Ideas:
What does Academic Honesty look like at Woodleigh School?
What does the Library Service look like at WS?
How does the LS function across campuses, programmes, and systems?
How can I inquiry into this?
Who can I speak to explore the current state of play?
Who will support this work?
1 x campus
$1000
Applications End of Week 4, Term 1, 2019
Announcement end of Week 5, T1
Check out the guidelines
Alignment with school vision
One or more of the 5 elements
benefit for the school
Benefit for career development
Authority is Constructed and Contextual
Information Creation is a Process
Information has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
When you build a Unit Plan – do not just use the ATL list!!!!! (Although it is a good place to start).
Start with the Assessment, then, what Skills are appropriate to the year level and the activity.
While ATL skills are not formally assessed they contribute to students’ achievement in all subject groups. The Assessment is the top of the building, the ATLs are the foundation.
Eg. Science assessment
Select a topic to research (Thinking)
Select a predictable outcome (Thinking) etc.
Hums task
Oral prez on Asian economy
Communication
Research
Thinking
The IB Approaches to Teaching skills are:
based on inquiry
focused on conceptual understanding
developed in local and global contexts
focused on effective teamwork and collaboration
differentiated to meet the needs of all learners
informed by formative and summative assessments.
Question: How do the ATTs work with Approaches to Learning skills?
What are the Symptoms of Plagiarism? (visual task)
What is your schools Academic Honesty policy? What are the consequences? Is it just punitive or is there a chance for reparation/ restorative justice/ learning? – There’s a role for the librarian here – working with students to learn the right way.
The school AH Policy
Is it punitive or positive?
Does it follow the guidelines?
[Something else I missed]
Hands-on: Create an activity
Inquiry-based
Audience age?
Time – 15 min activity
Conceptual understanding/ ATL
Context?
Teamwork and collaboration
Differentiated
Assessment – formative
Threshold concept – Remixing songs – “Standing on the Shoulder of Giants – Everything is remix”
Examples
Hope – Obama
Warhol
Men at Work
Photoshopping through History – website.
Ray Charles – original. Kanye West – Golddigger – Jamie Foxx. – 3mins. Who owns this? Is KW plagiarising? What do you think? – Remix website
Students to show their understanding of the concept – students will be able to tell you that their ideas may not always be original, and that’s OK, so long as they attribute.
Threshold concept – Honesty
Age – Juniors
Image taken on holiday. Entered by someone else into a comp – it won!
What’s wrong with this scenario?
Assessment – I used to think.. Now I think…
Threshold concept – “Is it all My Own Work?” – Integrity & Creativity
Age: Year 7
Draw something (Creator) best will win.
Put them in the middle
Pick anyones, and put your name on it
Extension activity – Pick anyones, change it a little bit, and put your name on it.
The session after lunch was spent rewriting an analysis document – Design Ops Analysis from the Gamestorming app.
VISION – Our library is going to be like this…
Woodleigh School Libraries will be at the heart of aiding and extending the student learner in the IB and in the international community.
and then the MISSION STATEMENT describes HOW you are going to go about it.
Woodleigh School Libraries are the information hub of the school, providing services the extend and enhance the student learner, the teacher learner, and the wider school community. The library team will provide resources in physical and digital formats, which enhance both the curricula and recreational resource needs of the school. The library team are lifelong learners, IT innovators, information & literature specialists, and aim to collaborate with teachers to appropriately sustain and strengthen the effective delivery of Unit Plans in the PYP and MYP programmes.
Consider:
High values
What is the purpose of the library?
Who are my advocates? Who do I need to have a conversation with? Lucy and PYP co-ordinator.
Effective conversations/ Communication
No because/Yes, and… – Positive
No!/ Yes, but… – Negative
Write a letter to one of your maximum impact people
Identify your impact on learning in the school, then state something you would like to develop with an outline of how this will happen.
How could you plan meaningful conversations?
How do you see yourself fitting into the programme?
By: Sheila Henline, Collection Analyst. “Why do I need a school librarian? I have Google and the Public Library.” This pointed and myopic question is the typical line of thinking from those not familiar with the nuances of school libraries and the roles of School Librarians and Media Specialists. Public Libraries are an essential part…
A really interesting day, and one in which I got to pick the brains of many like-minded library staff. Lots of robust discussion around eBooks and eResources (and the vendors!) not only what’s out there, but how to make it work for you.
