Category: Library

Approaches to Learning

http://www.agoogleaday.com – Read the question. Answer the question.

Framework for Information Literacy for Higher Education from TheLibrarianEdge.com 2015
http://www.thelibrarianedge.com/libedge/2015/8/9/metaphors-and-threshold-concepts-for-research?rq=framework%20for%20information%20litera

Authority is Constructed and Contextual
Information Creation is a Process
Information has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration

Referencing Scope and Sequence Draft – on the IB G site

The skillset of a Life-long Learner – [Dianne McKenzie]

• able to set learning goals
• can plan your learning
• being able to ask good questions
• able to generate intrinsic motivation and perseverance
• process information effectively – sifting, sorting, comparing verifying
• try out different ways to learn
• work to deadlines
• reflect on their achievements and failures – both process and content
• making changes to their learning processes where necessary
• an effective communicator

A Learning – Students need time to process the question and their thoughts.

What do you already know about the ATL skills?

• Social – interactions in the library (Collaboration)
• Communication – Emails, Audiences, Software (Effective Communication through Interactions)
• Self Management – (Organisation Skills, Affective Skills, Reflective Skills
• Research – Media Literacy, Information lit
• Thinking – (whatever the other ones are!)

Building a Unit Plan

• 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
• “Rip it” – movie
• Copyright info – https://www.copyright.org.au/ACC_Prod/ACC/Information_Sheets/Mashups__Memes__Remixes___Copyright.aspx

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.
• Informal discussion – feelings – Exit ticket question.

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?

Planning for Support

Brilliant PD. Thanks, Dianne!