|Timestamp||Learning||Teaching||Learning Environments||District Leadership||Ministries of Education||Teacher Education||Other|
|-strategies instruction / modelling|
|What works - open / flexible spaces|
What doesn't - cluttered, messy spaces
To invest in - reliable, open wifi
|-trustees on down to adminstrators|
- people who can get things accomplished
- open to suggestions, discussion, providing financing
|- less political interference and more $$||- an env. that allows risk-taking|
- collaboration and learning communities time and support
|- 'differentiated instruction' not used to justify lack of support for class composition|
|5/30/2014 11:13:19||ownership of learning|
teaching learners how to learn
aim to make "teachers" obsolete
|Personal Learning Environments|
resources to support inquiry
teachers modeling learning
|5/30/2014 11:15:13||Communication—The communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.|
Thinking—The thinking competency encompasses the knowledge, skills and processes we associate with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content and transform them into a new understanding. Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness.
Personal and Social—Personal and social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.
|School Libraries are a vital component that is lacking investment|
Spaces where students can collaborate on work
|There is only one?|
Funding needs to be realistic to provide quality education
|5/30/2014 11:15:58||Students need to be creative and critical thinkers fluent in a variety of modalities.||Teachers need to seamlessly incorporate technology into their teaching practices.||Schools need to invest in their libraries to assist in the transformation from rooms where books are stored to collaborative learning environments where students create, innovate, and above all THINK!|
|5/30/2014 11:16:15||Educators need to facilitate student learning in metacognition, curation and the inquiry process.||All of them! We need to meet learners (and teachers) where they are. We need to move towards developing learning 24/7 in all sorts of formats to individualize learning.||Schools should invest in both 1) leveling the playing field to eliminate the digital divide and 2) provide out-of-the-box learning experiences for enrichment.||Teacher-librarians need to be invited to all tables to keep learning the focus (not ease of management).||Continuity! Progress shouldn't be dictated by a transient leadership....it should be set up to accomplish longitudinal goals!||Support....this looks like self-directed PD and freedom/autonomy for creative risk-taking.||Work/life balance....we need to build in flexibility for all learners (staff and students) to plug in and unplug.|
|5/30/2014 11:19:08||Transliteracy, efficient research skills, metacognition, ability to create and understand, zest for life-long learning,||Research based inquiry to help students engage and dig deep into research||LLCs should have a quiet space also for learning. Invest in libraries and teacher education in areas of mental-wellbeing, invest in the arts, create safe and caring spaces.||More trickle down.||Communication and implementation of new and crucial documents that can change education: they've been written. Let's put them into practice.||A chance to play and think and learn. Inspirational leaders and teachers. Visionary teachers.|
|5/30/2014 11:16:23||Critical thinking skills, re evaluating resources online.|
Content creation using different technology tools.
Research skills for using databases, Google and wikis.
Understanding HTML and CSS which are fast becoming universal languages
Ed Tech skills which correlate with the digital literacy outcomes.
Trans literacy skills re digital story telling
Curation skills using different social media to collate and archive materials.
|Teachers should be active encouragers, mentors and facilitators.|
Teachers should encourage student voice.
Teachers need to be life long learners.
|Virtual commons |
Social media that works
|Have all admin team sit in on meetings|
CC all admin with lc emails
|5/30/2014 11:17:21||Creativity, critical thinking, literacies, social emotional; individual to global connections.||Collaboration, guidance, openness, expertise.||Need places and structures for students to construct.||Yes, please!||R-E-S-P-E-C-T...treatment of teachers as experts and not as employees.||More on information policy, e.g. not to be expected to be 21st-Century-ish by bringing in social media by teacher educators who don't understand it...|
Responsible ethical users of information
Philosophically in a school - everyone is a learner!
Fostering risk taking
|Seamless access to both print and digital resources|
Flexible, accessible, 24 / 7
Not just in the leaning commons - across the school, community, globally!
