Expert learning: It’s essentialExpert learning: It’s essential

oror

‘‘Teacher-librarians write new curriculum!’Teacher-librarians write new curriculum!’

Mary ManningMary ManningSchool Library Association of VictoriaSchool Library Association of Victoria

Expert learnersExpert learners

Experts see patterns and meanings not apparent to Experts see patterns and meanings not apparent to novices.novices.Experts have in-depth knowledge of their fields, Experts have in-depth knowledge of their fields, structured so that it is most useful. structured so that it is most useful. Experts' knowledge is not just a set of facts -- it is Experts' knowledge is not just a set of facts -- it is structured to be accessible, transferable, and applicable structured to be accessible, transferable, and applicable to a variety of situations. to a variety of situations. Experts can easily retrieve their knowledge and learn Experts can easily retrieve their knowledge and learn new information in their fields with little effort. new information in their fields with little effort.

(The list above was adapted from "(The list above was adapted from "How People LearnHow People Learn," ," published by the National Research Council in 1999.) published by the National Research Council in 1999.) Source: Source: http://www.thirteen.org/edonline/concept2class/inquiry/http://www.thirteen.org/edonline/concept2class/inquiry/

Teacher-librarians have long held Teacher-librarians have long held the view that it is the generic cross-the view that it is the generic cross-

curricular skills, attributes and curricular skills, attributes and behaviours which are vital in the behaviours which are vital in the development of the autonomous development of the autonomous

(or expert) learner(or expert) learner

Teacher-librarians believe that such skills should:Teacher-librarians believe that such skills should:

Be articulated in the curriculum documentationBe articulated in the curriculum documentation

Be able to be used by students in a range of Be able to be used by students in a range of situations situations (transferability)(transferability)

Be interwoven throughout all elements of the Be interwoven throughout all elements of the curriculumcurriculum

Be valued, assessed and evaluatedBe valued, assessed and evaluated

Have identified statewide standardsHave identified statewide standards

Have a whole-school approach to the integration Have a whole-school approach to the integration into curriculum developmentinto curriculum development

Introducing……….Introducing……….The Victorian Essential Learning StandardsThe Victorian Essential Learning Standards

A new approach to A new approach to organising curriculumorganising curriculum

A new approach to learningA new approach to learning

VELS addressesVELS addresses

The economic and social changes The economic and social changes associated with the development of our associated with the development of our global, knowledge-based world and their global, knowledge-based world and their implications for schools, andimplications for schools, and

The growing evidence base about how The growing evidence base about how people learn and its implications for people learn and its implications for teaching that worksteaching that works

A move away from increased A move away from increased content towards:-content towards:-

A student-centred approachA student-centred approach

Developing the learner who can apply their Developing the learner who can apply their knowledge beyond the classroom to new knowledge beyond the classroom to new and different situationsand different situations

►►Expert learnersExpert learners

Becoming an expert through an Becoming an expert through an inquiry approachinquiry approach

Inquiry-based learningInquiry-based learningStudent-centred learningStudent-centred learning

Focuses on ‘how we know’ rather Focuses on ‘how we know’ rather than ‘what we know’than ‘what we know’

Develop information processing Develop information processing and problem-solving skillsand problem-solving skills

Students construct their own Students construct their own knowledgeknowledge

‘SLAV CD ROMs and

publications’

Purposes of VELSPurposes of VELS

Students will leave school with the capacity to:Students will leave school with the capacity to:

manage themselves as manage themselves as individuals and in relation to individuals and in relation to othersothers

understand the world in which they live

act effectively in that world.

Three componentsThree components

The processes of physical, personal and The processes of physical, personal and social development and growthsocial development and growth

The branches of learning reflected in the The branches of learning reflected in the traditional disciplines; andtraditional disciplines; and

The interdisciplinary capacities needed for The interdisciplinary capacities needed for effective functioning within and beyond effective functioning within and beyond schoolschool

(we like it already!!)(we like it already!!)

