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Carol Koechlin 2008
Assignments that WorkAssignments that WorkYork AQ Librarianship 2/3York AQ Librarianship 2/3
Extension of Extension of Assignments Worth the EffortAssignments Worth the Effort :Questions are :Questions are KeyKey, Teacher Librarian February 2007, Teacher Librarian February 2007
Carol Koechlin [email protected]
Carol Koechlin 2008
Focus QuestionsFocus Questions
• Why do many students make a less than stellar effort on research tasks andassignments?
• 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?
Carol Koechlin 2008
Making Meaning: From Information to Knowledge
Ross Todd CISSL 2006
Questioning is key!
Carol Koechlin 2008
Words from the wise….Words from the wise….
“Teacher-librarians cannot continue to be accomplices to mediocrity.”
Alison Zmuda in an audio conference presentation to Treasure Mountain Oct. 2007.
Carol Koechlin 2008
Carol Koechlin 2008
Carol Koechlin 2008
Reading on the InternetReading 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
Carol Koechlin 2008
The New LiteraciesThe New Literacieshttp://http://www.districtadministration.com/viewarticle.aspx?articleidwww.districtadministration.com/viewarticle.aspx?articleid=1292&pf=1=1292&pf=1
• 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."
Carol Koechlin 2008
Youth perspectiveYouth perspective
• Why must I find answers to already answered questions when I have questions that have not yet been answered?
Carol Koechlin 2008
Carol Koechlin 2008
Reinforcing EffortReinforcing 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 2008
Mindset: the new psychology of successMindset: 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.
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 2008
2121stst Century Skills Century Skills
The best thing we can be teaching our children today, is how to teach themselves.
– David Warlick– http://davidwarlick.com/2cents/
Learning skills– thinking critically and
creatively – applying knowledge to
new situations – analyzing information – comprehending new
ideas – communicating – collaborating – solving problems – making decisions
Carol Koechlin 2008
Well designed assignments: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
Carol Koechlin 2008
The more we understand the brain, the better we’ll be able to design instruction to match how it learns best.
Wolfe 2001
Carol Koechlin 2008
An Information ProcessingModel
SensoryMemory
WorkingMemory
Long-termMemory
Carol Koechlin 2008
The more fully we process information over time, the more connections we make the more consolidation takes place, and the better the memory will be.
• Wolfe 2001
Carol Koechlin 2008
The Art and Science of TeachingThe Art and Science of Teaching by Robert Marzano
Active Processing Using Macrostrategies
– Summarizing and note taking
– Nonlinguistic representations
– Questions
– Reflection
– Cooperative learning
Carol Koechlin 2008
Models for successful learningModels for successful learning
Carol Koechlin 2008
Ban those Bird UnitsBan those Bird Units
• What are bird units?• ‘all about’ projects• fill-in-the-blanks worksheets• regurgitate answers• textbook ‘research’• term ‘report’• cut, paste and plagiarize• assess product only• value only bells and whistles
Carol Koechlin 2008
The The ThinkThink Models: 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.
Carol Koechlin 2008
Designing Assignments that WorkDesigning 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.Establish a ‘culture of inquiry’ with teachers and students.
Carol Koechlin 2008
CollaborationCollaboration Guided Inquiry: Learning in the 21Guided Inquiry: Learning in the 21stst Century Century by C.Kahlthau, by C.Kahlthau,
L. Maniotes & A. CaspariL. 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 2008
Advice to Action Model
Carol Koechlin 2008
Establishing a Community of LearnersEstablishing a Community of LearnersGuided Inquiry: Learning in the 21Guided Inquiry: Learning in the 21stst Century Century by C.Kahlthau, by C.Kahlthau,
L. Maniotes & A. CaspariL. 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
Carol Koechlin 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 pathsProvide many paths
Carol Koechlin 2008
Differentiated Instruction in the LibraryDifferentiated 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
Carol Koechlin 2008
Getting Assignments to Students Getting Assignments to Students 24/7/36524/7/365
• 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 worldIn Command! by R. Williams and
D. Loertscher
Carol Koechlin 2008
Carol Koechlin 2008
How can I better organize my school and personal space resources?
Carol Koechlin 2008
Carol Koechlin 2008
Create a desire to knowCreate 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
Carol Koechlin 2008
Not My FaultNot My Fault by Leif Kristiansson
• Does it have nothing to do with me?