Open to change constantly evolving
|Pass the ab policy on school library learning commons|
Consistent funding for education
|5/30/2014 11:18:21||critical thinking skills|
understanding of the importance of global citizenship
|collaborative, inquiry based pedagogy||helping teachers understand the pedagogy behind learning with technology; how best to maximize it as a tool for teaching and learning so that students then understand how to use technology as a life long learning tool as well|
|5/30/2014 11:18:17||- Students should be able to demonstrate a critical process of selecting information sources that are appropriate to their information needs.||Coaching over dissemination.|
Demonstration over recall.
Process, including reflection, holding equal weight with content in evaluation.
|Whole school approach over pieces.|
Invest in people with passion and understanding, and then ongoing mechanisms for professional learning.
|Standards for information / digital literacy embedded within school library program section of document, not just woven throughout with no mention of HOW and WHO shall embed the ICT and research skills so often mentioned.||Understanding of linkage between student success and a reading CULTURE in schools, and how school librarians are partner professionals right from start and ongoing.|
|5/30/2014 11:18:27||Critical thinking, problem solving, creative thinking, collaboration, multiple literacies including digital and print||Outcome-based, individualized, diversified, inquiry-based, project-based||Current rigid scheduling particularly in the senior years||school administrators||get away from the rigid curriculum||understand the power of inquiry|
use the curriculum but be able to weave inquiry and project-based learning into it
|5/30/2014 11:18:49||Critical Thinking Skills|
Evaluation of Information
|Collaborative work among teachers|
Guide on the Side approach
Using technology for teaching and learning
Desks in rows
Equitable access to technology
|less emphasis on testing||Technology training|
|Over packed curriculum|
|5/30/2014 11:18:48||Ability to learn, unlearn and relearn. Where to find information, how to assess it and how to synthesize it. Understand different tools: how Google works, when to use a database, alternative search engines, etc.||Collaborative approaches that target student interest (when appropriate) and give them the opportunity to guide their own learning with teacher supervision.||Reliable laptop carts and network connections||Better support for IT issues so they feel they can use technology. (ie: every student will be able to log in and load the web site)|
|5/30/2014 11:18:58||Critical thinking beyond the fill in the blanks or parrot learning||Ability to differentiate teaching and learning strategies to meet the needs of all learners||Flexible work environments that encourages multimodal learning||Need flexible, current, knowledgable leadership who can think outside of the box||Consistent messaging and support for staffing, financial support and leveraging of provincial purchasing power for resources||Teachers need time to learn, time to differentiate, time to collaborate and time to model effective learning practice||System leadership needs guidance in consistent messaging and supports|
|5/30/2014 11:19:03||Multiple literacies, creative thought, critical analysis, innovation ("failures" ok in order to succeed in the future)||Styles that foster independent learning||Invest in variety of spaces for different learning styles and needs||Opinion on change. Many of us are willing to make changes to grow and develop but many others fear change. To best serve our students we all (teachers, librarians, districts, ministries, etc) need to be willing to change.|
|5/30/2014 11:19:05||Literacy and fostering curiosity and inquisitiveness. Learning how to find and analyze the glut of information out there.||Collaborative and varied for our different needs and languages. Methods that work with your learning outcomes.||Invest in professionally trained people like TLs, teachers with all sorts of professional upgrades like EAL, resource, etc. Our EAs need to be professionally trained..||Principals we'll informed make a huge difference and divisional consultants are very effective as we'll. All admin need to be up to date in all areas.||Lifelong learning.|
|5/30/2014 11:19:10||- capacity to critically evaluate information/data for reliability and relevance|
- capacity to use the "right tool" for the "right time"
- capacity to "learn how to learn" i.e. to figure things out independently
|- just in time teaching|
- flipped classroom
- inquiry-based learning
|- flexible learning spaces with common and independent work/learning environments||digital learning competencies - in Ontario|
- a clarification of the expectations around school libraries and roles they can play in supporting curriculum and policy
