Presentation on theme: "Building Relationships"— Presentation transcript:
1Building Relationships Strategies for Connecting with Students and StaffCindy Matthews, Teacher-Librarian, TDSB
2Building Relationships Establishing/Running a ‘Partners in Action’ School Library Information Centre:pragmatic foundationsLearning-focused relationships withstudents and staff: seeing the ‘big picture’Practical Strategies for Collaboration: designing learning activities forcritical thinking and professional dialogue
3Pragmatic Foundations Flexible Scheduling: communicationBook Exchange: building independenceCollection and ICT Management:accessing student leadershipStaffing Advocacy: using Research,Annual Reports, Action Research,Staffing Committees, Board leadership
4Flexible Scheduling ‘Just Like Me!’: “I work at an elementary school.” “I am a half-time Teacher-Librarian.”“I have some flexible scheduling with ‘open’ Partners time.”“I collaboratively plan and teach with teacher colleagues.”“I share and update my schedule with colleagues using newsletters or .”
6Collection and ICT Management Appreciative Inquiry: accessing internal resources to scaffold student leadershipTurn to your ‘elbow partner’ and take a moment to tell a story. How have you used student Library Monitors to keep your Library collection and lab tidy? Switch.Join another pair. In a quad, introduce a paraphrase of your partner’s anecdote.
7Staffing AdvocacyPaired Verbal Fluency or’ ’: How do you use research-based data, annual reports and action research to advocate for your library?‘Here’s What! So What? Now What?’:(data) (interpretations) (implications)In what ways can Staffing Committees and Board leaders support our relationships?
8Learning-focused Relationships seeing the ‘big picture’: collaborative learning throughout the schoolworking with Students: selection and design of instructional practicesworking with Colleagues: promoting professional dialogue based on student learning and skill development
9The ‘Big Picture’ Asking Questions “Is it possible to teach students to be critical thinkers and effectiveusers of information andinformation technologies andat the same time improve theiroverall achievement levels?”
10“Herein lie important foundations for the building of an information literate school. …We must develop a collaborative culturein the school so teachers andlibrary media specialistshave opportunities to work togetheras partners to designexcellent learning experiences.”(Carol Koechlin & Sandi Zwaan)
12Intentionalizing Student Learning: Metacognition “Effective learners engage the processand the content simultaneously. …Thetrick is to anticipate which strategiessupport content learning and whichcontent knowledge makes strategylearning memorable.”(Lipton & Wellman, Pathways to Understanding)
13Teaching and Promoting the Inquiry and Research Process “As cross-grade, cross-curricular information coordinators,teacher-librarians can assist teachersto plan and implementinterdisciplinary curriculumand help students seethe connections among subjects”(OLA Information Studies K-12)
17Paraphrasing ‘Focused Reading’: Paraphrase Passport Got it. I know and or understand this.! This is really important or interesting.? I don’t understand this or this does notmake sense.
18‘5-3-1’Individually jot down 5 words that come to mind regarding professional dialogue.Each share your 5 words with your table group, round-robin style. Choose 3 words to represent everyone’s list.As a group, choose 1 word which captures your thinking.
19Practical Strategies Intersecting pedagogy and student engagement: The Inquiry and Research ProcessThe Pathways Learning ModelBuilding Community: TribesRelating so as to support life-long learning:Cognitive Coaching
20The Pathways Learning Model Pathways to Understanding: Patterns and Practices in the Learning-Focused ClassroomLaura Lipton, Bruce Wellman (www.miravia.com)‘Just Like Me’‘Paired Verbal Fluency’‘Here’s what! So what? Now what?’‘Focused Reading’‘5-3-1’
21TribesTribes: A New Way of Learning and Being Together Jeanne Gibbs (www.tribes.com)Community AgreementsAttentive ListeningAppreciation /No Put DownsRight to PassMutual Respect
22Cognitive CoachingCognitive Coaching: Foundation Seminar Learning Guide Arthur Costa, Robert Garmston (www.cognitivecoaching.com)The mission of Cognitive Coaching is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.
24Support Stances “Know your intentions and choose congruent behaviours.”“All staff are leaders at different times and in different circumstances.” (TDSB Staff Development Frameworl
25Learning-Focused Verbal Tools Attending Fully: pauses and wait timeParaphrasing: “Listen to hear, not to speak.”Mediational QuestionsPlural Forms: “are”, “some”, “a few”Exploratory Language: “might”, “hunches”Positive Presuppositions: “As you consider, …”, “Thinking back, …”, “As you examine the data, …”
26Holonomy acting independently and as a member of a community (Cognitive Coaching Foundation Seminar: A. Koestler)In the open seas of life’s learning there is an ebb and flow, between ourselves and others.We share questions and observations; we listen and reflect.These moments, big and small,develop new understandings andnew waves of learning.
27Shape Reflection An idea that struck me was … Some thoughts going around in my mind are …Three practical strategies upon which I can ‘base’some Next Steps in my Library are…