Carol Koechlin 2008
Make them think, question, and Make them think, question, and reflect…..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
Carol Koechlin 2008
Thinking and Questioning with Thinking and Questioning with Six Thinking HatsSix 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
• Edward de Bono 1985
Carol Koechlin 2008
Carol Koechlin 2008
Building a Culture of InquiryBuilding a Culture of Inquiry
• Establish a Community of Learners
• Work on awareness
• Teach observation skills
• Invite, value and celebrate questions
• Model effective questioning
Carol Koechlin 2008
Beyond “all about” a topic…Beyond “all about” a topic…
• Questioning elevates the quality of research projects and student understanding.
• Research without questions invites “cut and paste”.
• Questioning invites original thought.
Carol Koechlin 2008
KWW ChartKWW Chart
What we know What we wonder What we wish
Carol Koechlin 2008
Carol Koechlin 2008
Planning a report on stewardship of the environment.
Carol Koechlin 2008
Making Comparisons
Frogs Toads
What colour are they
What do they eat?
How do they move?
Where do they live?
Who are their enemies?
Carol Koechlin 2008
How to empower students to ask How to empower students to ask questions and care about answersquestions 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.
Carol Koechlin 2008
Design for Understanding
Carol Koechlin 2008
What is understanding?What is understanding?
“You understand it only if you can teach it, use it, prove it, explain it, defend it, or read between the lines.” Wiggins and McTighe
Carol Koechlin 2008
The School Library is a knowledge The School Library is a knowledge
building environment.building environment.
“Librarians cannot claim a contribution to teaching and learning unless literacy and understanding are being built day in and day out.”
David Loertscher 2005
Carol Koechlin 2008
The Concept Jigsaw Puzzle Model
Carol Koechlin 2008
Plagiarism Jig-SawPlagiarism Jig-Saw
Engaging QuestionEngaging QuestionWhy do students
plagiarize?• A – Student• B – Teacher• C – Teacher Librarian• D – Parent/Guardian• E – Administration
Concept forming Concept forming questionquestion
How can the school community foster academic honesty?
• ABCDE• ABCDE• ABCDE
Carol Koechlin 2008
Review Academic HonestyReview Academic Honesty
• Organization• Time management• Quotations• Paraphrasing• Referencing• Copyright• Note-making• Analysis techniques
• Build academic honesty into assessment tools
Carol Koechlin 2008
Media StudyMedia StudyJig-SawJig-Saw
Engaging QuestionEngaging Question• What is the real
story?
Concept forming Concept forming questionquestion
• What are the common elements in all forms of media?
Carol Koechlin 2008
Severe WeatherSevere WeatherJig-SawJig-Saw
Engaging QuestionEngaging Question• Investigate the
weather dynamics of severe storms- tornados, hurricanes, monsoons, cyclones.
Concept forming Concept forming questionquestion
• How can we minimize the consequences of these storms on people, the environment and structures?
Carol Koechlin 2008
Population PatternsPopulation PatternsJig-SawJig-Saw
• Engaging questionEngaging question
• Who has been counted?
• Concept forming Concept forming questionquestion
• How can global population pattern data and analysis assist national decision making?
Carol Koechlin 2008
Apply the Concept Jig Saw Apply the Concept Jig Saw Puzzle ModelPuzzle Model
• Select a ‘bird’ project.• Plan how to use the
Concept Jigsaw Puzzle Model to improve the quality of learning.
• Develop an engaging question.
• Create a concept forming question.
• Let’s share
Carol Koechlin 2008
Inspire students with E-ProjectsInspire students with E-Projects
• Pathfinders• Guided Tours• Scavenger Hunts• Virtual Tours• Interactive Video
Conferencing• On-Line Projects• Blogs• Wikis• Web Quests
Carol Koechlin 2008
Consider designing your WebQuest using a THINKTHINK
model at the Processing Stage.
Carol Koechlin 2008
WebQuest FrameworkWebQuest Framework
• Introduction• Task
• ProcessProcess• Information Sources• Evaluation• Conclusion
Carol Koechlin 2008
Sample High Think Web QuestsSample 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?
Carol Koechlin 2008
What about a wiki?What about a wiki?
• Design collaborative workspaces for students based on the THINK models.
Carol Koechlin 2008
Carol Koechlin 2008
Carol Koechlin 2008
The Big Think 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
Carol Koechlin 2008
Question Quiver
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Carol Koechlin 2008
So What Works?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
Carol Koechlin 2008
What Next?What Next?
• We now have a lot of information about what works.
• We have saved a few minutes for you to consider how this information is useful to you.
• What actions can you take to improve student achievement by elevating the quality of assignments and projects that take place in your libraries?
• Table sharing
Carol Koechlin 2008
Keys to SuccessKeys 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.
Carol Koechlin 2008
Bottom LineBottom Line
Design Assignments that Work to demonstrate that :
Collaboration in the Library is the Best Teaching and Learning in the School!
