session # 407 connecting for learning the teacher-librarian as interdisciplinarian tim gauntley,...
DESCRIPTION
Making Connections A Guide to Interdisciplinary Studies for Ontario Schools 1.IDC: a Pathway to Success 2.IDC Policy in Ontario 3.Designing Courses and Units 4.Writing Courses 5.Teacher Workshop Activities 6.Student Activities 7.FAQs 8.Resources 9.ReadingsTRANSCRIPT
Session # 407
Connecting for Learning
The Teacher-Librarian as Interdisciplinarian
Tim Gauntley, Program CoordinatorJo-Anne LaForty, Instructional Leader
Sharon Mills, Instructional Leader
Library and Learning Resources and Interdisciplinary StudiesToronto District School Board
Agenda
1. Introduction and Making Connections
2. What is interdisciplinary about school librarianship? 3. Video: Archives Course
4. Benefits, Goals, & Policy of Interdisciplinary Studies
5. Role of Teacher-Librarian in IDC Courses
6. How the IDC perspective expands the library research process 7. Student Activities
8. The Art of Asking Essential Questions9. Farewell
Making Connections
A Guide to Interdisciplinary Studies for Ontario Schools
1. IDC: a Pathway to Success
2. IDC Policy in Ontario3. Designing Courses
and Units4. Writing Courses5. Teacher Workshop
Activities6. Student Activities7. FAQs8. Resources9. Readings
ACTIVITY 1 What is interdisciplinary about
school librarianship?
• What knowledge and skills distinguish this job as “interdisciplinary” or “multi-disciplinary”?
• What similar knowledge and skills have you developed in your career?
BUSINESS PROCESS-IMPROVEMENT LEADER, PRODUCTION Job Description
Handout Page 2
VideoLocal History and Archives IDC Course
Humberside Collegiate
• The term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines.
• To make sense of the growth and often disparate nature of data and information, students must become information literate.
• The skills, knowledge, insights, and innovations of the discipline of Information Studies are central to interdisciplinary work.
Benefits of IDC Courses
PASSION
MOTIVATION
SPECIALIZATION
COMMUNITY
DIVERSITYCOLLABORATION
CHOICEINNOVATION
CONNECTIONS
EXPLORATIONHandout Page 3
Goals of Interdisciplinary Studies
To ensure that students:
• interconnect concepts and skills from diverse disciplines
• use research methods from diverse disciplines to find solutions beyond the scope of a single discipline
• view issues from multiple perspectives
Handout Page 4
Goals of Interdisciplinary Studies
To ensure that students:
• analyse and evaluate complex information from a wide range of resources
• work both independently and collaboratively
• apply skills and knowledge to new contexts and understand career opportunities
Handout Page 4
Goals of IDC Courses
To ensure that students:
• use higher-level critical- and creative-thinking skills to synthesize methodologies and implement innovative solutions
• apply established and new technologies
• learn how to learn
Handout Page
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 5
The Interdisciplinary Studies Policy
Template to Develop
Interdisciplinary Courses
Suggestions for Program Planning
Introduction, Program Planning,
Considerations
Three Courses with Overall and Specific
Expectations
Achievement Chart
Descriptions of Sample Courses
Model AModel B
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 55
Interdisciplinary Studies Strands and Sections
Grade 11 Open
Grade 12 University Preparation
Grade 12 Open
Handout Page 5
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 56
Strand 1: Sections
Theory and Foundation
1.Ideasand
Issues
2.Structures
andOrganization
3.Perspectives
andApproaches
4.Skillsand
Strategies
Handout Page 5
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 57
Strands 2: Sections
Processes and Methods of Research
1.Preparing
forResearch
2.AccessingResources
3.Processing Information.
