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Learning commons in bc c. koechlin for slide share
1. Learning Commons in B.C.
BCTLA Summer Institute
August 28-29,2012
Carol Koechlin
2. Exploring the Learning Commons
Concept
• Lead in the design of excellent learning
experiences
• Foster a collaborative school culture
• Design and re-design physical and virtual
learning environments
• Contribute to school improvement
Carol Koechlin 2012 2
3. Playing to Learn
• The new culture of learning is
a fusion of information and
experimentation.
• The almost unlimited
resources provided by the
information network serve as
nutrients, constantly selected
and incorporated into the
bounded environment of the
petri dish, which provides the
impetus for experimentation,
play, and learning.
Carol Koechlin 2012 3
4. “It’s time to take the lid off learning!”
Establish a new self-generating system of learning
for all:
•Irresistibly engaging(for students and teachers)
•Elegantly efficient and easy to use
•Technologically ubiquitous 24/7
•Steeped in real life problem solving
Carol Koechlin 2012 4
5. From Invisibility to Opportunity
• Why does n’t the research • ….key factors contributing
s
on school librarie to building visibility
resonate with licymakers …….include a vision of the
educational po ocators? school library as a
and funding all pedagogical center; the
Diane Oberg school librarian primarily
working as a co-teacher;
the focus on curriculum
knowledge and meeting
syllabus standards; and
the implementation of an
inquiry-based pedagogy
Ross Todd
Carol Koechlin 2012 5
6. Questioning with Six Thinking Hats
• White Hat - facts and details
• Yellow Hat – optimistic, positive
and logical
• Red Hat – intuitive, emotions and
feelings
• Green Hat – new ideas and
imagination
• Black Hat – caution and judgment
• Blue Hat – metacognition,
reflection, big ideas
• Based on work by Edward de Bono 1985
Carol Koechlin 2012 6
7. Background to Question Model
Ban those Bird Units and Beyond Bird Units Loertscher Koechlin and Zwaan
Carol Koechlin 2012 7
8. Curriculum 21:Essential education for
a changing world
• “Rather than being
victimized by our program
structures, we should be
creating new types of
learning environments for
a new time and for various
types of teaching and
learning. Not to do so is a
declaration not to learn.”,
Page 79
Carol Koechlin 2012 8
10. The Experimental Learning Center
• All professional
development; the
center of school
improvement
• Experimentation with
instruction;
technology
• Center of risk taking
• Action research
Carol Koechlin 2012 10
12. From Top Down Learning
Environments to Networked Learning
Environments
Carol Koechlin 2012 12
13. What’s Happening in these Learning
Environments? High-level Learning
Experiences
Carol Koechlin 2012 13
14. Learning Commons Characteristics:
Both Virtual and Physical
• Sense of ownership by administrators, teachers,
students, parents
• A place to create, collaborate, innovate, exhibit, think,
and learn – excellent resources and ubiquitous
technologies – 24/7
• Flexibility – student centered
• Active vs. passive – learning is exciting
• All specialists as staff push together to facilitate best
teaching and drive learning to learn
• Change is normal
• Excellence is the result
Carol Koechlin 2012 14
15. School Improvement
EXPERT GROUPS • Record ideas on the charts
• Group A - What are your around the room 5 minutes
school/district learning goals? • Gallery walk and decide on six
• Group B - What do we value school improvement items you
that we assess well? would like to help with as the
• Group C - What do we value teacher-librarian. You have 6
stars.
that we do not assess very
well? • Return to your table for a new
• Group D – What do principals challenge.
need?
• Group E – What do teachers
need?
• Group F – What do students
need?
Carol Koechlin 2012 15
17. Program in the Learning Commons
Excellence in Teaching and Learning
Carol Koechlin 2012 17
18. Info Smarts - Learning to Learn
Carol Koechlin 2012 18
19. Establishing a Community of Learners
Guided Inquiry: Learning in the 21st Century by C.Kahlthau,
L. 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 2012 19
20. Collaboration
Guided Inquiry: Learning in the 21st Century by C.Kahlthau,
L. Maniotes & A. Caspari
Factors that Inhibit Success Factors that Enable Success
• Lack of time • Constructivist view of learning
• Confusion about roles • Team approach to teaching
• Poorly designed assignments • Competence in designing process
assignments
• Commitment to developing
information literacy
Carol Koechlin 2012 20
21. New Challenge – How can the LC
Program advance school improvement?
• How does our good
‘stuff’ translate into
knowledge and learning
to learn?
Carol Koechlin 2012 21
23. Building Collaborative Knowledge
• Library Web Page is a • Virtual Learning
one way street. Commons is a
collaborative network
Carol Koechlin 2012 23
24. A Giant Conversation
• The Virtual Learning
Commons, as it replaces
the traditional library
website, is a place where
everyone is building,
experimenting, doing
and exhibiting.....
• Building a Learning Commons: a
whole school approach for
learning in the future (Koechlin,
Rosenfeld & Loertscher 2010)
Carol Koechlin 2012 24
25. Zones of the Virtual Learning
Commons to Develop
• Information Center
• Literacy Center
• Knowledge Building
Center
• The Experimental
Learning Center
• Cultural Center
Carol Koechlin 2012 25
26. The Information Center
• the opening page not unlike
the traditional school
library website
• contains portal entries into
the VLC zones
• provides linkages to the
OPAC, databases, other
libraries, items of interest,
calendar, etc.
