links, learning and liberation: successful independent learners rosa international middle school...
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Links, Learning and Liberation:
Successful Independent Learners
Rosa International Middle School
Cherry Hill, NJ
Ms. Tammy McDonald, PrincipalNina M. Kemps, Library Media
Specialist
What is the International Baccalaureate Middle Years
Program?What is required?
How is our school different?
International Baccalaureate
Organization (IBO)Middle Years Program
… is designed to provide students with the values and opportunities that will enable them to develop sound judgment and to choose wisely.
Learning how to learn and how to evaluate information critically is as important as the content of the disciplines.
Fundamental Concepts
Communication
Holistic view of
knowledge
Intercultural awareness
AREAS OF INTERACTION FORM THE CORE OF THE
PROGRAMME Approaches to Learning
Community Service
Environment
Health and Social Education
Homo Faber (Inventiveness & Creativity)
MIDDLE YEARS PROGRAMME CURRICULUM
Dimensions of
Learning
Knowledge Understanding
Application Attitude
TRANSFORMATION AND DISCOVERY
Start of every day
All staff members are advisors
Every advisor has 12 - 15 students
Two days advisory & three days personal project
Programs compliment each other
Models BEST PRACTICES
TRANSFORMATION AND DISCOVERY
Advocate
Community Service Facilitator
Home - School Communication
Academic Monitor
Adult Role Model
Personal Project Facilitator
What are Personal Projects?
What is required? Let me see a few examples.
Role of the Personal Project (IBO)
The personal project is:– Significant body of work – Extended period– Student’s own initiative – Very important to programme– Creative piece of work– Demonstrate skills of approaches to
learning
IB Requirements
An extended piece of work
Reflective writing about the
learning process
Bibliography
Rubric assessment – including self-assessment of process and product
Addressing the Areas of Interaction
To understand and apply the Approaches to Learning
•Effective study skills•Critical, coherent and independent
thought•Capacity for solving problems and
making decisions
To address two or more of the other Areas of Interaction
Approaches to Learning
In their individual work, students should develop
the ability to do methodical work
sense of achievement and self-
discipline
care for a job well done
Approaches to Learning
In their individual work, students should develop
care for language & for
adequate, precise vocabulary
coherence of thought &
expression
self-sufficiency & responsibility
Approaches to Learning
In their social and cultural environment, students should
develop
the ability to communicate experiences.
team spirit
Approaches to Learning
In their social and cultural environment, students should
develop
an open-minded attitude towards the world and its people, and respect for their own culture and the culture of others.
a critical view of humanity and society.
Format Creative writing
Essay
Invention
Music, drama, art
Science experiment
Let me see afew
examples.
Communication Skills
Every student became a teacher!
REFLECTION
JOURNAL
WRITING
• Assists advisors as they guide students
• Journal entries are used for reflective writing and self evaluation
We are teaching the learning process!
Self evaluatio
n is important
.
How do Personal Projects align
with standards ?
National, State, and Cherry Hill Information Literacy
NationalAmerican Association of School Libraries
(AASL)and
Association for Educational Communication and Technology (AECT)
Information Literacy Standards for Student
Learning (1998)
Information Literacy Standards
Information Literacy
– Accesses information efficiently and effectively
– Evaluates information critically and competently
– Uses information accurately and creatively
Information Literacy Standards
Independent Learning
– Pursues information related to personal interests
– Appreciates literature and other creative expressions of information
– Strives for excellence in information seeking and knowledge generation
Information Literacy Standards
Social Responsibility
– Recognizes the importance of information to a democratic society
– Practices ethical behavior in regard to information and information technology
– Participates effectively in groups to pursue and generate information
Cherry Hill Information Literacy Standards
Uses information accurately and creatively
6-8 – Organizes information for practical application
9-12 – Organizes information for practical application in an effective and appropriate manner
Rosa’s Personal Project and Information Literacy
Standards
Approaches to Learning
NJ Core Curriculum – link provided to www.emanj.org. website matrix
Research model
What has Rosa established to guide
students towards year-long Personal
Projects?
How do we develop successful independent learners?
Transformation & Discovery
Strong library media program
Tools
High interest lessons
Skills built into lessons
Application throughout school curriculum
Read
Ask
View
Explore
RAVE
FLIP IT!
FLIP IT!Focus—form essential questions
Link—connect prior knowledge and plan
Input—make meaning by implementing (search, shift, sort, and store)
Payoff—putting it all together in a product.
Intelligent—always asking If …..
Thinking—responding with Then …..
I-SEARCH• Personalizing the learning
• Writing reflectively about the learning process
• Aligns with FLIP IT! Model
• Students meet the IB requirement
Online Reflective Writing
A. Personal Connection to Topic Including Focus Quest
In this section I should:• Indicate why I care about the topic
including why I wanted to learn more. (Make the personal connection.)
• Include your essential questions.
Online Reflective Writing
B. The Story of My Research: In this section I should tell the story
of my learning:
• Describe problems in locating information and how I solved them.
