Presentation framework for designing learning events and engagement for pikes peak
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The document outlines a framework for designing learning experiences with five different facilitator and audience roles: Tell, Share, Inquire, Experience, and Create. In the Tell role, the facilitator is an expert presenter and the audience listens to a presentation. In the Share role, the facilitator narrates as a storyteller and the audience listens and relates the stories to their own experiences. In the Inquire role, the facilitator uses questions to lead a discussion and the audience reflects and shares expertise. In the Experience role, the facilitator coaches hands-on activities and exercises for the audience to explore. Finally, in the Create role, the facilitator produces a workshop for the audience to create content themselves.
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Presentation framework for designing learning events and engagement becky's ...
The document outlines a framework for designing learning events with five different presentation styles: Tell, Share, Inquire, Experience, and Create. For each style, it describes the presenter and audience roles. Tell involves the presenter as an expert conveying content through presentation while the audience listens and learns individually. Share has the presenter narrating stories for the audience to listen to, empathize with, and relate to their own experiences. Inquire uses a facilitator presenter posing questions to prompt reflection, discussion, and sharing of expertise among the audience. Experience includes exercises, experiments or activities for the audience to explore and participate in. Create allows the audience to generate the content as creators during a workshop led by a producer/
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The document presents a framework for designing learning events, outlining five approaches: Tell, where the presenter conveys content through presentation and the audience listens; Share, where the presenter conveys content through stories and the audience listens and relates to their own experiences; Inquire, where the presenter facilitates discussion and questions and the audience reflects and shares expertise; Experience, where the presenter coaches exercises and activities for the audience to explore; and Create, where participants create the content. Examples are provided for each approach.
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Camp ipad tl of the future (1)
TL of the Future - Shifting roles so we can stay essential and focus on the values/needs of our students and communities.
Creating engaging learning.pptx (5)
This document provides strategies for creating engaging learning experiences for adult learners. It discusses challenges such as keeping adults engaged through videos, wordy handouts, and manuals. It offers tips for using videos like chunking content and having learners do think-pair-shares. For handouts, it suggests using protocols, jigsaws, and partner summaries. It also provides ways to avoid simply reading text aloud, such as using index cards, personal stories, and small groups. The goal is for learners to walk away with strategies for engagement, understanding how learners connect to content, and the power of reflection in learning.
Kasl heslp molly brown
This document provides information about creating a school-aligned growth plan for library programs using the Highly Effective School Library Program (HESLP) rubric. It discusses evaluating the library program and librarian using the rubric, developing goals in 2-3 rubric areas, and creating evidence of meeting goals. The document also describes opportunities for professional development, applying for state recognition from the Colorado Department of Education, and advocacy. The overall aim is for librarians to gain a deeper understanding of developing a growth plan with evidence of teaching quality and student growth.
Deweyless beatrice
The document provides a 5 step plan to ease into a Dewey Decimal system-less library organization. It involves sorting graphic novels by genre and publisher, embedding biographies within areas of fame, moving historical fiction into the history section, relocating fiction on specific topics to non-fiction, and adding relevant non-fiction to the fiction section. The plan aims to create an intuitive organization that does not rely on the traditional Dewey Decimal system.
Why spend the money (1)
The document argues that converting a traditional library catalog to a browsable system organized by subject will increase access and usability for more than just the top 30% of students. It claims kids don't search catalogs but browse shelves, and finding materials is intuitive in a browsable system compared to searching in languages you don't understand. The conversion should include moving non-fiction to be more accessible, and the process will improve librarians' knowledge of the collection.
Deweyless beatrice
The document provides a 5 step plan to ease a library into a Dewey Decimal system-less organization. It involves sorting graphic novels by genre and publisher, embedding biographies within areas of fame, moving historical fiction into the history section, relocating fiction on certain topics to non-fiction, and adding relevant non-fiction to the fiction section. The plan aims to create an intuitive organization using colored spine labels and integrating related materials.
Deweyless beatrice
The document provides a 5 step plan to ease a library into a Dewey Decimal system-less organization. It involves sorting graphic novels by genre and publisher, embedding biographies within areas of fame, moving historical fiction into the history section, relocating fiction on certain topics to non-fiction, and adding relevant non-fiction to the fiction section. The plan aims to create an intuitive organization using colored spine labels and integrating related materials.
Why spend the money (1)
The document argues that converting a traditional library catalog to a browsable system organized by subject will increase access and usability for more than just the top 30% of students. It claims kids don't search catalogs but browse shelves, and finding materials by subject is more intuitive than searching. The conversion process will improve familiarity with the entire collection as each book is handled multiple times.
Deweyless beatrice
The document provides a 5 step plan to ease a library into a Dewey Decimal system-less organization. It involves sorting graphic novels by genre and publisher, embedding biographies within areas of fame, moving historical fiction into the history section, relocating fiction on certain topics to non-fiction, and adding relevant non-fiction to the fiction section. The plan aims to create an intuitive organization using colored spine labels and integrating related materials.
Calcon elementary watson evidence
This ppt provides ideas for how TL can gather evidence for Teacher Quality Standards and also for student growth
Becky's dewey slides for calcon 14 (1)
The document discusses transitioning a library away from using the Dewey Decimal System to organize its collection. It describes how reclassifying the collection using categories instead of Dewey numbers can create a more beautiful and empowering experience for customers by making materials easier to browse. The process involves identifying categories, updating item information, reclassifying the entire collection, and requires a lot of preparation work, but also provides rewards in the end.
Csl in sessionon on tl evidence
It's Elementary My Dear Watson: Sharing Evidence of your School Librarian Awesomeness
http://connect.enetcolorado.org/p1yjffhtkfa/?launcher=false&fcsContent=true&pbMode=normal
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