Some ‘takeaways’ from the day:
Do your homework!
What ‘extras’ does the vendor offer? Stats, DDA, purchase limits, purchase triggers, etc.
How will you catalogue it? Does the vendor provide downloads?
Look, I have to say that this was the day I was really looking forward to. The anticipation of getting stuck into the nitty-gritty of how to ‘do’ formative assessment was high!
But, the day was not quite as good as I hoped. Sure we talked about FA, but a lot of it was stuff we’d already covered in Teaching and Learning meetings. For the MG team, the conference would have been better as a half-day recap followed by a day and a half of working on FA techniques.
Perhaps DW just intends it as a taster, a way to get schools to get him in and talk specifics. I wouldn’t be averse to that!
The end of the day went slowly, as my brain slowly filled up. Too much information in too short a time. As an introvert (see Susan Cain’s excellent website on Medium for clarity around this term) I need time to process what I’ve heard and seen. Sometimes, having every minute of the day taken up with presentations and exercises is not productive.
Nevertheless, I’ve collected the day’s tweets in a Storify, with the link below.
Up at 6am – (This is 11 mins before my alarm usually goes off and 30 mins before I would normally get out of bed. I do love my ‘snooze’ button). Drive to Mentone Station. Park car. Get on platform. Check Myki (good to go). Forget to swipe on (more on that later). Check PTV planner app for next train. All good. Station announcement. “The Frankston Line is currently experiencing delays of between 4 and 9 minutes, due to signal problems at Cheltenham.” By my calculations, the train I wanted to catch is already 12 minutes late, so you can imagine what the platform looks like. Train arrives. Get on. Squish my suitcase into a corner and stand. And stand. And stand. And get squished. Because the further up the line you go, the more people try to squish on. The train is stopping all stations. So it’s slow. And it’s packed. And there’s a backlog. So it’s more than usually slow. In my head I know there’s nothing to be done but wait out the journey and hope I’m not too late. Annoyingly loud girls have annoyingly inane conversation. They get off and two city workers get on. And have the same inane conversation. I retreat into my audiobook – City of Ashes by Cassandra Clare. I’d rather spend my time hanging out with Clary and Jase and Simon than listen to their hoohah.
Eventually I get to Parliament, and not late at all. But the Myki won’t touch off. Remember back at Mentone? Yeah, that. Lovely train man releases the gate with a warning to be careful touching on. Bless! Carry suitcase up the stairs, and onto Spring Street, then around the corner of Little Collins to the Sheraton. Up in the lift and into the conference. It’s not even 9am – and I’m pooped.
Luckily, we are here to listen and work with Dylan Wiliam, Formative Assessment guru and, as we discover during the day, a pretty nice guy.
You can see my complete tweet journey over at Storify (embed below) but I thought that I would tease out a few of the a-ha moments I had today.
So…
AH1 – Within the first few minutes I had my first AH regarding Teacher Appraisal…a scoring model doesn’t work, but a FEEDBACK model does work. We’re supposed to be working on a feedback model, but it’s not always used that way.
AH2 – There’s only one 21C skill. Paraphrasing a quote from Papert (1998) – success in the 21C looks like this…knowing how to act and react to a situation that you have NEVER SEEN BEFORE.
That’s from 17 years ago, and we’re still teaching in a 20C way.
How about this one?
“The test of success in education is not the amount of knowledge that a pupil takes away from school, but [his/her] appetite to know and [his/her] capacity to learn. If the school sends out children with the desire for knowledge and some idea how to acquire and use it, it will have done its work.”
This is from Livingstone…in 1941!!!!! That’s 74 years ago, peeps!
AH3 – I already had a handle on this one, but it bears repeating. If you don’t know where you are going, how will you know when you get there? Learning Intentions and Success Criteria are critical for students to know where they are going and what it looks like when they get there.
AH4 – Planning your questions is a necessary part of your lesson planning. It’s not a question of Closed v Open – sometimes Closed questions get useful responses. Questions need to give the teacher feedback on understanding and thinking, not just ‘right’ or ‘wrong’.
“…it’s about the risk of any country—including a democracy—placing too much value on security. The tension between safety and personal freedom is an idea that resonates in today’s politics.”
This Teaching Life Two 