s

Session 3: James Henri November 2009

Thinking about re-engineering the learning environment

Learning Cultures are not knowledge cultures

Question:

Does your organization measure Learning or Knowledge?

Learning Paradigms

What is the tallest mountain in the world 1. Everest, Nepal and Tibet, 2. Mauna Kea, Hawaii 3. Chimborazo, Ecuador

http://home.comcast.net/~igpl/Mountains.html

• Now try a soup question:

http://idmx.blogspot.com/2007/01/soup-questions.html

Learning Paradigms

Who gets the gold star?

Jenny who scores 100% on every spelling test

Or Jill who scores 30% on every spelling test.

So what is the issue?

Soup Question 1: What is wrong with the FMS?

• If you walk into a Factory Model School what do you see? (Forget Hogan’s Heroes )

1. …………………………………………………………..2. …………………………………………………………...3. ……………………………………………………………4. ……………………………………………………………

Soup Question 2: What are the new scaffolds?

• Learning is ok and much of the time it ought to be good fun.

• Learning is related to stage not age.• Learning is 24/7.• Learning is global.

Soup Question 3: What does a good learning community look like?

• And if that school were re-engineered into a Learning Community and especially into an ILSC…what will have gone and what will have replaced it:-Hardware?-Software? (Relationships, pedagogy, infogogy…)

Hmmmm: Do schools have a future? …learning certainly does!

• NotSchool

• http://www.inclusiontrust.org/notschool/

• http://www.literacytrust.org.uk/Pubs/heppell.html

Soup Question 4: What is the point of technology?

• Stealing bananas from monkeys?

• OK. So is it the what or the how? Or is it more?

• Do our students live in “our world”? Do we live in “their world”?

Soup Question 4: What is the point of technology? Consider:

• Staff blog: personal idea of ILSC• Creative writing: My dreams of ILSC• Staff wiki: Sharing of thoughts on ILSC• Staff blog: synthesis of responses• Oliver search• Research using online tools• Google.docs for drafting final school view

Innovation is change! Stupid.

• Innovation is another word for learning. Schools must learn…they must change. They must understand the what and the how…and of course the why.

• The why is easy…The FMS just wont cut it.• The what is slightly less obvious…at least at

the micro level.• The when is a factor of motivation.

The how of innovation

• The how is what needs attention.• But before we discuss the ‘how’ lets ponder

on the belief that quality schools are inhabited by quality teachers. And consider the question “ how do quality teachers maintain and grow their quality?”

Teacher quality

• I would argue that teachers need similar scaffolding to children. And growth is nourished out of each teacher’s ‘big picture’…where am I headed, what do I need, how do I get it, how do I share it…

School level scaffolds

• A ‘living’ big picture approach• Student centred curriculum…that is a curriculum built

around and with students…what and how…linked to official requirements.

• The ‘how of learning’ (IL) is mapped and there is an accepted and share process and nomenclature.

• Policy, especially information policy (within a policy making process)

• Time to cover Little’s collegiality imperatives• Planned PD including students as teachers• Individual student profiles (what and how)

School level scaffolds

• What role technology in teacher growth?

School level scaffolds

CBAM

Levels of Concernhttp://

www.mentoringassociation.org/membersonly/CBAM.html

Levels of Use http://www.rmcdenver.com/useguide/cbam.htm

The Innovation Configuration (IC) Maphttp://resources.sai-iowa.org/change/cbam2.html

School level scaffolds

CBAM

Levels of Concernhttp://

www.mentoringassociation.org/membersonly/CBAM.html

Levels of Use http://www.rmcdenver.com/useguide/cbam.htm

The Innovation Configuration (IC) Maphttp://resources.sai-iowa.org/change/cbam2.html

School level scaffolds

CBAM

Levels of Concernhttp://

www.mentoringassociation.org/membersonly/CBAM.html

Levels of Use http://www.rmcdenver.com/useguide/cbam.htm

The Innovation Configuration (IC) Maphttp://resources.sai-iowa.org/change/cbam2.html

School level scaffoldshttp://www.acer.edu.au/documents/LifelongLearning.pdfhttp://www.acer.edu.au/documents/LifeLongLearning_Engaging.pdf

Model of the Information Search Process

  

Tasks       Initiation       Selection   Exploration   Formulation   Collection   Presentation

Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment

doubt confidence

Thoughts vague focused(cognitive)

increased interest

Actions seeking relevant information seeking pertinent information(physical)

exploring documenting

Source: http://www.scils.rutgers.edu/~kuhlthau/Information%20Search%20Process_files/frame.htm

The question is the answer 

 

• http://questioning.org/Q6/question.html#anchor129291

Big 6 (Unless you are a Kiwi)

• http://www.crlsresearchguide.org/Big_Six_Steps.asp

• http://www.big6.com/

ILSC Appraisal• http://golum.riv.csu.edu.au/~lhay/slav2003/ilsc_rubric.pdf

• http://people.cite.hku.hk/jhenri/doc/MappingtheInformationLiterateSchoolCommunity.pdf

• http://people.cite.hku.hk/jhenri/doc/InformationLiterateSchoolCommunity.pdf

Between 0200 and 0400

• http://rubble.heppell.net/ysl/

• http://heppell.net/