1. Inquiry: The Heart of the Learning Commons Meeting the needs of 21 st Century Learners Carol Koechlin SSLA October 25, 2010

2. Focus Questions How does the 21 st century school library program support inquiry learning? How do we:  meet the needs of learners today?  help learners become ‘smart’ users of information and ideas?  encourage positive mindsets about learning to learn?  teach for deep learning about content and process?  design our programs to build success for all students? Carol Koechlin 20102

3. Our Inquiry Wiki Our Inquiry Wiki http://sslalearningcommons.pbworks.com/ http://sslalearningcommons.pbworks.com/ Carol Koechlin 20103

4. Saskatchewan Curriculum Carol Koechlin 20104

5. Saskatchewan Curriculum Carol Koechlin 20105

6. How is the Inquiry Process like: a ladder a set of keys a butterfly a cheese a cake a river a spider web a diary other Carol Koechlin 20106

7. Saskatchewan Curriculum Students who are engaged in inquiry: construct knowledge and deep understanding rather than passively receiving it are directly involved and engaged in the discovery of new knowledge encounter alternative perspectives and differing ideas that transform prior knowledge and experience into deep understandings transfer new knowledge and skills to new circumstances (Adapted from Kuhlthau & Todd, 2008, p. 1) Carol Koechlin 20107

8. Establishing a Community of Learners Guided Inquiry: Learning in the 21 st 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 20108

9. Collaboration Guided Inquiry: Learning in the 21 st Century by C.Kahlthau, L. Maniotes & A. Caspari Factors that Inhibit Success Lack of time Confusion about roles Poorly designed assignments Factors that Enable Success Constructivist view of learning Team approach to teaching Competence in designing process assignments Commitment to developing information literacy Carol Koechlin 20109

10. Teaching Partnerships The Key to Successful Inquiry The We We Solution When teachers within a school collaborate, they begin to think not just about “my classroom’ but also about “our school.” Six Secrets of Change Michael Fullan (2008) Think about a good collaborative experience you have had with a classroom teacher. Now think about why it worked so well. Share a strategy for building collaborative capacity in a school and teaching partnerships with the library. Carol Koechlin 201010

11. Shifts to Watch 11Carol Koechlin 2010

12. 21 st Century Skills: Resources to Consult Carol Koechlin 201012

13. It’s a Package Deal! Process Drives Understanding Carol Koechlin 201013

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15. Time for 180° Thinking InfoSmarts Koechlin & Zwaan 2010 Consider what we know about learners today. How can we better address the needs of learners during inquiry? 15 Carol Koechlin 2010

16. Teach THINK! Teach THINK! Teach Learning to Learn Teacher-librarians cannot continue to be accomplices to mediocrity. Alison Zmuda Carol Koechlin 201016

17. You Have the POWER! The power of the library media specialist (TEACHER LIBRARIAN) to contribute to the school has never been more vital, more feasible or more exciting than it is today. Zmuda &Harada Librarians as Learning Specialist 2008 Carol Koechlin 201017

18. Break Time 18Carol Koechlin 2010

19. What do we mean by Info Smarts? Carol Koechlin 201019

20. Info Smarts - Learning to Learn Carol Koechlin 201020

21. Learning is a Process Equation Effort +Strategies = Successful Learning Carol Koechlin 201021

22. effortpositive mindsets How do we encourage effort and positive mindsets about learning to learn? Carol Koechlin 201022

23. Reinforcing Effort Reinforcing Effort Marzano, Pickering and Pollock2001 Studies have demonstrated that some students are not aware of the fact that the effort they put into a task has a direct effect on their success relative to the task. ‘the effort belief’ Carol Koechlin 201023

24. Mindset: the new psychology of success Mindset: the new psychology of success by Carol S. Dweck, Ph.D. Fixed Mindset Leads to a desire to look smart and therefore a tendency to – Avoid challenges – Get defensive and give up early – See effort as fruitless or worse – Ignore useful negative feedback – Feel threatened by the success of others As a result they may plateau early and achieve less than their full potential. Carol Koechlin 2010 24

25. Mindset: the new psychology of success Mindset: the new psychology of success by Carol S. Dweck, Ph.D. Growth Mindset Leads to a desire to learn and therefore a tendency to – Embrace challenges – Persist in the face of setbacks – Use effort as a path to mastery – Learn from criticism – Find lessons and inspiration in the success of others As a result they reach ever higher levels of achievement. Carol Koechlin 201025

26. Building Info Smarts Ways of Learning Exploring to Learn Reading to Research Information to Learning Learning together Learning for Life STRATEGIES STRATEGIES Carol Koechlin 201026

27. 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). – http://www.i-learnt.com/Thinking_Habits_Mind.html http://www.i-learnt.com/Thinking_Habits_Mind.html Carol Koechlin 201027

28. Creating Questions for Inquiry Saskatchewan Curriculum Inquiry focuses on the development of questions to initiate and guide the learning process. These questions are formulated by teachers and students to motivate inquiries into topics, problems, and issues related to curriculum content and outcomes. Carol Koechlin 201028

29. Carol Koechlin 201029 How to empower students to ask questions and care about answers To prepare students to fully participate and thrive in this new ‘knowledge age’, we must equip them with questioning know-how. Intuitive questioning techniques are becoming essential learning tools. Building a Culture of Inquiry in the School Library May 14, 2008

30. Carol Koechlin 2010 How can I better organize my school and personal space resources? 30

31. How does your personal learning network work? Think about how you are informed: – Who do you read, watch, listen to, consult ? – Where, when and how do you gather information and for what purpose? Think about your information tools Consider how you process information and who you share with. Now create a visual to represent your personal learning network. Carol Koechlin 201031