|- better access to and capacity for using technology/digital learning platforms/tools/resources|
|5/30/2014 11:20:01||If learners take responsibility for their learning they will be life long learners.||Universal Design for Learning - an ongoing skill and knowledge set||Isolated classrooms cannot keep up with changes in culture. Time for teacher collaboration is needed||At all levels.||Funding to support innovation and learning.||Invest in personal professional development||Opportunity for authentic learning|
|5/30/2014 11:20:03||Critical thinking, creative thinking, data management, collaboration, global understanding, ethical||Student centred and driven|
Project based learning
Less emphasis on testing
|Inquiry and project based learning education|
Competency based education
|5/30/2014 11:20:32||critical thinking|
|investment and adequate in PD|
|5/30/2014 11:20:36||creatiive thinking|
diversity in thinking
able to adapt to new technologies
ability to filter
ability to discern points of view
|create virtual teaching env|
balance digital and print
proviide collaborative experiences
adapt and change
|creating collaborative learning spaces supported by technologies|
|5/30/2014 11:21:59||Understanding that knowledge/content is the point of education, equally essential is the development of lifelong learning skills||We need to assist students develop the collaborative skills so that they are able to integrate into educational programs and the new workplace environments||Lock step instruction is a step back to undies trial training and design||Good question. Leadership has become a huge issue.||They need to be and to understand modern inquiry and assessment skills||$$$$$$$|
|Initial teacher training, connections to new teachers with mentorship, ongoing PD for experienced teachers, modelling effective inquiry based learning as PD, Who is teaching the teachers??||initial teacher training, connections to new teachers, mentorship, ongoing PD for experienced teachers, modelling effective inquiry based learning as PD||What do we mean by leadership? Utilize a professional advocacy approach to engage administrators . Importance of superindendants being on board to affect change. Bottom up and top down; we need to be the link.Make use of provincial associations to communicate ministry objectives and communicate to teachers as well as get the ear of ministry officals to develop policy to aid funding for initiatives.|
|multiple literacies, inquiry, critical thinking, evaluation of information, collaboration, creativity, digital citizenship||UDL, mulit-modal, cross curricular, outcome-based, inquiry-based, project based, differentiation, just in time teaching, student centered, individualized, including communities and families||Open and flexible spaces, reliable digital infrastructure, collaborative work spaces, reflective of the cultures in your community, safe and caring, access to print and digital resources, constantly evolving, professionally trained staff, 24/7 presence||Administration needs to be well-read in terms of changing educational needs and structures, responsive to grass-roots ideas of educators who are responding to the needs of their students and communities - collaborating with all stakeholders, facilitate learning within the school which includes teachers (PLCs)||clear policy around use of digital tools/resources/cloud-based solutions||technology: training, better support for IT issues, IT infracture incuding robust wifi & infrastructure||Schoolboard policies around BYOD|
|Summary: Transliteracies and code-switching, collaborative skills, self-directed learning skills, critical and creative thinking (inlcuding the ability to seek out and consider multiple persectives), information management,||cloud-based solutions: issues around privacy, freedom of information, age requirements||SAMR Model of transformative use of technology|
|Summary: Movement from critical to creative thinking requires restructuring to develop the time to go deeper; we need to lift teaching perameters to allow for REAL inquiry||Summary: Cross-curricular teaching ( like elementary school) and build in conditions for collaboration; if possible it needs to happen organically||Summary: Trust; Risk-taking; Flexibility of physical spaces; Celebration of hard work and authentic experience||Summary: Disparity between different areas of the country: some have more input than others. Less emphasis on testing, more time for teachers to implement ideas, less perscriptive curriculum||Initial Teacher Training -2yr|
|ongoing professional development that supports habits of mind for ongoing learning in relation to use of digital technologies and tools, and effective teaching|
|Professional Learning Communities that focus on honest "courageous conversations" around our teaching practice, i.e. research-based instructional strategies, collaborative teaching inquiry|