Three strandsThree strands

Physical, Personal Physical, Personal and Social Learningand Social Learning

Discipline-based Discipline-based LearningLearning

Interdisciplinary Interdisciplinary LearningLearning

A new structure

The Humanities

Discipline-based learning strand

Physical, personal and social learning strand

Interdisciplinary learning strand

Structure of VELS

Integration and equalityIntegration and equality

Knowledge, skills and behaviours in each Knowledge, skills and behaviours in each of the three strandsof the three strandsTogether the three strands provide the Together the three strands provide the basis for students to develop deep basis for students to develop deep understandingunderstandingAn ability to take their learning and apply it An ability to take their learning and apply it to new and different circumstancesto new and different circumstancesThe disciplines are related to the other The disciplines are related to the other strands in a new and integrated mannerstrands in a new and integrated manner

Interdisciplinary learningInterdisciplinary learning

Students are better able to:Students are better able to:

developdevelop

demonstratedemonstrate

useuse

discipline-based knowledge and skills when they discipline-based knowledge and skills when they are able to employ the knowledge, skills and are able to employ the knowledge, skills and behaviours described in the interdisciplinary behaviours described in the interdisciplinary domains of Communications, DCT, Thinking domains of Communications, DCT, Thinking Processes and ICTProcesses and ICT

A whole school curriculum planning frameworkThree strands, equally important,

interrelated, cannot be planned in isolation

Schools determine how best to weave strands of essential learning together

Use context of school priorities and students’ needs

What’s new?

Greater recognition of the personal and social skills which students require

Greater recognition of the cross curriculum skills which students require

Statewide standards in these areas for the first time

This means that:This means that:

Skills that have never been explicitly stated Skills that have never been explicitly stated before are now acknowledged and standards before are now acknowledged and standards statedstatedInterdisciplinary skills and behaviours are of Interdisciplinary skills and behaviours are of equal value to discipline skills and knowledgeequal value to discipline skills and knowledgeA whole school approach is necessary for A whole school approach is necessary for planningplanningIntegration and collaboration requiredIntegration and collaboration requiredFocus on what is essential for expert or Focus on what is essential for expert or autonomous learningautonomous learning

Some examples from the VELS:Some examples from the VELS:

Thinking processes

Our world and the world of the future demand that all students are supported to become effective and skilful thinkers. Thinking validates existing knowledge and enables individuals to create new knowledge and to build ideas and make connections between them. It entails reasoning and inquiry together with processing and evaluating information.

Students develop strategies to find suitable sources of information and learn to distinguish between fact and opinion.

Students increase their repertoire of thinking strategies for gathering and processing information.

Thinking ProcessesThinking Processes

Level 1(learning focus)Level 1(learning focus)Students explore a wide variety of familiar Students explore a wide variety of familiar contexts. With encouragement and contexts. With encouragement and support, they wonder, question and support, they wonder, question and become adventurous in their thinking become adventurous in their thinking about these contexts. about these contexts. They reflect on their thinking (for example, They reflect on their thinking (for example, why they think what they think about a why they think what they think about a text)text)

Thinking ProcessesThinking Processes

They further develop their skills in using a range They further develop their skills in using a range of sources of information when investigating of sources of information when investigating selected questions. Level 2selected questions. Level 2

Reasoning, processing and inquiryReasoning, processing and inquiry At Level 3 students collect and organise ideas At Level 3 students collect and organise ideas from a range of sources to answer their own and from a range of sources to answer their own and others’ questions. They question the validity of others’ questions. They question the validity of sources when appropriate. They apply thinking sources when appropriate. They apply thinking strategies to organise information and concepts strategies to organise information and concepts in a variety of contexts.in a variety of contexts.

ICTICT

In their learning of new material, students In their learning of new material, students experiment with some simple ICT tools experiment with some simple ICT tools and techniques for visualising their and techniques for visualising their thinking. They organise and classify thinking. They organise and classify information and ideas, and present them in information and ideas, and present them in a manner that is meaningful to them.a manner that is meaningful to them.Students develop an understanding of the Students develop an understanding of the importance of checking the accuracy of importance of checking the accuracy of facts that are going to be processedfacts that are going to be processed

ICTICT

They also use simple graphic organisers such as They also use simple graphic organisers such as concept maps to provide a framework for concept maps to provide a framework for visualising thinking. Students reflect on the visualising thinking. Students reflect on the usefulness of such tools and strategies in new usefulness of such tools and strategies in new circumstances.circumstances.

(level 2)(level 2)

They locate information on an intranet, and use They locate information on an intranet, and use a search engine and limited keywords to locate a search engine and limited keywords to locate information from websites. (level 3)information from websites. (level 3)

ICT Example

They use complex search strategies (for example, Boolean) to locate information from the Internet and other sources, and they evaluate the integrity of this information. They organise and store gathered information to enable easy retrieval. They access online interactive e-learning tools to help them to develop knowledge across the curriculum, and explain how these tools differ in supporting learning and whether they assist the development ofdeeper understanding.

