Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Opportunities: Supporting the extended project qualificationJohn Iona
Slides from a workshop delivered at the SLA Conference 2014. The sessions looked at the EPQ, what it involves and how it is assessed, how I am involved and how Librarians might like to get involved in it in their schools.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
Life as a PhD student: identity, tools, hurdles, and supervisionsInge de Waard
This presentation gives a brief overview of what can make your PhD student life easier. It focuses on steps within the PhD journey, possible hurdles, provides links to some useful tools, and it zooms in on the human factor (peers, supervisors).
Restructuring Online Discussions to Save Time and Engage StudentsD2L Barry
Restructuring Online Discussions to Save Time and Engage Students
Webinar date:Jun 6, 2017
Presenter: Beth René Roepnack, University of West Georgia
Description:
Discussions are rightly an integral (if not time-consuming) part of engaging students in online learning environments. This session shows how a simple change of discussion structure and the question style can save you time, while creating conversations that re-create the excitement of engaged learning in face-to-face discussions.
Life as a PhD student: identity, tools, hurdles, and supervisionsInge de Waard
This presentation gives a brief overview of what can make your PhD student life easier. It focuses on steps within the PhD journey, possible hurdles, provides links to some useful tools, and it zooms in on the human factor (peers, supervisors).
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
Writing Styles for Educational Materials.pptxDrHafizKosar
Common writing styles used in educational materials
1. Formal Academic Style: This style is characterized by its adherence to academic conventions, such as using third-person perspective, avoiding contractions, and maintaining a scholarly tone. It's often used in textbooks, research papers, and academic articles.
2. Accessible Language: Educational materials aimed at learners with diverse backgrounds and abilities often use clear, straightforward language to ensure comprehension. Complex concepts are explained in simple terms, and technical jargon is minimized or defined.
3. Engaging and Interactive: Especially in materials for younger learners or online education platforms, an engaging and interactive writing style is employed. This can include asking questions, incorporating anecdotes or stories, and prompting readers to participate in activities or discussions.
4. Instructional Clarity: Clarity is paramount in educational writing. Instructions for assignments, experiments, or exercises need to be concise, precise, and easy to follow. Step-by-step guides are common, particularly in subjects like science or mathematics.
5. Visual Description: In materials that include visual aids, such as diagrams, charts, or graphs, the writing style may involve descriptive text to accompany these visuals. This helps learners understand the information presented visually.
6. Adaptive and Personalized: With the rise of personalized learning platforms, educational materials may be tailored to individual learners' needs and preferences. This can involve adaptive text that adjusts difficulty level based on learner performance or personalized feedback.
7. Motivational and Inspirational: Especially in self-help or personal development materials, an inspirational writing style can be effective. This involves using motivational language, sharing success stories, and encouraging readers to set and achieve their goals.
8. Explanatory and Descriptive: Writing styles in educational materials often involve thorough explanations and descriptions of concepts, theories, or processes.
Effective writing styles for educational materials:
1. Clarity: Use clear and concise language to explain concepts. Avoid jargon or overly complex language that may confuse learners. Break down complex ideas into simpler, digestible parts.
2. Engagement: Keep the content interesting and engaging to maintain the reader's attention. Use examples, anecdotes, and real-life scenarios to illustrate key points and make the material relatable.
3. Structure: Organize the material in a logical and coherent manner. Use headings, subheadings, and bullet points to break up the text and make it easier to follow. Provide a clear roadmap of what the learner can expect to learn.
4. Active Voice: Write in the active voice to make the material more dynamic and engaging. This helps keep the reader focused and makes the content easier to understand.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
Presentation by Gill Trueman, Library and Information Manager, Peasedown St John Primary School, near Bath, for School Librarian of the Year Award 2012.
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.
Lyn Hopson and Lesley Hurworth - Local Book Award: A Match Made in HeavenSLA
From the SLA 2009 Weekend Course. How to set up a local book award, including how to form partnerships with public libraries, schools' library services, extended schools, local education authorities, museums and the private sector to create a reading community.
Alec Williams - Author Allies, Poet Partners and Story Stars: Working with Cr...SLA
From the SLA 2009 Weekend Course. Writers, storytellers, illustrators... creative visitors to school can give a boost to borrowing, a highlight in a book event, and a great way to partner with other teaching staff. This session looks at good practice in organising visits: essential preparation, top tips, and all-important follow-up.
