Session 3: James Henri November 2009

s Session 3: James Henri November 2009

Thinking about re-engineering the learning environment

Learning Cultures are not knowledge cultures Question: Does your organization measureLearningorKnowledge?

Learning Paradigms What is the tallest mountain in the world • Everest, Nepal and Tibet, • Mauna Kea, Hawaii • Chimborazo, Ecuador http://home.comcast.net/~igpl/Mountains.html • Now try a soup question: http://idmx.blogspot.com/2007/01/soup-questions.html

Learning Paradigms Who gets the gold star? Jenny who scores 100% on every spelling test Or Jill who scores 30% on every spelling test. So what is the issue?

Soup Question 1: What is wrong with the FMS? • If you walk into a Factory Model School what do you see? (Forget Hogan’s Heroes ) • ………………………………………………………….. • …………………………………………………………... • …………………………………………………………… • ……………………………………………………………

Soup Question 2: What are the new scaffolds? • Learning is ok and much of the time it ought to be good fun. • Learning is related to stage not age. • Learning is 24/7. • Learning is global.

Soup Question 3: What does a good learning community look like? • And if that school were re-engineered into a Learning Community and especially into an ILSC…what will have gone and what will have replaced it: -Hardware? -Software? (Relationships, pedagogy, infogogy…)

Hmmmm: Do schools have a future? …learning certainly does! • NotSchool • http://www.inclusiontrust.org/notschool/ • http://www.literacytrust.org.uk/Pubs/heppell.html

Soup Question 4: What is the point of technology? • Stealing bananas from monkeys? • OK. So is it the what or the how? Or is it more? • Do our students live in “our world”? Do we live in “their world”?

Soup Question 4: What is the point of technology? Consider: Staff blog: personal idea of ILSC Creative writing: My dreams of ILSC Staff wiki: Sharing of thoughts on ILSC Staff blog: synthesis of responses Oliver search Research using online tools Google.docs for drafting final school view

Innovation is change! Stupid. • Innovation is another word for learning. Schools must learn…they must change. They must understand the what and the how…and of course the why. • The why is easy…The FMS just wont cut it. • The what is slightly less obvious…at least at the micro level. • The when is a factor of motivation.

The how of innovation • The how is what needs attention. • But before we discuss the ‘how’ lets ponder on the belief that quality schools are inhabited by quality teachers. And consider the question “ how do quality teachers maintain and grow their quality?”

Teacher quality • I would argue that teachers need similar scaffolding to children. And growth is nourished out of each teacher’s ‘big picture’…where am I headed, what do I need, how do I get it, how do I share it…

School level scaffolds • A ‘living’ big picture approach • Student centred curriculum…that is a curriculum built around and with students…what and how…linked to official requirements. • The ‘how of learning’ (IL) is mapped and there is an accepted and share process and nomenclature. • Policy, especially information policy (within a policy making process) • Time to cover Little’s collegiality imperatives • Planned PD including students as teachers • Individual student profiles (what and how)

School level scaffolds • What role technology in teacher growth?

School level scaffolds CBAM Levels of Concern http://www.mentoringassociation.org/membersonly/CBAM.html Levels of Use http://www.rmcdenver.com/useguide/cbam.htm The Innovation Configuration (IC) Map http://resources.sai-iowa.org/change/cbam2.html

School level scaffolds http://www.acer.edu.au/documents/LifelongLearning.pdf http://www.acer.edu.au/documents/LifeLongLearning_Engaging.pdf

Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague focused (cognitive) increased interest Actions seeking relevant information seeking pertinent information (physical) exploring documenting Source: http://www.scils.rutgers.edu/~kuhlthau/Information%20Search%20Process_files/frame.htm

The question is the answer • http://questioning.org/Q6/question.html#anchor129291

Big 6 (Unless you are a Kiwi) • http://www.crlsresearchguide.org/Big_Six_Steps.asp • http://www.big6.com/

ILSC Appraisal • http://golum.riv.csu.edu.au/~lhay/slav2003/ilsc_rubric.pdf • http://people.cite.hku.hk/jhenri/doc/MappingtheInformationLiterateSchoolCommunity.pdf • http://people.cite.hku.hk/jhenri/doc/InformationLiterateSchoolCommunity.pdf

Between 0200 and 0400 • http://rubble.heppell.net/ysl/ • http://heppell.net/

Session 3: James Henri November 2009