Personal learningPersonal learning

This domain provides students with

the knowledge, skills and behaviours to be successful learners both at school and throughout their lives.

They need to develop a sense of themselves as learners and develop the knowledge and skills to manage their own learning.

As they do this, they move from being supported learners to autonomous learners.

AssessmentAssessment

Assessment in the areas of personal Assessment in the areas of personal learning and interdisciplinary learning will learning and interdisciplinary learning will be challengingbe challenging

(Di Peck, DE&T, 2005)(Di Peck, DE&T, 2005)

Teacher-librarians can make a very Teacher-librarians can make a very positive contribution in this areapositive contribution in this area

Assessment is part of the learning processAssessment is part of the learning processPurposeful assessment considers both:Purposeful assessment considers both:

process (how the learning takes place)process (how the learning takes place) product (what was learnt)product (what was learnt)

Assessment of the VELS requires a mix of:Assessment of the VELS requires a mix of: Summative assessment to determine student Summative assessment to determine student achievementachievement Formative assessment to inform next stage of learningFormative assessment to inform next stage of learning

Assessment must evaluate students’ knowledge, skills and Assessment must evaluate students’ knowledge, skills and behaviours in an INTEGRATED way.behaviours in an INTEGRATED way.All teachers can contribute to a student’s assessment.All teachers can contribute to a student’s assessment.

Formative AssessmentFormative Assessment

Formative assessment is most productive Formative assessment is most productive when students are trained in self-when students are trained in self-assessment so that they can understand assessment so that they can understand the purposes of their learning and grasp the purposes of their learning and grasp what they need to do to achievewhat they need to do to achieve

SeeSeeThe teacher-librarian program P-6The teacher-librarian program P-6Making a difference: Research guideMaking a difference: Research guideResearching together: Engaging mindsResearching together: Engaging minds

Assessment as learningAssessment as learning

Occurs when students reflect on and Occurs when students reflect on and monitor their progress to inform their future monitor their progress to inform their future learning goalslearning goals

Student-centred approachStudent-centred approach

Students engaged in their own learningStudents engaged in their own learning

Integrated assessmentIntegrated assessment

Historical reasoning and interpretation, level 5

…students frame key research questions, plan their investigations, and report on their findings. They use a range of primary and secondary sources including visual sources …

Students use a variety of forms to present their understanding. They evaluate historical sources for meaning, point of view, values and attitudes.

Thinking Processes

‘… use a range of question types’

... Use a range of appropriate strategies of reasoning and

analysis to evaluate evidence and consider their own and

others’ points of view

Communications‘…use the communication

conventions, forms and language appropriate to the

subject to convey a clear message across a range of

presentation forms

Integrated assessmentIntegrated assessment

Historical knowledge and understanding, level 5

‘…They demonstrate understanding of key concepts such as …

ICT for visualising thinking‘…students select and apply

ICT tools and editing functions that support the

filtering, classifying, representing, describing and

organising of concepts, issues and ideas.’

Implications for the school libraryImplications for the school library

leadershipleadershipauditingauditingcommon understandings common understandings collaboration and integrationcollaboration and integrationauthentic learningauthentic learningstudent-centred inquiry approachstudent-centred inquiry approachrich ICT and print resourcesrich ICT and print resources

All within the context of interdisciplinary and All within the context of interdisciplinary and personal learning enjoying equal billing!personal learning enjoying equal billing!

LeadershipLeadership

At a SLAV conference, At a SLAV conference, Assessing the evidence, assessing Assessing the evidence, assessing the learningthe learning, in 2002, Dr. Ross Todd said:, in 2002, Dr. Ross Todd said:

‘‘Empowerment, connectivity, engagement Empowerment, connectivity, engagement and interactivity define the actions and and interactivity define the actions and practices of the school library, and their practices of the school library, and their outcome is knowledge construction: new outcome is knowledge construction: new meanings, new understandings, new meanings, new understandings, new perspectives.’perspectives.’