32. David Warlick’s Personal Learning Network Carol Koechlin 201032

33. Sonja’s Learning Network Carol Koechlin 201033

34. Organize your virtual PLN Carol Koechlin 201034

35. Getting Assignments to Students 24/7/365  Link assignments from your School Library Homepage  Set up a blog - calendar, RSS feed  Create a wiki -collaborative work space  Use Google Docs and Spreadsheets and Office Live Workspace  Cloud Computing  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 Carol Koechlin 201035

36. Knowledge Building Center Google Site / Google Apps for Education; Kohive; Moodle; etc. 36Carol Koechlin 2010

37. Bullying Example 37Carol Koechlin 2010

38. Info Smart Learners:  Ask effective questions  Think critically and creatively  Process and manage information  Use technologies effectively  Work co-operatively and collaboratively  Empathize with others  Solve problems  Make informed decisions  Apply knowledge to new situations  Take initiative  Create and innovate  Self assess and set goals  and lots more……  They are ready to Learn for Life Carol Koechlin 201038

39. An Important Canadian Study What did you do in school today? Carol Koechlin 2010 39

40. Principles of effective teaching practice 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 201040

41. Helpful Strategies in the Literature Understanding by Design Differentiation Learning Styles Multiple Intelligences 21 st Century Skills 41Carol Koechlin 2010

42. Traditional Assignment Process Choose a topic or a topic is assigned Do research Create a product Share Get a grade The end! The end! Carol Koechlin 201042

43. 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 2010 43

44. Carol Koechlin 2010 Design Frames for High Think Inquiry and Knowledge Building 44

45. LUNCH Carol Koechlin 201045

46. 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 46Carol Koechlin 2010

47. A Vision for the 21 st Century Carol Koechlin 201047

48. SSLA Inquiry Why do we need change? What is a Learning Commons? How can the Learning Commons approach enable successful inquiry learning? Carol Koechlin 201048

49. Carol Koechlin 2010 Background to Question Model 49 Page 3

50. What are the major elements of a Learning Commons? View the Calgary school video.Calgary school video Examine the chart from Building a Learning Commons Brainstorm key elements of a learning commons at your table NOW - What questions do you have about a Learning Commons? http://media.stream.cbe.ab.ca/ media/LearningCommons/ElemL C.wmv http://media.stream.cbe.ab.ca/ media/LearningCommons/ElemL C.wmv Carol Koechlin 201050

51. Question Builder Chart Question Builder Chart Koechlin and Zwaan Q Tasks Pembroke 2006 isdidcanwouldwillmight Who What When Where How Why Which Carol Koechlin 201051

52. Carol Koechlin 2010 Technology & Learning 52 Problem: What is the role of technology in the Learning Commons

53. Carol Koechlin 2010 Read, View, Listen Model Page 37 53

54. Making Connections to the Article Decide quickly at your table who is reading each section Record ideas from the article and your ideas on sticky notes Share and compare sticky notes and look for BIG IDEAS about technology in the Learning Commons – Post your Big Ideas on our wall. 54Carol Koechlin 2010

55. Problems/Possibilities JigSaw Puzzle Model Carol Koechlin 201055

56. “ “It simply isn’t the 20th Century any more is it? So why would we teach as though it was?” Steven Heppell 2009 www.heppell.net www.heppell.net 56Carol Koechlin 2010

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60. What should replace these images? Think and Share at your tables. 60Carol Koechlin 2010

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64. Portable Computer Lab Carol Koechlin 201064

65. What will it Cost? Carol Koechlin 201065 http://campotflibrary.pbworks.com/

66. Carol Koechlin 201066 http://schoollearningcommons.pbworks.com/

67. Learning to Learn “Learning is the work……whatever is taught must be steeped in learning through reflective action.” (Fullan, 2008) Carol Koechlin 201067

68. Big Think about Content and Process: Big Think about Content and Process: What We Know; How We Learn It Carol Koechlin 201068

69. BIG THINK about unit content  So What?  What are the important ideas we explored?  What does this tell us about the topic?  What does this mean?  What new understandings emerge?  What Next?  What new questions do I/we have?  What else do we want to explore?  How can we use what we know to do better next time?  What action can I/we take?  How can I/we make use of this new knowledge in the real world? Carol Koechlin 201069

70. BIG THINK about unit process What strategies did we use to learn? How did these strategies work for us? Which worked well or didn’t work well and for whom? So What? Could we have learned more in the time we had? Are we all getting better as learners? What Next? How can we use our findings to improve as learners? Carol Koechlin 201070

71. Triple Your Investment Students – Consider content – Reflect on process Teaching Partners – Reflect on learning – Improve teaching School Improvement Carol Koechlin 201071

72. Wrap up Inquiry with a BIG THINK Wrap up Inquiry with a 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 201072

73. SSLA BIG THINK –Google form So what? Discuss your learning paths during today’s session. Consider the many ways we gained information and ideas and built understanding. Which of these strategies would work well in your school and what wouldn’t at this time. Now identify and list the major ideas about Inquiry Learning we have experienced today. Carol Koechlin 201073

74. What next? Develop a short term goal for advancing Inquiry Learning through school library programs and suggest implementation actions and strategies. Develop a long term goal for sustaining Inquiry Learning at the centre of school library program and suggest implementation actions and strategies. Carol Koechlin 201074

75. The end is just the beginning of learning! Carol Carol Koechlin 201075