1. A NOTEBOOK PROGRAMME IN SCHOOLS Differentiation and the teacher librarian

2. Differentiation at PLC

3. How is the paradigm changing? (Students)  Move towards greater connectivity with students and consideration of readiness, interest, passion, environment and learning styles as being essential keys to effective learning.  Students need to see immediate relevance to what they are studying presently, see the portability in what they learn for both across learning areas and and into the future  Students see learning as a partnership where they have a semblance of control and input.  Emphasis now on how students learn rather than what they learn (“thinking curriculum”)

4.  Outcomes focused education and more broadly based generic thinking and learning  Definite move against ‘lock step’ approach to learning and more to a differentiated curriculum delivery  Technology-fuelled curriculum demands are driving many of these curriculum changes  Strong move towards evidence-based practice and school accountability How has the paradigm changed - teachers?

5.  Inquiry based models that are often rigid and focus on information skills and research rather than on ‘thinking’  Focus on the ‘process’ approach to information rather than other variables such as learning profile, content, product, environment, readiness and learning passion  Emphasis on ‘one off’, short term programmes and lessons that can’t show any sustained evidence of value adding What are teacher librarians offering?

6.  Rigidity in the ‘role’ of the teacher librarian; we need to move from the ‘fixed’ to the generic, offering more pedagogical expertise and support  Apprehension and lack of knowledge about the use of technology as a powerful learning tool rather than a more functional one that looks at how the technology works. What are teacher librarians offering?

7.  Differentiation is an inclusive approach that focuses on understanding and connectivity with the learner as being hallmarks ALL learning activity.  It challenges us to emphasis the HOW and the WHAT in our approach to teaching and learning by adopting a more generic and ‘connected’ approach to thinking and learning. Differentiating to meet these new demands

8. Focuses on these key things:  Learning profile  Readiness  Interest  Environment Differentiation -HOW?

9.  Thinking style  Multiple intelligence  Brain research Learning Profile:

10.  Herrmann’s model of holistic brain dominance combined with Julia Atkins' use of colour to break the brain up into four distinct quadrants.  Most people have a dominant mode of thinking which influences their learning and interactions with the world.  Our aim is to give the student the opportunity to recognise their unique thinking style and to develop whole brain thinkers and learners. Thinking Styles

12. We use Howard Gardner’s multiple intelligence theories to show how students express their understanding and their preferred way to learn  Interpersonal Naturalist  Intrapersonal Bodily/kinesthetic  Visual Musical  Mathematical Multiple intelligences

13. Looks at where the learner is now, what they bring to the partnership and where they would like to go. It is based on:  Past knowledge  What they don’t know  What they need to know Readiness

14.  This is negotiating with students about how the classroom,library looks and feels. Students make decisions about the surrounding to help maximise their learning potential.  It is also about the emotional security they feel which allows them to challenge and explore different pathways. Environment

15. Interest This is passion learning but it is far more than just choice! It is about the process of discovery and giving opportunity to see what they like, what inspires them and what they need to know to stretch their learning. Giving students a free choice is NOT the same as offering a differentiated learning discovery.

16. Differentiation - What Content Process Product

17.  These are the core elements or understandings, knowledge and skills we want the students to have.  It needs to have the intellectual scaffolds inbuilt and and be varied in format so that student readiness, learning profiles and interests can be accommodated. Content

18. Process  Process is the action or how students engage with the task, personalise it and begin to create knowledge and understandings. Scaffolding is an essential part of process and should reflect a ‘whole brain’ approach so that varied learning styles are incorporated to maximise learning success.

19. Product  This is how students demonstrate their understanding at the end of the unit rather than in the short term (end of the lesson).  ICT is integral and critical in this stage; it is NOT just about choice. It is about access, equity and ability.

20. Level One: Word processing, fonts, diagrams, some images and colour Level Two: Graphics, icons,databases, screen captures, web links Level Three: Animations, interactive links, imovie, audio functions, specific software applications such as Hyper studio or Inspiration Levels of ICT to assist leaning

21.  Becoming leading classroom practitioners in pedagogy and teaching. The value adding in an educational sense is of paramount importance. Meeting the Challenge Bloom’s TS

22.  We need to assume a educational support view and operate equally from classrooms or use smaller groups in our libraries. Meeting the Challenge Yr 7 overview Simple Qns Powerful Qns

23.  Be part of long term writing and planning of units. Offer to create and teach the units both in a team teaching and co teaching situation.  Use or develop your ICT expertise to meet the demands of a digital curriculum. Economics Science Meeting the Challenge

24.  Be strategic! Find out who are the powerbrokers or curriculum leaders. Offer to do things for them as you need them far more than they will ever need you!  For any further information or for a copy of this power point:  Contact: ggreen@plc.wa.edu.auggreen@plc.wa.edu.au After 25 March Meeting the Challenge

25. Level One: Word processing, fonts, basic layout some images and colour Level Two: Graphics, databases, screen captures, web links Level Three: Animations, interactive links, imovie, audio functions ICT Levels