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Links, Learning and Liberation: Successful Independent Learners

Links, Learning and Liberation: Successful Independent Learners. Rosa International Middle School Cherry Hill, NJ Ms. Tammy McDonald, Principal Nina M. Kemps, Library Media Specialist. What is the International Baccalaureate Middle Years Program?. What is required?

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Links, Learning and Liberation: Successful Independent Learners

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  1. Links, Learning and Liberation:Successful Independent Learners Rosa International Middle School Cherry Hill, NJ Ms. Tammy McDonald, Principal Nina M. Kemps, Library Media Specialist

  2. What is the International Baccalaureate Middle Years Program? What is required? How is our school different?

  3. International BaccalaureateOrganization (IBO)Middle Years Program • … is designed to provide students with the values and opportunities that will enable them to develop sound judgment and to choose wisely. • Learning how to learn and how to evaluate information critically is as important as the content of the disciplines.

  4. Fundamental Concepts Communication Holistic view of knowledge Intercultural awareness

  5. AREAS OF INTERACTION FORM THE CORE OF THE PROGRAMME • Approaches to Learning • Community Service • Environment • Health and Social Education • Homo Faber(Inventiveness & Creativity)

  6. MIDDLE YEARS PROGRAMME CURRICULUM

  7. Dimensions of Learning • Knowledge Understanding • Application Attitude

  8. TRANSFORMATION AND DISCOVERY • Start of every day • All staff members are advisors • Every advisor has 12 - 15 students • Two days advisory & three days personal project • Programs compliment each other • Models BEST PRACTICES

  9. TRANSFORMATION AND DISCOVERY • Advocate • Community Service Facilitator • Home - School Communication • Academic Monitor • Adult Role Model • Personal Project Facilitator

  10. What are Personal Projects? What is required? Let me see a few examples.

  11. Role of the Personal Project (IBO) • The personal project is: • Significant body of work • Extended period • Student’s own initiative • Very important to programme • Creative piece of work • Demonstrate skills of approaches to learning

  12. IB Requirements • An extended piece of work • Reflective writing about the learning process • Bibliography • Rubric assessment • including self-assessment of process and product

  13. Addressing the Areas of Interaction • To understand and apply the Approaches to Learning • Effective study skills • Critical, coherent and independent thought • Capacity for solving problems and making decisions • To address two or more of the other Areas of Interaction

  14. Approaches to LearningIn their individual work, students should develop • the ability to do methodical work • sense of achievement and self-discipline • care for a job well done

  15. Approaches to LearningIn their individual work, students should develop • care for language & for adequate, precise vocabulary • coherence of thought & expression • self-sufficiency & responsibility

  16. Approaches to LearningIn their social and cultural environment, students should develop • the ability to communicate experiences. • team spirit

  17. Approaches to LearningIn their social and cultural environment, students should develop • an open-minded attitude towards the world and its people, and respect for their own culture and the culture of others. • a critical view of humanity and society.

  18. Format • Creative writing • Essay • Invention • Music, drama, art • Science experiment

  19. Let me see afew examples.

  20. Communication Skills Every student became a teacher!

  21. REFLECTION

  22. JOURNAL WRITING • Assists advisors as they guide students • Journal entries are used for reflective writing and self evaluation

  23. Self evaluation is important. We are teaching the learning process!

  24. How do Personal Projects align with standards ? National, State, and Cherry Hill Information Literacy

  25. NationalAmerican Association of School Libraries (AASL)and Association for Educational Communication and Technology (AECT) • Information Literacy Standards for Student Learning(1998)

  26. Information Literacy Standards • Information Literacy • Accesses information efficiently and effectively • Evaluates information critically and competently • Uses information accurately and creatively

  27. Information Literacy Standards • Independent Learning • Pursues information related to personal interests • Appreciates literature and other creative expressions of information • Strives for excellence in information seeking and knowledge generation

  28. Information Literacy Standards • Social Responsibility • Recognizes the importance of information to a democratic society • Practices ethical behavior in regard to information and information technology • Participates effectively in groups to pursue and generate information

  29. Cherry Hill Information Literacy Standards • Uses information accurately and creatively 6-8 – Organizes information for practical application 9-12 – Organizes information for practical application in an effective and appropriate manner

