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IBAP_INFOLIT_2007_Notes

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on April 7, 2007 at 12:18:10 am
 

 

IBAP (International Baccalaureate Asia Pacific)

Teachers' Convention held in Singapore, March 31 to April 2, 2007

 

Information Literacy Across the IB Programmes

 

Official website of the convention -- most presenters' handouts can be downloaded from there


Karen Bonanno: Advocacy, Reason, responsibility and rhetoric

 

Advocacy as deliberate, planned, and sustained.

 

Moving people from:

  • Unconscious Incompetent to
  • Conscious Incompetent to
  • Conscious Competent to
  • Unconscious Competent

 


Peter Woodhead from the ESF schools in Hong Kong: "On-line Learning Communities"

 

21 educational hubs, 16 of which are in the interconnected CLC (Connected Learning Community), allowing students to upload, create web pages, participate in forums, create links, create surveys, and manage tasks.

 

The CLC as a buffer zone between the physical learning environment and the virtual world of the internet.  

 


Radm Lui Tuck Yew, Minister of State, Ministry of Education, Singapore

 

I found his speech on the internet, though it doesn't appear to be available from the IBAP website yet.

 

350 schools in Singapore, 500,000 students from ages 7 to 18

 

Just cut the curriculum by 30% in order to create more "white space" for teachers (an example of top-down support for bottom-up innovation)

 

Manga Alive!, where students create manage characters

 

Computer-student ratio is not 1:1, but 1:2

 

Read his speech for more info...

 


Ingrid Skirrow/Yvonne Barrett: What IS the role of the library in PYP?

 

See their handouts...

 

The two of them did a fine job of teasing out all the references to the role of the library in the official IBO documents, as well as trying to map the PYP transdisciplinary skills onto some of the most popular inquiry/research models.

 


Yvonne Hammer/Cathy Hill: The intersection of Information Seeking Models in the Research Process

 

See their handouts...

 

What I loved about their presentation is that they're the first ones I've heard to stress how Kuhlthau's emotions can be linked to the PYP profile and attitudes -- which is something I've been thinking about. The importance of getting kids to understand that we all have ups and downs in the inquiry cycle.

 

They took the list of 10 PYP profile attributes and grouped them this way:

 

The learner is using information.

  • knowledgeable
  • inquirer
  • thinker
  • communicator

The learner is developing values in using information.

  • principled
  • caring
  • open-minded

The learner develops critical evaluation skills.

  • risk-takers
  • balanced
  • reflective

 

I also appreciated their comparison of different inquiry models -- and the introduction of one new to me: Parnes' Creative Problem Solving model (which they say is frequently used with gifted and talented students, based on the belief that creativity is a set of behaviors that can be learned).

 

Clarification: 

1. Mess Finding (e.g., brainstorming)

2. Data Finding (collecting the facts, acting as a camera while looking at the "mess" -- a major evaluative tool)

3. Problem Finding (prioritizing options, speculating, focusing, and finally forming a statement or question)

Transformation:

4. Idea Finding (generating ideas and feeling responses, elaborating, more brainstorming)

Implementation:

5. Solution Finding (evaluating, re-examining the focus, identifying leads, and analysing views of the problem)

6. Acceptance Finding (considering the audience, target the priorities, developing a plan of action, editing, presenting work)

 

Finding focus (step 3.) is the hardest, they said.  They find that Parnes and Kuhlthau help students DEFINE their task better.

As they pointed out, so much happens before the "define" stage of the standard NSW model, e.g., the Initiation, Selection, and Exploration (in Kuhlthau), and Mess Finding and Data Finding in Parnes. They said Parnes is what the Future problem solving program is based upon.

 

Surprisingly, they hadn't heard of Kath Murdoch's model -- where "Tuning In" is nicely in line with "Mess Finding".  I must admit I almost like the phrase "Messy Finding" instead.

 

In the PYP "model" (of transdisciplinary skills), there is no evaluation step and no interconnectivity -- it's a set of skills, not a process.  Is it because self-evaluation is assumed to be occuring all the time?

 

The balance between skills and challenges -- that students should be given the chance to overcome a challenge that is just about manageable -- which is where appropriate scaffolding comes in.  They include Kuhlthau's Feelings (affective), Thoughts (cognitive), and Actions (physical) in all their presentations.  Kuhlthau's intervention/mentoring helps validate students' situations -- and gives them suggested strategies.

 

 

 

 

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