where do we start?

Where do we start?Where do we start?

The Information to Knowledge Journey in the Learning Commons

The ProcessThe Process

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Traditional Assignments

• Choose a topic or a topic is assigned

• Do research• Create a product• Share• Get a grade• The end!The end!

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Ban those Bird UnitsBan 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”

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Background to Question ModelBackground to Question Model

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Our topic: Learning to Our topic: Learning to TechnologyTechnology

• Explore• Make Connections• Build a question• BIG THINK

– So what? – What next?

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Making Connections to the ArticleMaking 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?

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Questioning with Six Thinking HatsQuestioning 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

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Plagiarism buster !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’

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Question Builder ChartQuestion Builder Chart Koechlin and Zwaan Q Tasks Pembroke 2006

is did can would will might

Who

What

When

Where

How

Why

Which

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Building a Culture of InquiryBuilding 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

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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

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A Vision for the 21A Vision for the 21stst Century 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

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Matrix ModelMatrix Model

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Information to Knowledge Journey

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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

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Information to Knowledge Journeys in Information to Knowledge Journeys in Waterloo R. D. S. B. 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?

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Info Smarts - Learning to LearnInfo Smarts - Learning to Learn

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Staff Getting Better and Better Staff Getting Better and Better TogetherTogether

The We We SolutionWhen teachers within a

school collaborate, they begin to think not just about “my classroom’ but also about “our school.”

Six Secrets of ChangeMichael Fullan (2008)

• Evidence Based Practice - page 36

• Professional Learning Communities - page 37

• Personal Learning Networks – page 37

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