Where do we start?

1. Where do we start? The Information to Knowledge Journey in the Learning Commons

2. The Process Loertscher & Koechlin 2010

3. Traditional Assignments • Choose a topic or a topic is assigned • Do research • Create a product • Share • Get a grade • The end! Loertscher & Koechlin 2010

4. Ban those Bird Units • What are bird units? • ‘all about’ projects • fill-in-the-blanks worksheets • term ‘report’ • textbook ‘research’ • cut, paste and plagiarism • assessing product only • only bells and whistles • “no thinking required” Loertscher & Koechlin 2010

5. Background to Question Model Loertscher & Koechlin 2010

6. Our topic: Learning to Technology • Explore • Make Connections • Build a question • BIG THINK • So what? • What next? Loertscher & Koechlin 2010

7. Making Connections to the Article • Decide quickly at your table who is reading each section • Record ideas from the article and your ideas on sticky notes • Share in your group and sort and categorize sticky notes to build a visual of From Learning to Technology • Teacher Big Think • How does this activity build skills students need to be successful researchers? Loertscher & Koechlin 2010

8. Questioning with Six Thinking Hats • White Hat - facts and details • Yellow Hat – optimistic, positive and logical • Red Hat – intuitive, emotions and feelings • Green Hat – new ideas and imagination • Black Hat – caution and judgment • Blue Hat – metacognition, reflection, big ideas • Edward de Bono 1985 Loertscher & Koechlin 2010

9. Plagiarism buster ! The best way to ensure that student work is original thinking is to enable them to develop their own focus with good inquiry questions. Research without questions invites ‘cut and paste’ Loertscher & Koechlin 2010

10. Question Builder ChartKoechlin and Zwaan Q Tasks Pembroke 2006 Loertscher & Koechlin 2010

11. Building a Culture of Inquiry • Establish a Community of Learners • Teach observation skills • Invite, value and celebrate questions • Work on awareness • Model effective questioning • Teach questioning strategies • Create a desire to know Loertscher & Koechlin 2010

12. Curriculum 21:Essential education for a changing world • “Rather than being victimized by our program structures, we should be creating new types of learning environments for a new time and for various types of teaching and learning. Not to do so is a declaration not to learn.”, Page 79 Carol Koechlin 2010

13. A Vision for the 21st Century • Let’s explore this important document together. • Use sticky notes to keep track of your thoughts and questions. • Send a ‘Tweet’ about the Learning Commons Carol Koechlin 2010

14. Matrix Model Loertscher & Koechlin 2010

15. Information to Knowledge Journey Carol Koechlin 2010

16. Information to Knowledge Journey • Reading Engagement – pages 16 -17 • Multiple Literacies – pages 18-20 • Critical and Creative Thinking – pages 21- 22 • Discovery and Guided Inquiry – pages 23 - 26 • Learning to Learn – pages 27 -28 Carol Koechlin 2010

17. Information to Knowledge Journeys in Waterloo R. D. S. B. • Read and discuss your section of program in the Learning Commons. Think about where you are now. • Consider ways to turn your current program into a learning partnership. • How can you involve more teacher and student input? • How can you help students to take more ownership of their own learning? • What virtual learning spaces can you build for learning together? Carol Koechlin 2010

18. Info Smarts - Learning to Learn Carol Koechlin 2010

19. Staff Getting Better and Better Together The We We Solution When teachers within a school collaborate, they begin to think not just about “my classroom’ but also about “our school.” Six Secrets of Change Michael Fullan (2008) • Evidence Based Practice - page 36 • Professional Learning Communities - page 37 • Personal Learning Networks – page 37 Carol Koechlin 2010