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Carol KoechlinApril 19, 2011
Where do we start?Where do we start?
The ProcessThe Process
Carol Koechlin 20112
The Pacific Northwest Tree The Pacific Northwest Tree OctopusOctopus
What do you think you know?
What do you want to find out?
Where can you get more information?
What keywords will help you with searches?
Carol Koechlin 2011 3
Carol Koechlin 20114
Teach THINK!Teach Learning to Learn
Carol Koechlin 20115
It’s Critical!It’s Critical!A future literate culture will be determined not
only by its literature-fiction and non-fiction – but also by newspapers, magazines, television, computers, networks, films, hypertext, e-mail and other forms yet to be created.
We want critical understanding to become a habit of mind.
David Booth It’s Critical
Carol Koechlin 20116
Design for High ThinkDesign for High Think
Sound instructional design
Collaborative knowledge building
Technology for learningGuided inquiryMetacognitionThink Models support DI
Carol Koechlin 2011 7
Provide many paths Provide many paths Classroom teachers
can work to the benefit of many more students by implementing patterns of instruction likely to serve multiple needs.
Tomlinson and McTighe Integrating Differentiated Instruction +
Understanding by Design Carol Koechlin 20118
Background to Question Background to Question ModelModel
Carol Koechlin 20119
Read, View, Listen ModelRead, View, Listen Model
Carol Koechlin 201110
Education is about learning!Education is about learning!Integrating Differentiated Instruction +Understanding by Design
Carol Ann Tomlinson and Jay McTighe
Learning happens within students, not to them.
Learning is a process of making meaning that happens one student at a time
Carol Koechlin 2011 11
Differentiated Instruction Differentiated Instruction in the Libraryin the Library
Learning Materials (Content)
Ways of Learning (Process)
Ways of Demonstrating Learning (Product)
Learning EnvironmentCarol Koechlin 201112
A Vision for the 21A Vision for the 21stst CenturyCentury
We will use the Read, View, Listen Model to help us consider how the Learning Commons supports Differentiated Instruction.
Read and discuss Pages 12-13.
Create a slogan to demonstrate the role of the LC in DI.
Tweet your slogan.
Carol Koechlin 201113
Matrix ModelMatrix Model
Carol Koechlin 201114
What (where) are you What (where) are you wearing today?wearing today?
Examine items you are wearing today. Find out where the items were manufactured.
Prepare a sticky note for each item
Share items with your group.
Create a matrix on chart paper to sort and organize your stickies. Types of itemsCountries
Stick your notes on the matrix in the most appropriate cell.
Share and compare with another group.
What observations can we make from the distribution of data in the matrix.
So What?Who are our major
trading partnersWhat next?
Compare the matrix with expert information. (encyclopedia, almanacs, government websites)Carol Koechlin 201115
Question Builder ChartQuestion Builder Chart Koechlin and Zwaan Q Tasks Pembroke 2006
is did can would will might
Who
What
When
Where
How
Why
WhichCarol Koechlin 201116
Establishing a Community of Establishing a Community of LearnersLearners
Guided Inquiry: Learning in the 21Guided Inquiry: Learning in the 21stst Century Century by C.Kahlthau, by C.Kahlthau, L. Maniotes & A. CaspariL. Maniotes & A. Caspari
“Inquiry learning is a social process in which students learn from each other in a community of learners.”
Carol Kuhlthau Guided Inquiry: Learning in the 21st Century
Carol Koechlin 2011 17
The Information to Knowledge The Information to Knowledge JourneyJourney
Carol Koechlin 201118
Information to Knowledge Information to Knowledge JourneyJourney
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
Carol Koechlin 201119
Information to Knowledge Information to Knowledge Journeys in Greater Essex Journeys in Greater Essex County D.S. B.County 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?
Carol Koechlin 201120
Info Smarts - Learning to LearnInfo Smarts - Learning to Learn
Carol Koechlin 201121
Learning to LearnLearning to Learn“Learning is the
work……whatever is taught must be steeped in learning through reflective action.”
(Fullan, 2008)
Carol Koechlin 201122
Big Think about Content and Big Think about Content and Process:Process:
What We Know; How We Learn It
Carol Koechlin 201123
The BIG THINK
Carol Koechlin 2011 24
Bottom line –Build on student understanding to keep the thinking flowing!
It’s not a box!It’s not a box!
So what is it?Think about the box.Think outside the box.Open the box.Transform the box.
Carol Koechlin 201125
GECDSB TLsGECDSB TLs BIG THINK BIG THINKThere are many
barriers in schools that keep us in ‘boxes’ that we are not comfortable with.
So What?In your groups,
discuss how the Learning Commons approach releases you from your ‘box’!
What Next?What action will
you take to use our new collective knowledge to transform school libraries and programs?
Lead the way!Lead the way!
Carol Koechlin 201126