school's transition to a modern learning program (MLP) that allows students more agency, choice, and connectivity in their learning. It provides perspectives from teachers, parents, and students on how the MLP has benefited learners. Students describe enjoying more flexible seating, technology access, and opportunities to pursue their interests. Parents note students being more motivated to complete schoolwork and self-manage their learning at home. The school aims to continue engaging the community and evolving its practices to support 21st century learning skills.
Online Reading Comprehension: New Challenge for (Language) Teachers Jeroen Clemens
This document summarizes a presentation about online reading comprehension and the challenges it poses for language teachers. It finds that while students are frequent internet users, schools do not teach online reading skills and language teachers lack knowledge and training in this area. A survey of Dutch language teachers found confusion around whether online and offline reading skills differ, and a need for professional development on teaching online reading comprehension. The presentation argues that online reading comprehension must be explicitly taught in curriculums to help students learn in today's digital environment.
Similar to From Library to Learning Commons: ERSLN Presentation 9 September 2013 (20)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. Mater Christi College
A school of
Good Samaritan
education
1,050 girls
Years 7-12
Celebrating 50 years
Tuesday, 10 September 2013
Our curriculum framework is the MYP - Middle Years Program 7-10 (IB) VCE, VCAL and VET are offered at Year 12.
School is divided into Middle (7-9) and Senior (10-12) schools.
4. Information Fluency program
Tuesday, 10 September 2013
IF program has run for over 9 years - lessons once a fortnight to all Year 7 classes, taught out of context and rotated through the Domains
Based on the Five As - Aquire, Acces, Analyse, Apply and Assess (Lee Crockett)
2013 - different approach, as a class begins a research task the T-L will work with them to ensure the 5As are taught in context and just-in-time.
Evaluate at yearʼs end.
5. Wide Reading and
Year 9 Literature Circles
Tuesday, 10 September 2013
English classes from 7-12 read once a fortnight or once a week
Year 9s Literature Circle
6. Homework &
Study Club
Tuesday, 10 September 2013
Homework Club for Middle School and Study club for Year 10s, teacher staffed, hot drinks and biscuits
Scholastica - for silent study for senior school - always supervised by staff and open late until 8.00 twice a week.
7. The Edge
Tuesday, 10 September 2013
Edge - all year levels - for those who love reading and writing, meet once a fortnight - excursions to Reading Matters, incursions of writers.
8. “Creating schools for the 21st century
requires less time looking in the rear view
mirror and more vision anticipating the
road ahead”
Ian Jukes (The Committed Sardine)
Tuesday, 10 September 2013
This is from Ian Jukes whose Committed Sardine blog is a great resource and it sums up the dilemma we faced when we began formulating a vision for the library in 2010.
We needed some help trying to predict what we would be doing and the role of the library with the change that was about to take place - 1:1 computing.
How do you anticipate the road ahead if you donʼt know what the future holds?
9. My revised manifesto
for a 21st century
teacher-librarian
Tuesday, 10 September 2013
Joyce Valenza - manifesto written in October 2010.
Joyce articulated the types of activities and skills that were needed
since revised it earlier this year.
10. Tuesday, 10 September 2013
Adapted the manifesto to our own mission statement for the space and the staffing in the library
Communicated to - principal and whole school staff meeting
Advocacy - important to target the staff and how it can support them and affect educational outcomes
begin by establishing relationships with staff and then proposing an opportunity to work with them
Induction day for new staff - take-away brochure about the services and the support you offer
12. Tuesday, 10 September 2013
Get rid of as many rules as you can especially those that were made for the benefit of the staff rather than the students
3 rules only - no food, no borrowing without a card, no borrowing with overdue books
doors were opened - security gates dismantled
bags were allowed in
no limit on loans
increased loan period to 3 weeks for all resources
puzzle table, cards
sit on the floor
increased opening hours 7.45-5.00pm
open all recess and lunch (closed first 10 mins)
bumper crowds
13. Tuesday, 10 September 2013
Does it impact on student learning?
Does it make their life easier.
why were they lining up in a corridor packed with lockers prior to entering the library which was supervised?
have use of all areas without asking permission
14. Tuesday, 10 September 2013
we supply coloured paper, they can use the laminator, they can come in the out-door and go out the in-door
they can use poster paper, we hold books for them if no card,
we basically donʼt say no, we find a solution to their problem and fix it.
15. Scholastica VCE study centre
Tuesday, 10 September 2013
Scholastica
Supervised by staff at all times
Open late on Tuesday and Thursday until 8.00pm
For Year 10 (Higher Study) Year 11 (mandated to attend) & 12
Changed culture of study for VCE students
16. 2011
1:1 laptop program
Tuesday, 10 September 2013
2011 - MAC introduced
whole school went from windows and PCs to Mac Laptops
Year 12 did not receive a laptop - class set of ipads provided
17. 2011
1:1 laptop program
Tuesday, 10 September 2013
Next year will see roll-out of new computers to Years 9, 10, 11 and staff. Year 12s will inherit staff machines
Year 7s will have an ipad and keep until year 9 - then a MACbook
18. Tuesday, 10 September 2013
Classroom tools LibGuide
Advocacy is more than providing data to principals
Supporting the students and teachers at every opportunity
Raises your profile and that of the library
Word spreads especially if you celebrate achievements alongside the teachers you have supported at staff meetings
Refreshers to staff briefings
Many staff were finding it difficult to move to MAC
Made a conscious effort to be ahead of and provide support, one-on-one sessions, workshops on professional learning days
Built the classroom tools LibGuide - work in progress
Promote applications and websites through the LMS rather than the email system
19. Tuesday, 10 September 2013
Fewer classes were coming to the library
T-L still visiting classes but print collection was not being used - began a deselection process - discarded books that did not support the curriculum, over 10 years old, hadnʼt been borrowed
and unattractive
Re-think and change
IWB in every classroom and everyone had a device
Demand for the Seminar room declined dramatically
What to do?
