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Success Through Synergy Developing a Framework For Student Success Session #1817 OLA Super Conference 2009.

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Presentation on theme: "Success Through Synergy Developing a Framework For Student Success Session #1817 OLA Super Conference 2009."— Presentation transcript:

1 Success Through Synergy Developing a Framework For Student Success Session #1817 OLA Super Conference 2009 Janet Dixon | Sarah Bowler Anita Brooks Kirkland Waterloo Region District School Board

2 Our Story of how a dream for Student Success took root and flourished … a tale of opportunity, innovation and convergent thinking

3 The KEYS to Our Success

4 GraphicFreebies.com

5 OLA Super Conference Assignments with embedded process skills Information skills taught consistently across the curriculum Tool-kit of scaffolding strategies ‘Grown-up’ style conference for students

6 “All alone am I…” Brenda Lee

7

8 Find a way to make yourself indispensable… Provide solutions… Build Trust Demonstrate your Relevance

9 Presentation to Heads’ Council

10 All too often… submitted assignments: are not focused lack depth use questionable sources intentionally or unintentionally plagiarize are referenced incorrectly, if at all

11 A further problem… Inconsistency Teachers have different expectations, different levels of awareness, or assume that students know (…they don’t!) Teacher-librarian may work collaboratively with some teachers in some subjects, teaching some students some of the skills….

12 If we slow down and concentrate on the process, the students will ultimately achieve more We need to build understanding, competency and comfort levels through repetition and consistency across subject areas The Answer…

13 The Win…? Student research projects are: focused, creative, deeper, accurate and referenced appropriately Plagiarism concerns are alleviated Students have core information skills that will help them to achieve success…now and later

14 Seize opportunities! Scare yourself…often! Build a team that is forward- thinking, enthusiastic…

15 Be flexible, open to possibilities… Be willing to dig in and do the necessary work!

16 Branching out… Learning Skills Conference Learning Skills Conference Research Projects Research Projects Scaffolding Strategies Tool-kit Scaffolding Strategies Tool-kit Staff P.D. Event Staff P.D. Event Skills Development Checklist Skills Development Checklist Anita Brooks Kirkland presentation Anita Brooks Kirkland presentation

17 Learning Skills Conference Grade 9 Applied Level

18 introduce common, transferable information skills √ to get them started on the right track √ to help them succeed in all subject areas contribute to feelings of importance and sense of belonging Learning Skills Conference Rationale

19 To mimic a ‘grown-up’ conference with registration table session materials in a conference bag festive, fun atmosphere free stuff, including draws FOOD Learning Skills Conference Our Mission

20 Learning Skills Conference The Organization Session locations? Who will teach? Prepare content Peer helpers? Arrange food Date? Set up facility Donations?! Notify office/teachers Prepare packages Nametags Design evaluation It’s all in the details! Preconference hype

21 10:30 – 11:00 a.m. Registration Pizza and Cookies Library Seminar Room Display of Draw Prizes Library Rotunda 11:00 – 11:15 Washroom Break 11: :30 Welcome Library Rotunda 11:30 – 2:15 Workshops Session #1: 11:30 – 12:05 Travel time: 12:05 – 12:10 Session #2: 12:10 – 12:45 Washroom break: 12:45 – 1:00 Session #3: 1:00 – 1:35 Travel time: 1:35 – 1:40 Session #4: 1:40 – 2:15 2:15 – 2:45 Wrap-up and Draw Prizes Library Rotunda Learning Skills Conference Agenda

22 Research Strategies Plagiarism and Paraphrasing Evaluating Web Sites Introduction to Smart Ideas Learning Skills Conference Sessions

23 Registration Conference handouts Pizza & cookies Welcome

24 Some of the draw prizes on display for students to check out before the sessions begin

25 Students at work!

26 Bullying Activity

27 I am so very appreciative of the opportunity to visit your "Learning Skills Conference". What a great opportunity (on so many levels) for students. …The content was brilliant... and all done with enthusiasm, joy and energy. Your efforts to connect and provide foundational study skills are exemplary….I am inspired and very proud of your work...hope that you are able to spread the good news to other schools... Learning Skills Conference Accolades from our Superintendent

28 From Confused to Confident “Research Strategies for Student Success” Anita Brooks Kirkland Library Consultant, ITS, Waterloo Region District School Board Anita Brooks Kirkland Library Consultant, ITS, Waterloo Region District School Board

29 Wiggins and McTighe. The Understanding by Design Handbook.1999 Worth being familiar with Important to know and do “Enduring” understanding Traditional quizzes and tests  paper-pencil  selected-response  constructed-response Performance tasks and projects  open-ended  complex  authentic Assessment Types The well-designed research assignment Instructional Context

30 Inquiry helps students to: strengthen question strategies to explore and deepen ideas share feelings, findings, and perspectives with different audiences examine information for validity, authority, bias, and relevancy think creatively and critically to solve problems and make decisions reach personal and collective understanding in diverse contexts develop competence in both particular disciplines and the inquiry process itself OSLA. Together For Learning: Transforming School Libraries in Ontario. Draft, Represent a big idea having enduring value beyond the classroom. Reside at the heart of the discipline (involve “doing” the subject). Require uncoverage (of abstract or often misunderstood ideas). Offer potential for engaging students. “Enduring” understanding Wiggins and McTighe. Understanding by Design.1998 Well-designed research units get to the heart of the matter.