Barbara Band - The Snowball Effect: Creating LayersSLA
From the SLA 2009 Weekend Course. An interactive workshop that looks at how you can build on a simple idea or event to create a cross-curricular project involving internal and/or external partnerships.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What we know
• That the English National Curriculum is
undergoing change
• That there is mention of NON-FICTION books
throughout the new guidance
• That the Scottish and Welsh models already
have this embedded in their literacy
strategies
3. Scotland - the Brave
• Have had this sewn up for a long time
http://www.educationscotland.gov.uk/Images/literacy_experiences_outcomes_tcm4-539998.pdf
4. Northern Ireland
KS3 Statutory requirements
Thinking Skills & Personal Capabilities
•Managing Information
•Thinking, Problem-solving & Decision-making
•Being creative
•Working with others
•Self-management
5. Cross-Curricular Skills
•Communication
•Using Mathematics
•Using Information and Communications Technology
and...
In addition to Writing, and Talking & Listening, includes
Reading
http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_curriculum_ks3.pdf
7. English
The national curriculum for English aims to ensure that all pupils:
read easily, fluently and with good understanding
develop the habit of reading widely and often, for both pleasure and
information
acquire a wide vocabulary, an understanding of grammar and knowledge of
linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in
and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and
explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal
presentations, demonstrating to others and participating in debate
8. How we justify this
NOT ONLY
Because - the NC documents say we should!
BUT ALSO
Because - it introduces the concept of book navigation which is
important training for higher level study
Because – it engages the child who hasn’t yet found stories to enjoy
Because – it enables the teacher or librarian to assess progress in the
child’s ability to absorb, assimilate and use information
http://www.literacytrust.org.uk/assets/0001/9202/Curriculum_Review_and_Planning_Tool.pdf
9. Key Stage 1
Emphasis on phonics
Practice at reading words by sounding and blending
Teachers should extend student vocabulary by explaining meanings
Reading
Pupils should be taught to
Develop pleasure in reading, motivation to read…..
listen and discuss wide range of poems, stories and non-fiction
Familiarity with fairy stories and traditional tales
Appreciate rhymes and poems learning some by heart
Writing
Children should be able
To name the letters of the alphabet
Add prefixes and suffixes
10. Key Stage 2
Pupils should be applying growing knowledge with both root words and
exceptions
They should be taught to demonstrate positive attitudes to reading
reading differently structured books
using dictionaries
increasingly wide range …including fairy stories, myths & legends
themes and conventions
Also
prepare poems and play scripts to read aloud and to perform
retrieve and record information from non-fiction
They are expected to be able to both evaluate and edit their work
11. Opportunities
to exercise choice in selecting books
- being taught how to do so
Although the latter forms part of the non-statutory guidance the use
of contents pages and indexes is also mentioned.
By Years 5 and 6 children should be
-planning their writing and identifying their audience
-proof reading for spelling and punctuation errors
13. “This may hurt a little”
English language
This will be assessed by exam. Students’ speaking skills will be assessed
but, as with current GCSEs, will not contribute to the overall grade. The
assessment will be marked by teachers and reported separately,
alongside the qualification grade on the certificate.
Twenty per cent of the marks for the written exams will be allocated to
accurate spelling, punctuation and grammar.
English literature
This will be assessed wholly by exam.
Five per cent of the marks will be allocated to accurate spelling,
punctuation and grammar.
ofqual.gov.uk/documents/summary-on-reforms-to-gcses-from-2015/
14. Key Stage 3
Aims
promote high standards of language and literacy
a strong command of the spoken and written word, and to
develop their love of literature through widespread reading for enjoyment.
read easily, fluently…
15. And so…
Pupils should
develop the habit of reading widely and often, for both pleasure
and information
acquire a wide vocabulary, an understanding of grammar and
knowledge of linguistic conventions
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and
style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and
explain clearly their understanding and ideas
be competent in the arts of speaking and listening, making formal
presentations, demonstrating to others and participating in debate.
16. It doesn’t stop there
They should be taught to write formal and academic essays as well as writing
imaginatively.
They should be taught to write for a variety of purposes and audiences across a
range of contexts.
They should build up an increasingly wide knowledge of vocabulary and
grammar.
Teachers should show pupils how to understand the relationships between
words.
Pupils should be taught to control their speaking and writing consciously.
They should understand and use age appropriate vocabulary.
It is important that pupils learn the correct grammatical terms in English and
that these terms are integrated within teaching.
17. In fact the devil is in the detail
Pupils should be taught to:
develop an appreciation and love of reading, and read increasingly challenging
material independently through:
reading a wide range of fiction and non-fiction,
including in particular whole books,
short stories, poems and plays with a wide coverage of genres, historical periods,
forms and authors. The range will include high quality works from:
English literature, both pre -1914 and contemporary, including prose,
poetry and drama
Shakespeare (two plays)
seminal world literature
choosing and reading books independently for challenge, interest and enjoyment.
