Assignments that Work Super Conference 2008 Extension of Assignments Worth the Effort :Questions are Key, Teacher Librarian February 2007 Carol Koechlin & Sandi Zwaan

Koechlin and Zwaan Super Conference 2008 Focus Questions Why do many students make a less than stellar effort on research tasks and assignments? As we move from the Information Age to the Knowledge Age how can we take advantage of real world technologies and processes to enrich the research experience for students?

Koechlin and Zwaan Super Conference 2008 Youth perspective Why must I find answers to already answered questions when I have questions that have not yet been answered?

Koechlin and Zwaan Super Conference 2008 The New Literacies The New Literacies Students are immersed in 21st century "new literacy" technologies, but are schools preparing them for the future? BY ZACH MINERS AND ANGELA PASCOPELLA October 2007 "The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools," students are spending 27 hours a week online at home, compared to an average of 15 minutes per week at school. "One of our goals is for students to read better online."

Koechlin and Zwaan Super Conference 2008 Reading on the Internet No other tool will help the Internet reader as much as the right question, asked at the right time and in the right way. Intelligent readers of the Internet begin by asking questions even before they log on, and they continue to ask questions during their search. By asking questions repeatedly and deliberately, students become thoughtful readers, developing "habits of mind" that they can then generalize to other situations or tasks –(Costa & Kallick, 2000). –

Koechlin and Zwaan Super Conference 2008 Well designed assignments: Build character development Curiosity and wonder Responsibility Motivation and effort Meet the learning needs of today’s students Critical thinking Innovation and Problem solving Teamwork skills Global awareness

Koechlin and Zwaan Super Conference 2008 Designing Assignments that Work Select a Think Model Plan needed library interventions Differentiate Instruction Design collaborative working times/spaces SPARK the inquiry Get assignments and support to students 24/7/365 Make them think, question and reflect Guide and assess throughout the tasks Review academic honesty Provide access to the best resources and technologies Ensure authentic audiences for sharing Design a BIG THINK –So What? –What Next? Assess gather evidence of success and set new goals Establish a ‘culture of inquiry’ with teachers and students.

Koechlin and Zwaan Super Conference 2008 Establishing a Community of Learners Guided Inquiry: Learning in the 21 st Century by C.Kahlthau, L. Maniotes & A. Caspari Model personal connections Create a safe atmosphere Encourage students to speak freely Accept varied viewpoints Listen to ideas Consider students’ ideas carefully

Koechlin and Zwaan Super Conference 2008 Create a desire to know Motivate and challenge with the unknown or the perplexing –artifacts both real and virtual –historical photos, cartoons, posters –quotations –film clips –discrepant events Puzzle them First: Motivating Adolescent Readers with Question-Finding By A. V. Ciardiello

Koechlin and Zwaan Super Conference 2008 Make then think, question, and reflect….. Inquiry questions De Bono’s Six Hats Blooms Taxonomy Problem Based Learning Invention and innovation Creation – the arts Research journals Graphic organizers Peer conferencing Self assessment Goal setting

Koechlin and Zwaan Super Conference 2008 Review Academic Honesty Organization Time management Quotations Paraphrasing Referencing Copyright Note-making Analysis techniques Build academic honesty into assessment tools

Koechlin and Zwaan Super Conference 2008 Models for successful learning

Koechlin and Zwaan Super Conference 2008 The Think Models: apply critical and creative thinking. build cross-curricular literacy skills and new literacies. are engaging and effective. empower students to build deeper understanding. are knowledge building learning experiences. are a framework for designing successful assignments. effectively utilize information and technology-rich learning environments. provide opportunity for differentiated instruction.

Koechlin and Zwaan Super Conference 2008 Education is about learning! Education is about learning! Integrating Differentiated Instruction +Understanding by Design Carol Ann Tomlinson and Jay McTighe -Classroom teachers can work to the benefit of many more students by implementing patterns of instruction likely to serve multiple needs. -Provide many paths

Koechlin and Zwaan Super Conference 2008 Differentiated Instruction in the Library content (what students learn and the materials that represent that) process (activities through which students make sense of key ideas using the essential skills) product (how students demonstrate and extend what they understand and can do as a result of a span of learning) learning environment (the classroom conditions that set the tone and expectations of learning) Tomlinson and McTighe

Koechlin and Zwaan Super Conference 2008 Getting Assignments to Students 24/7/365 Link assignments from your School Library Homepage Set up a blog - calendar, RRS feed Create a wiki - collaborative work space Use Google Docs and Spreadsheets (FREE) Advantages –Often free –Projects stored on a remote server –Usually more reliable than local networks –Available from any computer 24/7/365 –Meet with students in their world In Command! by R. Williams and D. Loertscher

Koechlin and Zwaan Super Conference 2008 Inspire students with E-Projects Pathfinders Guided Tours Scavenger Hunts Virtual Tours Interactive Video Conferencing On-Line Projects Blogs Wikis Web Quests

Koechlin and Zwaan Super Conference 2008 THINK Consider designing your WebQuest using a THINK model at the Processing Stage Introduction Task ProcessProcess Information Sources Evaluation Conclusion

Koechlin and Zwaan Super Conference 2008 Sample High Think Web Quests Bully Grades 4-8 Problems Possibilities JigSaw Model How can students take a stand on bullying? Messing with Mother Nature Grade 9-12 Take a Position Model What’s the harm in genetic modification of plants?

Koechlin and Zwaan Super Conference 2008 What about a wiki? Design collaborative workspaces for students based on the THINK models.

Koechlin and Zwaan Super Conference 2008  The Big Think  Elevates projects The product isn’t the end, it is the beginning! Transform learning into something new Collaborative knowledge building Bottom line –Build on student understanding to keep the thinking flowing! Conduct active discussion Present a problem Challenge with a new question Invite students to create new questions Write about larger ideas, concepts and process of learning Collaboratively build charts, diagrams, maps etc. Interact with an expert Take action Take part in the real world

Koechlin and Zwaan Super Conference 2008 So What Works? Establish learning communities (teacher and student) Motivate students and get assignments to them 24/7/365 Fuse inquiry and content learning Differentiate instruction Prepare students for learning for life Utilize a variety of rich resources and technologies Honour collaborative knowledge building Connect students to the world Make them think, question and reflect Value process and product and academic honesty Share responsibility for learning

Koechlin and Zwaan Super Conference 2008 Keys to Success   Design assignments that move from TRANSPORTATION of data to TRANSFORMATION of information.   Focus on KNOWLEDGE CONSTRUCTION rather than product construction.   Don’t abandon students during the process. Based on Ross Todd workshops and writings.

Koechlin and Zwaan Super Conference 2008 Bottom Line Design Assignments that Work to demonstrate that : Collaboration in the Library is the Best Teaching and Learning in the School!