20. David Loertscher
David LankesIan Jukes
Tuesday, 10 September 2013
Inspiration came from Personal Professional Learning
Blogs, tweets, journals
21. Tuesday, 10 September 2013
David Loertscher is the driving force behind the Learning Commons idea
These publications are invaluable
Began reading these and envisaged a Learning Commons for MCC
Passed them to the Director of Curriculum
23. Tuesday, 10 September 2013
Study Tour to USA (2012) - attend ISTE and more recently the CEFPI conference has provided inspiration
24. Tuesday, 10 September 2013
I visited some University Libraries and Public Libraries and arranged interviews with librarians to speak about Learning Commons
Pace University NYC
28. Brooklyn Public Library
Tuesday, 10 September 2013
Brooklyn Public Library -
Have since built an information commons
Meeting with planners and librarians who showed me the plans and drawings
30. CEFPI Conference
NZ 2013
Council of Educational Facility Planners
International
Tuesday, 10 September 2013
CEFPI conference Auckland NZ
Visits to new learning spaces
talks from leaders in the fields of education and architecture
How we learn and how we need to change our thinking and pedagogy
For change to succeed we need to make it hard to imagine how to use the space in the old way - e.g. Seminar room - does not support or work if teacher centred learning
31. Library Auckland Girls’ Grammar
Tuesday, 10 September 2013
Planning for the future must involve the students
new systems are required to generate new ways of doing things
Key role design and furniture has is in enabling teachers to change pedagogy
When planning for the future, do not draw from the past
must have the right pedagogy in place - no building will provide this but it can help to drive change forward
32. Tuesday, 10 September 2013
Change to the physical space required change to the virtual space and so went from Wordpress Blog to a LibGuide as our webpage
Easier to edit, easier to navigate.
with the deselection of books and reconfiguring the shelves we found an increase in usable floor space - we could now accommodate 4 instead of 3 classes
Half the Year 8 cohort working on an IDU using the space in a flexible manner
33. Tuesday, 10 September 2013
Learning Booths
idea stemmed from visiting Bialik a few years ago (with principal and deputy) and observing students who would come out of class to the library in small groups and they would gather
around one computer and all watch a small screen.
students display their work and present to smaller groups rather than the whole class sitting through 24 presentations
collaborate when working on a common task
compare their homework discussion points
lunchtimes - play an interactive game online
supports extra curricula activities Anime club - drawings by members can be displayed to small groups
brainstorming online - using Padlet
34. 2010
Vision Statement
Communicate
Culture
Change
Help
Desk
Proposal
2011
Learning
Commons
Proposal
(Physical
and
Virtual)
Communicate
2012
Careers
&
Pathways
2013
Learning
Booths
From Library
To Learning Commons
Tuesday, 10 September 2013
this is our journey
communication at every step
successful because this library has a high profile and support of the principal and teachers have benefited from the support of the library
Advocacy:
keep records of every request from teachers
all the LibGuides I prepare
spreadsheet of all classes where Information Skills are taught
attend year level meetings and circulate especially to Humanities and Science domains -research focused subjects
36. Acknowledgements
The Library as Incubator Project. 2013. Announcing: The Shelby White & Leon Levy Information Commons at Brooklyn Public Library | Library as
Incubator Project. [online] Available at: http://www.libraryasincubatorproject.org/?p=8612 [Accessed: 25 Jul 2013].
School Library Journal. 2010. A revised manifesto. [online] Available at: http://
blogs.slj.com/neverendingsearch/2010/12/03/a-revised-manifesto/ [Accessed: 25 July
2013].
Tumblr. 2013. President Obama yes we can. [image online] Available at: http://www.tumblr.com/tagged/yes-we-can [Accessed: 25 July 2013].
Unknown. 2012. Change. [image online] Available at: http://lifewithmisty.files.wordpress.com/2012/05/change_button.jpg [Accessed:
25 July 2013].
Unknown. 2013. David Lankes. [image online] Available at: http://quartz.syr.edu/blog/?page_id=27 [Accessed: 25 July 2013].
Unknown. 2013. Lucacept banner. [image online] Available at: http://jennyluca.com/ [Accessed: 25 July 2013].
Unknown. 2013. David Loertscher. [image online] Available at: http://www.teacherlibrarian.com/about-2/staff/ [Accessed: 25 July 2013].
Unknown. 2013. The paradigm shift banner. [image online] Available at: http://www.marktreadwell.com/ [Accessed: 25 July 2013].
Unknown. 2013. Daring librarian banner. [image online] Available at: http://www.thedaringlibrarian.com/ [Accessed: 25 July 2013].
Unknown. 2013. Free technology for teachers banner image. [image online] Available at: http://www.freetech4teachers.com/ [Accessed: 25 July 2013].
Unknown. 2013. Ian Jukes. [image online] Available at: http://www.nesacenter.org/page.cfm?p=1142 [Accessed: 25 July 2013].
Unknown. 2013. The unquiet librarian banner image. [image online] Available at: http://theunquietlibrarian.wordpress.com/ [Accessed: 25 Aug 2013].
Unknown. 2013. SCIL banner image. [image online] Available at: http://scil.com.au/ [Accessed: 25 Aug 2013].
Images
Tuesday, 10 September 2013
Acknowledgements