4.Assessing
and ExtendingResearch
Handout Page 5
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 58
Strands 3: Sections
Implementation, Evaluation, Impacts, and Consequences
1.Implementation
andCommunication
2.Evaluation
3.Impacts
andInnovations
4.Personal
and CareerDevelopment
Handout Page 6
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 60
Strand 1: Overall Expectations
• demonstrate an understanding of the key ideas and issuesrelated to each of the subjects or disciplines studied
Theory and Foundation
• demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied
• demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied
• demonstrate the skills and strategies used to develop interdisciplinary products and activities
Handout Page 6
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Strand 2: Overall Expectations
• be able to plan for research, using a variety of strategies and technologies
Processes and Methods of Research
• be able to access appropriate resources, using a variety of research strategies and technologies
• be able to process information, using a variety of research strategies and technologies
• be able to assess and extend their research skills to present their findings and solve problems
Handout Page 6
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 62
Strand 3: Overall Expectations
• implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies
Implementation, Evaluation, Impacts, and Consequences
• evaluate the quality of interdisciplinary endeavours, using a variety of strategies
• analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations
• analyse and describe ways in which interdisciplinary skills relate to personal development and careers
Handout Page 7
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 63
Key to Interdisciplinary Studies Specific Expectations
• usually distinct in each course/grade • occasionally repeated• a continuum
Handout Page 7
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Key to Interdisciplinary Studies Examples
• illustrate • guide teachers• relate to sample courses• demonstrate creative tasks/activities
Handout Page 8
Adapted 2006 from Interdisciplinary Studies Orientation © Queen’s Printer for Ontario, 2002 65
Key to teaching Interdisciplinary Studies
When you teach an Interdisciplinary Studies course, you are teaching Interdisciplinary Studies.
Theory and Foundation
1.Ideasand
Issues
2.Structures
andOrganization
3.Perspectives
andApproaches
4.Skillsand
Strategies
Processes and Methods of Research
1.Preparing
forResearch
2.AccessingResources
3.Processing Information
4.Assessing
and ExtendingResearch
Implementation, Evaluation, Impacts, and Consequences
1.Implementation
andCommunication
2.Evaluation
3.Impacts
andInnovations
4.Personal
and CareerDevelopment
Handout Page 8
The Teacher-Librarian and IDC Courses
1. Helping a school identify the need for IDC in the Curriculum
• Identifying My School Profile
• Planning Considerations: Checklist
Handout Page 9
Handout Page 10
The Teacher-Librarian and IDC Courses
2. Helping to design or teaching an IDC course
• Introduction to Information Studies
• IDC Course Design and Samples
Handout Page 11-12
Handout Page 13
The Teacher-Librarian and IDC Courses
3. Supporting IDC Courses in the School Library
• Imbedding the Research Process
• Checklist of Teaching/Learning Strategies Handout Page 14
ACTIVITY 2 IDC Courses and the Research
Process
1. How can the school library program support the achievement of IDC expectations?
2. How do IDC courses change our approach to library research?
Appendix 1.1 Continuum of Interdisciplinary Knowledge and Skills
Handout Page 15
Examples of Student Activities in Making Connections
1. Multiple Intelligences
2. Critical and Creative Thinking
3. Visual Organizers
Handout Page 16-17
Handout Page 18
Handout Page 19
ACTIVITY 3 The Art of Asking Essential
Questions
1. Asking Complex Interdisciplinary Questions
2. Applying the Elements of Reasoning to Questioning Within a Discipline
The Miniature Guide to the Art of Asking Essential Questions by Dr. Linda Elder and Dr. Richard Paul. The Foundation for Critical Thinking
www.criticalthinking.org
Complimentary handout of Guide to all participants
Guide Page 17
Guide Page 32
The Interdisciplinary
University
Farewell
J amie McKenzie
Most essential questions are interdisciplinary in nature. They cut across the lines created by schools and scholars to mark the terrain of departments and disciplines. Essential questions probe the deepest issues confronting us.
Farewell
Susan Drake
Interdisciplinary curriculum provides a vehicle for higher-level thinking. When students are challenged to move beyond memorizing facts, to pursue a topic in depth, and to see patterns and relationships, they are engaged in constructing knowledge rather than merely acquiring information.
Farewell
Leonard Bernstein
[It was] an initiation into the love of learning, of learning how to learn, that was revealed to me by my BLS masters as a matter of interdisciplinary cognition—that is, learning to know something by its relation to something else.