Building a Learning Commons A Guide for School Administrators and learning Leadership Teams: A Whole School Approach to Learning for the future
Carol Koechlin, Esther Rosenfeld, David E. Loertscher

Areas to Consider

Physical Space

Open Commons

Virtual Space

Experimental Learning Centre

STEPS

1. Assemble Learning Commons Leadership Teams

2. Envision the Possibilities

3. Build the program; assess early results

“the program drives the need for the facility rather than the facility driving change”

program elements to consider (resources are provided to support Leadership Teams to assist with program development in each area)

learning literacies

knowledge building

learning with technology

collaboration

build individual / group expertise by giving learners opportunities to teach others

e.g. form a ‘Geek Squad’ of proficient technology users and also have good social, personal and problem-solving skills to assist with school-wide technology problems

4a. Create the Virtual Learning Commons

“akin to a school Wikipedia”

checklist of virtual learning commons elements to consider / develop

collaborative virtual calendars to book both virtual / physical learning spaces

digital resources, databases, tools and tutorials organized collaboratively by TL, other teachers and students

capitalize on web 2.0 tools to facilitate interactive learning, e.g. Google Apps For Education

4b. Modify the Physical Environment

questions to ask

If it doesn’t move, does it belong?

If we aren’t using it, do we need it?

Does it look like a storage space or a learning space?

Prioritize the vision

What would cost very little money?

What requires new / additional funding?

What requires renovations / new construction?

ideas categorized under $$$ headings

‘complete makeover’

‘moderate cost’

‘minimal cost’

‘almost free’

free up as much space as possible; create flexible learning spaces

reduce stationary shelving

mobile computing devices vs. stationary

Strategies LC Leadership Teams can use to gather / utilize data

Frequent walk throughs (take the pulse)

Talk to students and teachers, ask questions and listen

Check bookings / calendar

Ask LC staff for plans (short and long range), reports, annual reviews

Review on-going collaborations

Analyse access of physical / virtual resources, learning spaces

Examine sample projects

Build a strong leadership team

Monitor evidence based practice projects

“Critical Indicators of Progress”

Sense of ownership of the LC (admin, classroom teachers, students, specialists, parents)

Adults in school acknowledge role of Experimental Learning Centre as focal point for school improvement (experimentation, professional development)

LC is the cultural centre of the school (constant demonstrations, performances, awards, projects)

Exemplary learning experiences taking places constantly, can be observed in physical / virtual space day or night

Can observe power of technology transforming learning experiences through oberservable student creativity, student engagement, individual and collective knowledge creation

Various configurations of adults working with full classes, small groups, one-on-one in the same physical / virtual space

The LC showcases the best of the school community

LC Leadership team making tangible progress

LC program is held accountable

Learning Commons is Centre For Evidence Based Practice initiatives as an approach to learning

Foundational Approaches

Continuous practice

Learning collaboratively

Reflective practice

Learning by doing

Non-Negotiable Components

Quality learning experiences

Ongoing diagnostic, formative and summative assessment and evaluation

Systematic tracking and documentation of evidence

Collaborative analysis of evidence

Action taken to improve results

Evidence Based Practice Approaches in the LC

Inquiry, collaboration, reflection, action = backbone of each method

Action Research

Teacher Journaling

Professional portfolios

Professional learning teams

Professional learning networks

Mentoring

Peer teaching

Walk through PD

Showcase

Experimentation

Play

Physical & virtual Experimental LC

supports and coaches each method

provides

spaces

resources

technologies

records of achievement

Building a Professional Learning Community

LC can support both F2F & Virtual PLCs

Triangulation of Evidence

Organization Level = whole building concepts

Facilities

Technology

Staff

success of initiatives

results of PLCs

acceptance of LC concept

Teaching Unit Level

Improvements to instructional designs

Co-teaching of classroom teachers / specialists

Integration of content and 21st C skills

Indicator to watch = number of successful collaborative learning experiences; % of learners who meet / exceed unit objectives

Learner Level = looks at indivudals and how responsive and engaged they are + standardized test results

E.g. what kind of student is thriving in the LC + why:

provides tools to assess progress & measure success & plan for continued improvement

Checklists

Learning literacies

Knowledge building

Learning with technology

Collaboration

Surveys

to ask students and teachers how the LC addresses their needs and expectations

Student reflection

Ideas for other ways to gather learning evidence (photos, interviews, exemplars, formal assessments)

Professional Learning Community

School-wide Learning Commons = virtual & physical learning “space” where learners experiment, practice, celebrate, learn, work & play

Real and Virtual Open Commons

physical & virtual spaces where learners read, conduct research, test out ideas with others, and share learning

Real & Virtual Experimental Learning Centre

physical / virtual spaces where admin / staff conduct action research & refine teaching practices; learners try out new technologies / digital tools before they’re introduced to the school

is Student Centred

e.g. students create tutorials to help others working with new digital applications or tools in the Commons

has Flexible Spaces

e.g. portable shelving / furnishings, portable notebooks vs. desktop computers

Facilitates Connectivity

e.g. collaborative common calendar that is accessible 24/7 for teachers and students to book learning spaces, equipment, etc.

Promotes Higher Order Thinking

e.g. activities to teach, apply, demonstrate critical and creative thinking skills

Encourages Participatory Learning

e.g. learners work collaboratively to build collective knowledge, and co-create the sharing of their learning

Enables Collaboration

e.g. web 2.0 tools to transform teacher-directed assignments to conversations among students, teachers, other teaching specialists, etc.

Showcases Learning

e.g. new technologies and approaches are test-run in the Commons first; Learning Commons celebrates and displays school accomplishments physically / virtually

Furthers Engagement

e.g. authentic learning experiences addressing real-world problems, challenges, questions; social learning processes

Program Elements in the Learning Commons

Knowledge-Building Centres

guided inquiry

problem-based learning

differentiated instruction

assessment of content & process

higher order thinking

Learning with Technology

learning networks (e.g. transforming library website to virtual Knowledge-Building Centre)

authentic projects

digital citizenship

high challenge / low threat experiences

creating & communicating

Collaboration & Building a Learning Community

collective knowledge building

interactive learning

learning with web 2.0

teaching partnerships

community experts

Learning Literacies (21st C Skills)

traditional literacies

information literacy

media literacy

digital literacy

emerging literacies

FROM

Assignments focused on locating info

Classroom learning

Test-driven learning

Traditional model of teachers working in isolation

TO

process / active learning

assignments that encourage individual / collective knowledge construction

Networked / global learning

Learning that explores big ideas / concepts

Model of collaborative teaching partnerships among classroom and specialist teachers

"Top 10 Reasons Your School Needs a Learning Commons"

Libraries a natural fit for establishment of school-wide collaboration space

Whole School Approach: Tools to Get Started and Ensure Continued, Sustainable Progress

Rationale for need to transform

Summaries of physical and virtual spaces required

Programming considerations

Transitional materials to help get started

assessment tools to measure success and inform future planning