• Describe breakthroughs! Tell when it really got interesting
• Tell how I changed, expanded, or revised my questions.
• Acknowledge how others in and outside the school helped me carry out my search.
• Suggest further questions or areas to explore at another time.
• Describe the sequence of steps in my search.
Online Reflective Writing
C. Connections to the Areas of Interaction: Approaches to Learning, Homo Faber, Environment, Health & Social Education, & Community Service
– This section should be at least two paragraphs long.
– I should make a strong connection between my project and two Areas of Interaction besides Approaches to Learning. (The Personal Project shows how I have mastered the Approaches to Learning.)
Online Reflective Writing
D. Evaluation of My Learning: In this section I should indicate what
completing this project has meant to me:
– Tell how I've developed my mastery of the Approaches to Learning.
– Describe what I will change when I do my next project.
– Set one or two goals related to Approaches to Learning for next year.
BIBLIOGRAPHY FORMS
Note taking sheets
Guidelines and rules
Required sources
Available online
Other Tools and Assistance
Calendars Library Requests
– Help locating information– Inter-Library Loans
Journal prompts Questions stems Team meeting time
Timeline - Year One
Establish learning community - Sept/Oct
Journal writing & developing questions - Oct/Nov
School-wide Projects - Parallel Universe (Homo Faber) and Global Issues (Environment & Health and Social Ed.) - Dec-Feb
Individual Projects - Mar - May
Personal Project Celebrations (3 days) - June
Timeline - Year Two Establish learning community - Sept
Journal writing & develop questions (6th) - Oct
School-wide Projects - Paralympics (Homo Faber &
Health and Social Ed) and You Be the Senator (Environment.)
- Oct - Dec
Parallel Universe (6th) (Homo Faber) - Jan - Mar
Individual Projects (7th/8th) – Jan - Mid May
Individual Projects (6th) - Mar - May
Personal Project Celebrations (5 days per grade
level) - Last half of May - First week of June
TIMELINE – YEAR 3
• Sixth and seventh may remain the same
• Adjustments to celebration times
• Eighth grade skills to stress
• Speaking skills and editing
• Deepen knowledge of Areas of Interaction
• Use the IB eight criteria assessment rubric
• Learning and Behavior Styles
• Use student trainers
CONTINUOUS IMPROVEMENT
Baldridge – Plan, Do, Study, Act Teacher survey at end of year Use feedback Team meetings Model life long learning Mobius Strip
Group Assignment Must identify the 20 time-
slipped items in the picture, but you must have a plan as to how you are going to accomplish the task.
Must submit an alphabetical listing of the items.
INDIVIDUAL ASSIGNMENT Answer the following questions about
one of the time-slipped items:
– 1. Who invented it? When was it invented?
– 2.What need or want of the people prompted the invention?
– 3. What did the people during your time period use in place of the item or why didn’t they need the item?
How do you assess
Personal Projects?
Rosa Assessment
CRITERION A: - Planning and Development – (FOCUS)
– GOAL – The student will clearly state and explain the focus of his/her personal project giving a few key questions to be answered.
*Evidence of this will be found in the introduction and body of the project.
Rosa Assessment
CRITERION B: - Collection of Information/Resources - (LINKS)
– GOAL – The student will demonstrate his/her ability to collect relevant information from a variety of sources. Students should select sufficient information and appropriate resources to substantiate the project.
This criterion is to be evaluated by the use of the bibliographic note sheets. (The note sheets are to be turned in with the finished project.)
Rosa Assessment
CRITERION C: - Analysis/Creativity - (INPUT)
GOAL – The student will demonstrate his/her ability to make meaning by evaluating and using information from a variety of sources.
*This criterion will be evaluated through review of notes, journal entries, and the finished product.
Rosa Assessment CRITERION D: - Organization of the
Final Product (PAYOFF)
GOAL – The student will present a complete personal project that links to the areas of interaction, includes a bibliography, and reflective writing concerning the process.
*The final product will be used to evaluate this criterion.
Rosa Assessment
CRITERION E: - Review of Process– (INTELLIGENT THINKING!)
GOAL – The student will self evaluate the learning process and final outcome of his/her work.
*This criterion is to be evaluated by the teacher based on
the reflective writings in the learning journal.
SuccessfulIndependent
Learners
PERSONAL PROJECT
Rosa International Middle School
Tammy McDonald, Principal
Nina M. Kemps, Library Media Specialist
Rosa International Middle School
485 Browning Lane
Cherry Hill, NJ
856-616-8787
Websites
Workshop Handouts
– http://www.cherryhill.k12.nj.us/rims/aaslhandouts.htm
Rosa Online Library– http://www.cherryhill.k12.nj.us.rims/library/rosa_internati
onal_middle_school.htm
International Baccalaureate Organisation (IBO)http://www.ibo.org.
Educational Media Association of New Jersey
– http://emanj.org