Here are some spring bookmarks for your School Library or Learning Commons!
Download, print onto card voila!
Let me know if you use them, upload a picture to instagram and tag it with @konstantkaos
Thursday, August 31, 2017
Monday, August 28, 2017
It has been a while in between posts.
Today in the mail I got my copy of FYI with an article that co-wrote with my colleague. FYI is the journal of the School Library Association of Victoria.
Our article is about the formation of our Makerspace at Mater Christi College and what works for us.
Friday, April 28, 2017
This article on Structured Thinking popped up in my feed and although it was published last year I wanted to reflect a bit on what we are doing in our Learning Commons to structure the thinking of our students.
- Maintaining an up-to-date curated Libguide collection which supports both content and skill-based learning.
For example, when we create a libguide for Tim Winton's Cloudstreet, we also include Skills based pages to encourage students to Annotating their text or draft a comparatie analysis essay.
- Creating Research Scaffolds to support the curriculum and structure the research process and encourage deep inquiry learning.
These research scaffolds are used from Year 7 to Year 12, both in a generic format but also a customised form. As an A3 sheet, they can be used to show evidence of the research process and development of thinking on a topic.
- Being available for students as a sounding board. We can proof read essays, listen to oral presentations or help students get their head arond a topic. Our Learning Commons is a "yes" environment, we will do anything (within reason) to assist students to further their learning.
Schwartz, K. (2017). When Kids Have Structure for Thinking, Better Learning Emerges. MindShift. Retrieved 26 February 2017, from https://ww2.kqed.org/mindshift/2016/03/31/when-kids-have-structure-for-thinking-better-learning-emerges/
Sunday, February 26, 2017
Due to the volume of students wanting to borrow dictionaries from the Learning Commons, during every exam period, we have been discussing the validity of why we include a paper dictionary on the booklist for all our Year 7 students. There is an assumption that if something is put on the booklist then it is used and valued by both teachers and students to enhance learning. But the students wanting to borrow these dictionaries have gone months, if not years without using them. How useful are dictionaries in a 21st Century classroom?
Most of our secondary students use computing devices all the way through their high school years with access to online dictionaries, grammar checkers and thesaurus, and yet we force them to purchase a dictionary in Year 7 that often ends up in the bin or lost. What is the educational value in a physical copy of this resource? Is the paper dictionary dying? Do students still use dictionaries or has Grammarly replaced the role of the dictionary?
The argument for keeping the dictionary on the booklist was made by one teacher, justifying that "we teach students how to read paper maps, therefore we should teach them how to use paper dictionaries". But further investigation with the Geography teachers reveals that paper map reading skills are slowly slipping away and being replaced by GPS coordinates and Google Maps. Online dictionaries are instantaneous, we can hear the words and there are many avenues for exploration once we have finished reading the word that we have looked up. But is this multi-focus environment beneficial when we are trying to increase our vocabulary or understanding? Barbara Ann Kipfer gives us 9 reasons why print dictionaries are better than the electronic ones in the classroom.
Using dictionaries as a regular tool in the classroom as part of a structured learning activity has the capacity to increase vocabulary range, build word acquisition skills by providing guidelines on pronunciation and use, engage students in linguistic understanding by showing the origin of the word and synonyms. But are these skills valued by teachers and what skills do we implicitly teach vocabulary and grammar into our classes to increase the range and understanding of our student's understanding?
Here are five ideas on how to build a love of vocabulary and understanding of words into your classes, regardless of whether it is a paper or electronic dictionary.
- Test your vocabulary
Merriam-Webster has some great online games to increase your knowledge of words and expose you to new words. Of course, students can be exposed to new vocabulary by regularly engaging in recreational reading.
- Word of the day
Lots of "word of the day" websites on the internet, this one shows you citations using the word of the day so that you can build contextual understanding.
- Grammar Girl
Podcasts and other tools to improve your grammar.
Shows synonyms in a visual brainstorm to increase your vocabulary.
- Doing it differently: Tips for teaching Vocabulary.
A discussion about new ways to teach vocabulary. Look for online tools such as Vocabgrabber.