• Learning advice, tutorials,
research organizers, search
tools and
strategies, pathfinders,
services, etc
Carol Koechlin 2012 26
27. The Literacy Center
• the world of literacy
including reading,
writing, speaking, and
listening
• reading programs,
blogs, book clubs,
book reviews,
surveys, virtual book
talks, book trailers,
author links and
interviews
Carol Koechlin 2012 27
28. The Knowledge Building Center
• the place where the learning commons
interfaces with the great learning experiences
across departments, grade levels, and the
faculty of the school
• collaborative working, learning and
communicating spaces - Wikis, KBCs, Moodle,
blogs, global projects, tutorials
• transparency of learning
Carol Koechlin 2012 28
29. The Experimental Learning Center
• Home base for school
improvement and
professional development
• A place for
experimentation, action
research, specific
initiatives
• Collaborative planning
spaces, assessments and
tracking of LC initiatives
Carol Koechlin 2012 29
30. Cultural Center
• the living school yearbook of the school
including, performances, sports, exhibits,
clubs, and other notable activities.
• Celebration of learning
• Archive, museum, photos, videos, projects
• Parent and community links and collaborative
spaces
Carol Koechlin 2012 30
31. Five Zones to Build in Your VLC
Carol Koechlin 2012 31
32. …back to the Third Teacher
Dream Big and be Brave
• The rate of
technological
advancement is
increasing
exponentially. When
designing schools,
don’t let today’s reality
limit tomorrow’s
possibilities.
Carol Koechlin 2012 32
33. Traditional Assignment Process
• Choose a topic or a
topic is assigned
• Do research
• Create a product
• Share
• Get a grade
• The end!
Carol Koechlin 2012 33
34. Ban those Bird Units
• What are bird units?
• ‘all about’ projects
• fill-in-the-blanks worksheets
• term ‘report’
• textbook ‘research’
• cut, paste and plagiarism
• assessing product only
• only bells and whistles
• “no thinking required”
Carol Koechlin 2012 34
36. Principles of effective teaching practice
by Sharon Friesen
• Effective teaching practice
begins with the thoughtful
and intentional design of
learning that engages
students intellectually and
academically.
• The work that students are
asked to undertake is worthy
of their time and attention, is
personally relevant, and
deeply connected to the
world in which they live.
Carol Koechlin 2012 36
37. Advice to Action
• Predict- What does a • Conference - Share what
great knowledge building the experts said at your
experience look like? tables.
• Ask an expert – circulate • Discuss - What does the
and talk to other TLs in best look like right now?
this room. • What can we do to make
• Keep track of expert ideas our best even better?
on your index card. • Create – put your cards
• Analyze the expert advice together to create a visual
and summarize on the representation of a big idea
flip side of your card. about knowledge building
Carol Koechlin 2012 37
38. Suggestions for Transformations
• umbrella questions,
personal questions, curate,
consume, analyze, create…
• new challenge, mix what we
know, put it all together,
culminating activity….
• get two grades: one for
personal expertise and the
second for collaborative
intelligence
• Big Think – dig deeper,
share what we know with
our networks, get better
and better as a learner
Carol Koechlin 2012 38
39. Knowledge Building Centers
• A Knowledge Building • Challenge Turn an
Center is a way of assignment, project, or
providing an online exploration from a one-
collaborative way directive into a
environment for a unit giant conversation
of study. It scaffolds among the teacher, the
the inquiry process students, the teacher
with tools for learning librarian, and any other
and places to work adult coaches or
together 24/7 experts.
Carol Koechlin 2012 39
41. Phase one of the THINK Models:
Spark the Inquiry
• Engagement
– Hook
– Challenge
– Question
– Puzzle
– Problem
Carol Koechlin 2012 41
42. Phase Two of the THINK Models:
Personal Expertise
• Gathering and organizing data/information
about
– Persons
– Places
– Things
– Ideas
– Pheonomenons
Carol Koechlin 2012 42
43. Phase Three of the THINK Models:
Collaborative Intelligence
• What we know
• What we invent
• What we build
• What we create
• What we share
Carol Koechlin 2012 43
44. Phase four of the THINK Models:
Metacognition
The Big Think • The end is just the
• Process beginning of learning
– How did I/we learn?
– Why is this important?
– How can I/we do better
next time?
• Product
– What do I/we know?
– Why is this important?
– What new questions do
I/we have?
– What action can I/we take?
Carol Koechlin 2012 44
45. Learning to Learn
“Learning is the
work……whatever
is taught must be
steeped in
learning through
reflective action.”
Carol Koechlin 2012 45
46. Big Think about Content and Process:
What We Know; How We Learn It
Carol Koechlin 2012 46
47. Time for the BIG THINK
9 metacognative strategies that make the end just the beginning of learning
– Active discussion
– Construct Visuals
– Thoughtful Writing
– Higher Order Thinking
– Create New questions
– Interact with an Expert
– Re-Create
– New Problem or Challenge
– Sandbox
Carol Koechlin 2012 47
48. The end is just the beginning of
learning!
Carol
Carol Koechlin 2012 48
Hinweis der Redaktion
Here is a book for administrators about the Learning Commons
Think of a participatory culture in each zone rather than a one-way directive
Not unlike a great library website at the present time.
Students, teachers, reading specialists and anyone connected to literacy participating, creating, building, talking about fiction and informational reading in all formats.
Building, doing, and sharing the best collaborative learning experiences across the school, district, and the world that are happening in the school.
Think of a place where its ok to fail. And a place for both adults and students experimenting.
The living school yearbook posted by selected students, teachers, administrators and others.