Developing teaching strategies to support your i-lit tasks

1. Developing teaching strategies to support your i-lit tasks Implementing Information Literacy at AGGS

2. So far, so good! By now, it is hoped that every staff member: • Is familiar with the i-lit model • Understands the advantages of using the i-lit model to guide student learning • has been involved in the development a student task that uses the i-lit model • Has used the i-lit model with one or more of their classes

3. PD Objective The aim of this week and the next two week’s PD sessions is develop a personal toolkit of teaching strategies to support a student resource for one of your classes to support the I-lit model.

4. Your Instructions You will be in working in your PLTs to create a personal toolkit of teaching strategies to support a student task or resource(s) that you will trial early Term 3. You will have this week and the next two week’s sessions to create this resource and your toolkit.

5. Some more instructions… You will need to include the specific steps and titles that are used in the AGGS i-lit model in your student task or resource: • Defining – working out what I need to know • Retrieving – finding relevant information • Processing – turning that information into answers • Creating – putting my answers into the format • Communicating – presenting and sharing my answers • Reflecting – thinking about how I could have done each step better or more effectively

6. Expected Outcomes You will be required to develop a student task sheet and a separate sheet which explicitly outlines the teaching strategies you will use to guide the students though each stage of the model. These resources will then be shared with the staff on I-lit page on the intranet.

7. Considerations You might like to consider the following things: Have I reflected on strategies I have used before and considered how I might change or improve upon them? Have I used a range of effective pedagogies? Do my teaching strategies: create a supportive learning environment, encourage reflective thought and action, enhance the relevance of new learning, facilitate shared learning, make connections to prior learning and experience, provide sufficient opportunities to learn, inquire into the teaching–learning relationship. Have I differentiated for my student’s readiness, interests or learning styles? Am I trying some new strategies?

8. Resources to help you • Past handouts and tasks are available on the I-lit page http://moodle.aggs.school.nz/course/view.php?id=666 (remember you will need to login to see it) • You may also like to check out the wiki that is being developed to support the implementation of this i-lit model http://i-lit.pbworks.com/ There are a lot of great ideas and resources for teaching each step of the model.

9. Sharing your resources Please email your completed teaching strategy sheet and your student task sheet so we can put them up as examples on the I-lit intranet page. Send to: camos@aggs.school.nz Don’t worry of you don’t feel they are perfect, it is still really helpful for us to see how each other is using it!

10. Where to from here? Term 2 You will have the remainder of this term to develop your student task and teaching strategy sheets Term 3 Week 5  PLTs – Reflecting on i-lit implementation and next steps Week 6 Thinking Strategies and Skills   Week 7 Faculty Time  Week 8  PLTs - Creating a ‘Thinking’ toolkit Week 9 Senior Practice Exam Moderation Week 10 PLTs - ‘Thinking’ toolkit development

11. Final thoughts… 'Being 'educated' means knowing how little I really know.' Carol T Lloyd 'Plan to be better today, but don't ever plan to be finished' Carol Ann Tomlinson