31 Boredom Confusion Poorly-designed research activity: Poorly-designed research activity: Shallow Understanding Shallow Understanding Well-designed research activity: Well-designed research activity: Motivation Engagement Enduring Understanding Enduring Understanding S

32 Helping Our Students Improve Their Research Strategies Improving Our Own Teaching Practice

33 Kicking it up a WCI Take a critical look at your research units. Does your key question foster critical thinking and enduring understanding? Does the culminating task foster creativity, critical thinking and enduring understanding? Have you provided an instructional scaffold to help all students develop process skills? Does your assessment strategy include formative and summative components? Are you assessing process as well as product? Are you collaborating with each other and with your teacher-librarian to provide the best learning experience for your students?

34 Research and Inquiry Skills Scaffolding Strategies Tool-Kit KICK IT UP A NOTCH!

35 Works Cited Source Logs

36 Research and Inquiry Skills What Resources Do I Need?Organizing My Research

37 Note-taking Sheets Book SourceEncyclopedia Source

38 Note-taking Sheets Database SourceWebsite Source

39 MLA Style Guide for Works Cited

40 Research and Inquiry Skills Waterloo Collegiate Library Web Site

41 Research and Inquiry Skills Development Checklist

42 By the end of grade 9, students should be able to: use visual organizers evaluate web sites understand plagiarism, and ways to avoid it paraphrase and summarize understand that learning is transferable use source logs and research worksheets use online library catalogue

43 Subject-specific research assignments that embed process skills

44 Reflect and Rework …a few of the comments by teachers Reflect and Rework …a few of the comments by teachers “Possibility of plagiarism virtually removed because the students were included in the process each step of the way.” “Process evaluated as well as the product.” “Process evaluated as well as the product.” Students more invested in their project; clearer understanding of their focus.” “Students appreciated the research steps with due dates. They felt more organized, and it kept them on task.” “Students appreciated the research steps with due dates. They felt more organized, and it kept them on task.” “Students used better, more scholarly resources and products reflected this depth.” “Students used better, more scholarly resources and products reflected this depth.”

45 P.D. Day for Staff “Optimizing Instruction for Today’s Student” April 2008

46 Higher order thinking skills P.D. Day for Staff Rationale P.D. Day for Staff Rationale Kicking assignment s up a notch differentiate instruction increase the learning increase engagement

47 Staff P.D. Day AgendaSession Choices

48 Feedback From Staff PD Day High energy! A great learning opportunity! Why can’t all our PD days be this useful?! Just like a REAL conference! Can we do it again this year?

49 Did it Work?! Are we relevant to student learning? Do we align with School and System Goals? Were the student success strategies successful? Where is the evidence? Evidence- Based Practice

50 Qualitative Data Learning Skills Conference

51 Formative Assessment Critical ongoing assessment of student work against relevant, desired outcomes.

52 Assessment Data Evaluation Rubrics linked directly to specific, measurable, achievable goals.

53 “Now this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.” Winston Churchill

54 Cross-Curricular Connections Team Continue Learning Skills Conference (grade 9 applied level students) Target development of non-fiction writing skills Develop PD session and materials Intervene with ELL classes to develop process skills

55 "A SHARED VISION is not an idea...it is rather a force in people's hearts… a force of impressive power. It may be inspired by an idea, but once it goes further - if it is compelling enough to acquire the support of more than one person - then it is no longer an abstraction. People begin to see it as if it exists. Shared visions derive their power from common caring. Shared vision is vital for the learning organization because it provides the focus and energy for learning.“ Peter Senge Johnson, Doug. The Indispensable Librarian: Surviving (and Thriving) in School Media Centers. Linworth Publishing Inc., Worthington, Ohio "A SHARED VISION is not an idea...it is rather a force in people's hearts… a force of impressive power. It may be inspired by an idea, but once it goes further - if it is compelling enough to acquire the support of more than one person - then it is no longer an abstraction. People begin to see it as if it exists. Shared visions derive their power from common caring. Shared vision is vital for the learning organization because it provides the focus and energy for learning.“ Peter Senge Johnson, Doug. The Indispensable Librarian: Surviving (and Thriving) in School Media Centers. Linworth Publishing Inc., Worthington, Ohio.1997.


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