AuditingAuditing

Audit your program against the Victorian Audit your program against the Victorian Essential Learning StandardsEssential Learning Standards

This will:This will:

familiarise you further with the concepts familiarise you further with the concepts and standardsand standards

allow you to identify your expertise and allow you to identify your expertise and where the opportunities arisewhere the opportunities arise

Common understandingsCommon understandings

Information processInformation process

A whole school approach to planningA whole school approach to planning

‘Making a difference:Research

guide’

Integrating thinking skillsIntegrating thinking skills

Explore concepts and strategies to Explore concepts and strategies to integrate thinking into classroom activitiesintegrate thinking into classroom activities

Researching together: Engaging mindsResearching together: Engaging minds offers understandings of concepts, offers understandings of concepts, interdisciplinary skills and teaching interdisciplinary skills and teaching strategiesstrategies

►►authentic learning tasksauthentic learning tasks

R2GR2G offers six research formats that offers six research formats that facilitate collaboration focusing on facilitate collaboration focusing on process as well as content.process as well as content.

The teacher-librarian program P-6The teacher-librarian program P-6 offers offers

Learning outcomesLearning outcomes

Evaluation strategiesEvaluation strategies

Templates and practical toolsTemplates and practical tools

ICT for visualising thinkingICT for visualising thinking

Source: Making a difference: research guide, SLAV

ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly drafted, filtered, reorganised, refined and systematically assessed in order to make meaning for students.

Students use linguistic, and non-linguistic representations, such as graphic organisers, ICT-generated simulations and models and ICT-controlled models to help structure their thinking processes and assist in constructing knowledge.

Student centredStudent centred

Supporting both the VELS and the Principles Supporting both the VELS and the Principles of learning and teaching, the school library of learning and teaching, the school library provides a positive and supportive provides a positive and supportive environment for individuals and small environment for individuals and small groups to discuss, problem-solve and groups to discuss, problem-solve and reflect on their learningreflect on their learning

Making a DifferenceMaking a Difference and learning styles and learning styles

Inquiry-based approachInquiry-based approach

Jamie McKenzie: ‘The question is the Jamie McKenzie: ‘The question is the answer’answer’

Acknowledge learning styles and develop Acknowledge learning styles and develop rich and challenging questions:rich and challenging questions:

‘Making a difference’Designing questions

matrix

Rich ICT and print resourcesRich ICT and print resources

Collection developmentCollection development

Management of print and virtual resourcesManagement of print and virtual resources

Value adding by creative use of resourcesValue adding by creative use of resources

‘‘VELS will require teachers and students to use different VELS will require teachers and students to use different learning and teaching practices …. Some of these learning and teaching practices …. Some of these approaches will include digital multiliteracies.’ approaches will include digital multiliteracies.’ (2006)Bronwen Parsons(2006)Bronwen Parsons

Victorian Education Channel Webquests - retrieved, March 29, 2006 http://www.education.vic.gov.au/teacher/themes.asp

Webquests: real-life, authentic, engaging

AssessmentAssessment

Work with teachers to build assessment into Work with teachers to build assessment into their learning activitytheir learning activity

A range of assessment tools can be found A range of assessment tools can be found on the CD ROMs on the CD ROMs MaDMaD, , R2GR2G and and TLP, TLP, e.g.e.g.

Learning journalsLearning journals

Personal management rubricsPersonal management rubrics

Peer evaluationPeer evaluation

Assessment strategiesAssessment strategiesPersonal learning plans – resource location and usePersonal learning plans – resource location and useRubricsRubricsObservation sheetsObservation sheetsSmall group reportsSmall group reportsShared correction of units of work – teacher -librarians Shared correction of units of work – teacher -librarians might correct the research or bibliography or an agreed might correct the research or bibliography or an agreed part of the assignmentpart of the assignmentEvidence based examples from Evidence based examples from R2GR2GTemplates and strategies fromTemplates and strategies from TLP TLPSelf-assessment templates fromSelf-assessment templates from MaD MaDUse of ICT’s in the libraryUse of ICT’s in the library

Ocean Grove (Vic.) BPA (2006)

The Victorian Essential Learning The Victorian Essential Learning Standards is a curriculum approach Standards is a curriculum approach

that has long been understood by the that has long been understood by the teacher-librarianteacher-librarian

This reform is an opportunity too This reform is an opportunity too good to miss – we must take to good to miss – we must take to

initiative and lead the way!initiative and lead the way!

Where to start?Where to start?

Find your entry point and then make the Find your entry point and then make the linkslinks

(John Firth, VCAA 2005)(John Firth, VCAA 2005)

Visit Visit

http://http://vels.vcaa.vic.edu.auvels.vcaa.vic.edu.au

http://www.sofweb.vic.edu.au/blueprint/fs1/http://www.sofweb.vic.edu.au/blueprint/fs1/