Re-reading books encountered earlier to increase familiarity with them and provide
a basis for making comparisons.
understand increasingly challenging texts
18. And specifically…..
knowing how language, including figurative language, vocabulary choice,
grammar, text structure and organisational features, present meaning
recognising a range of poetic conventions and understanding how these have
been used
studying setting, plot, and characterisation, and the effects of these
understanding how the work of dramatists is communicated effectively through
performance and how alternative staging allows for different interpretations of a
play
making critical comparisons across texts
studying a range of authors, including at least two authors in depth each year
19. We also know
That in all subjects
Teachers expect students to be capable of some degree of
writing
20. This could be anything
Non-fiction
oEvaluations
oAccounts
oDescriptions
oRecords
oExperiment write-ups
oAnalysis
oLetters (persuasive, informative)
oShort answers using technical vocabulary
oEssays
21. The Oword
Ofsted are likely to make reference to their 2012 document
‘Moving English Forward’
The following slides are taken and adapted from an
original presentation by kind permission of
Dave Woodhouse
http://www.ofsted.gov.uk/resources/moving-english-forward
22. Ofsted now analyse the performance of different groups
of students in the school. The groups include:-
Boys v girls
Non FSM v FSM
EAL
Vulnerable children (CLA plus FSM)
SEN
There are two cross-curricular aspects that
Ofsted look at:-
SMSC (Spiritual, Moral, Social and Cultural)
aspects of school life
Literacy (Reading, Writing, Communication)
and Numeracy
23. Benefits of Reading for Enjoyment
Improves students’ reading ages
Improves students’ vocabulary
Improves students’ confidence and self
esteem that they are readers
Improves students’ general knowledge
Contributes to students’ emotional
development - SMSC
24. Assessing Reading
• Higher order reading skills and knowledge,
such as inference, appreciation of style and
summary
• How familiar pupils are with a range of texts
and authors
• Pupils’ attitudes to, and enjoyment of,
reading
25. So...
How can we use these specific
references to information literacy
skills and reading non-fiction/
information texts to our
advantage in school libraries?
30. Welsh Education agenda
revised National Curriculum for
Wales (2008)
Focus on the learner
Reduced subject content
Increased focus on skills development,
integrated into the curriculum
Skills Framework for 3-19 Year-Olds
in Wales (2008)
Underpins revised curriculum
Thinking, Communication, ICT, Number
Specific information literacy skills included
Skills explicit But - not statutory!
in lesson plans
31. IBA 2011 & 2012
“Judging the IBA is ideal
as it enables a scientific
analysis of the book,
developing pupils’
analytical and
investigative skills to
examine how the
information is presented
and written.”
Lyned – Science teacher
“IBA judging
engages pupils in
a collaborative
reading activity,
which gives
context for the
work on NF texts
done in class.”
Catherine – English teacher
32. 2012:
The Year of the LNF
National Literacy & Numeracy Framework Wales
http://www.bbc.co.uk/news/world-asia-16589052
Aim: to improve literacy & numeracy levels in Wales
Introduced in 2012
Statutory curriculum requirement since September 2013
Statutory assessment requirement from September 2014
All subjects expected to include literacy & numeracy elements to SoWs
Literacy strands: Reading; Writing & Oracy across the curriculum
35. IBA 2013
Mindmap of ideas
for qualities of an
effective information
book
Notes frame to record
thoughts
WWW / EBW format
36. IBA 2014
Lesson Starter :
Parts of an
Information Book
Marketplace
activity
Blutack activity
English: Year 8
Non-Fiction
Reading SoW
September 2014
“Fun,
motivating
and
purposeful!”
Revised lesson plan
LNF explicit
Sîan – Y7 Skills teacher
37. IBA 2014
More
scaffolded
response mat
to record
thoughts,
keeping
WWW / EBW
element
38.
39. Over to you...
What’s your
experience of the
Information Book
Award?
40. How can we demonstrate
student progress in skills
development?
41. Questions
Blue Task
Ways to assess
Here is the answer.
Daffodils are yellow.
Here is a question.
What colour are daffodils?
44. Lin Smith Liz Smith
Liz Smith
Librarian
Pembroke School
Email: liz[at]lizsmith.info
Twitter: @psliz(personal)/
@pslib (Library)
Lin Smith
Librarian
Ecclesbourne School
Email: liblintra[at]gmail.com
Twitter: @smith_lin