Building a Learning Commons A Guide for School Administrators and learning Leadership Teams: A Whole School Approach

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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

Chapter 1: Introducing the LC

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

assessment tools to measure success and inform future planning

Transitional materials to help get started

Programming considerations

Summaries of physical and virtual spaces required

Rationale for need to transform

Changing Landsacpe (21st C Skills = Priority) = Pedagogical Shifts

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

"Top 10 Reasons Your School Needs a Learning Commons"

TO

Model of collaborative teaching partnerships among classroom and specialist teachers

Learning that explores big ideas / concepts

Networked / global learning

assignments that encourage individual / collective knowledge construction

process / active learning

FROM

Traditional model of teachers working in isolation

Test-driven learning

Classroom learning

Assignments focused on locating info

Chapter 2: What is a Learning Commons?

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

Program Elements in the Learning Commons

Learning Literacies (21st C Skills)

emerging literacies

digital literacy

media literacy

information literacy

traditional literacies

Collaboration & Building a Learning Community

community experts

teaching partnerships

learning with web 2.0

interactive learning

collective knowledge building

Learning with Technology

creating & communicating

high challenge / low threat experiences

digital citizenship

authentic projects

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

Knowledge-Building Centres

higher order thinking

assessment of content & process

differentiated instruction

problem-based learning

guided inquiry

Furthers Engagement

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

Showcases Learning

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

Enables Collaboration

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

Encourages Participatory Learning

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

Promotes Higher Order Thinking

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

Facilitates Connectivity

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

has Flexible Spaces

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

is Student Centred

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

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

Real and Virtual Open Commons

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

Chapter 5: The Learning Commons: Measuring Success

Professional Learning Community

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

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

Student reflection

Surveys

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

Checklists

Collaboration

Learning with technology

Knowledge building

Learning literacies

Chapter 4: School Improvement: Monitoring Progress

Triangulation of Evidence

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:

Teaching Unit Level

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

Integration of content and 21st C skills

Co-teaching of classroom teachers / specialists

Improvements to instructional designs

Organization Level = whole building concepts

acceptance of LC concept

results of PLCs

success of initiatives

Staff

Technology

Facilities

Building a Professional Learning Community

LC can support both F2F & Virtual PLCs

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

Physical & virtual Experimental LC

provides

records of achievement

technologies

resources

spaces

supports and coaches each method

Evidence Based Practice Approaches in the LC

Play

Experimentation

Showcase

Walk through PD

Peer teaching

Mentoring

Professional learning networks

Professional learning teams

Professional portfolios

Teacher Journaling

Action Research

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

Non-Negotiable Components

Action taken to improve results

Collaborative analysis of evidence

Systematic tracking and documentation of evidence

Ongoing diagnostic, formative and summative assessment and evaluation

Quality learning experiences

Foundational Approaches

Learning by doing

Reflective practice

Learning collaboratively

Continuous practice

“Critical Indicators of Progress”

LC program is held accountable

LC Leadership team making tangible progress

The LC showcases the best of the school community

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

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

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

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

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

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

Strategies LC Leadership Teams can use to gather / utilize data

Monitor evidence based practice projects

Build a strong leadership team

Examine sample projects

Analyse access of physical / virtual resources, learning spaces

Review on-going collaborations

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

Check bookings / calendar

Talk to students and teachers, ask questions and listen

Frequent walk throughs (take the pulse)

Chapter 3: Transitions and Transformations

STEPS

4b. Modify the Physical Environment

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

mobile computing devices vs. stationary

reduce stationary shelving

ideas categorized under $$$ headings

‘almost free’

‘minimal cost’

‘moderate cost’

‘complete makeover’

questions to ask

Prioritize the vision

What requires renovations / new construction?

What requires new / additional funding?

What would cost very little money?

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

If we aren’t using it, do we need it?

If it doesn’t move, does it belong?

4a. Create the Virtual Learning Commons

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

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

collaborative virtual calendars to book both virtual / physical learning spaces

checklist of virtual learning commons elements to consider / develop

“akin to a school Wikipedia”

3. Build the program; assess early results

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

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

collaboration

learning with technology

knowledge building

learning literacies

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