  30. Rosa’s Personal Project and Information Literacy Standards • Approaches to Learning • NJ Core Curriculum • link provided to www.emanj.org. website matrix • Research model

  31. What has Rosa established to guide students towards year-long Personal Projects?

  32. How do we develop successful independent learners? • Transformation & Discovery • Strong library media program • Tools • High interest lessons • Skills built into lessons • Application throughout school curriculum

  33. RAVE • Read • Ask • View • Explore

  34. FLIP IT!

  35. FLIP IT! • Focus—form essential questions • Link—connect prior knowledge and plan • Input—make meaning by implementing (search, shift, sort, and store) • Payoff—putting it all together in a product. • Intelligent—always asking If ….. • Thinking—responding with Then …..

  36. I-SEARCH • Personalizing the learning • Writing reflectively about the learning process • Aligns with FLIP IT! Model • Students meet the IB requirement

  37. Online Reflective Writing A. Personal Connection to Topic Including Focus Quest In this section I should: • Indicate why I care about the topic including why I wanted to learn more. (Make the personal connection.) • Include your essential questions.

  38. Online Reflective Writing B. The Story of My Research: In this section I should tell the story of my learning: • Describe problems in locating information and how I solved them. • Describe breakthroughs! Tell when it really got interesting • Tell how I changed, expanded, or revised my questions. • Acknowledge how others in and outside the school helped me carry out my search. • Suggest further questions or areas to explore at another time. • Describe the sequence of steps in my search.

  39. Online Reflective Writing C. Connections to the Areas of Interaction:Approaches to Learning, Homo Faber, Environment, Health & Social Education, & Community Service • This section should be at least two paragraphs long. • I should make a strong connection between my project and two Areas of Interaction besides Approaches to Learning. (The Personal Project shows how I have mastered the Approaches to Learning.)

  40. Online Reflective Writing D. Evaluation of My Learning: • In this section I should indicate what completing this project has meant to me: • Tell how I've developed my mastery of the Approaches to Learning. • Describe what I will change when I do my next project. • Set one or two goals related to Approaches to Learning for next year.

  41. BIBLIOGRAPHY FORMS • Note taking sheets • Guidelines and rules • Required sources • Available online

  42. Other Tools and Assistance • Calendars • Library Requests • Help locating information • Inter-Library Loans • Journal prompts • Questions stems • Team meeting time

  43. Timeline - Year One • Establish learning community -Sept/Oct • Journal writing & developing questions - Oct/Nov • School-wide Projects - Parallel Universe(Homo Faber) and Global Issues(Environment & Health and Social Ed.) - Dec-Feb • Individual Projects - Mar - May • Personal Project Celebrations (3 days) -June

  44. Timeline - Year Two • Establish learning community -Sept • Journal writing & develop questions (6th) -Oct • School-wide Projects - Paralympics (Homo Faber & Health and Social Ed) and You Be the Senator(Environment.) - Oct - Dec • Parallel Universe(6th)(Homo Faber) - Jan - Mar • Individual Projects (7th/8th) – Jan - Mid May • Individual Projects (6th) - Mar - May • Personal Project Celebrations (5 days per grade level) - Last half of May - First week of June

  45. TIMELINE – YEAR 3 • Sixth and seventh may remain the same • Adjustments to celebration times • Eighth grade skills to stress • Speaking skills and editing • Deepen knowledge of Areas of Interaction • Use the IB eight criteria assessment rubric • Learning and Behavior Styles • Use student trainers

  46. CONTINUOUS IMPROVEMENT • Baldridge – Plan, Do, Study, Act • Teacher survey at end of year • Use feedback • Team meetings • Model life long learning • Mobius Strip

  47. Group Assignment • Must identify the 20 time-slipped items in the picture, but you must have a plan as to how you are going to accomplish the task. • Must submit an alphabetical listing of the items.

  48. INDIVIDUAL ASSIGNMENT • Answer the following questions about one of the time-slipped items: • 1. Who invented it? When was it invented? • 2.What need or want of the people prompted the invention? • 3. What did the people during your time period use in place of the item or why didn’t they need the item?

  49. How do you assess Personal Projects?

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