barbara mehlman

How to BuildIndependent Learners

How to BuildIndependent Learners

The Inquiry Process, Benchmark Skills, and Information Literacy

The Inquiry Process, Benchmark Skills, and Information Literacy

What IsInformation Literacy?

What IsInformation Literacy?

Information Literacy is the ability to:

locatelocate interpretinterpret evaluateevaluate synthesizesynthesize organizeorganize presentpresent

information using avariety of media and sources.

Information Literacy is the ability to:

locatelocate interpretinterpret evaluateevaluate synthesizesynthesize organizeorganize presentpresent

information using avariety of media and sources.

What Is Inquiry?What Is Inquiry?

Inquiry empowers a student to

connectconnect wonderwonder investigateinvestigate constructconstruct expressexpress reflectreflect

on information to learn content and gain an

understanding of the world.

Inquiry empowers a student to

connectconnect wonderwonder investigateinvestigate constructconstruct expressexpress reflectreflect

on information to learn content and gain an

understanding of the world.

Inquiry CycleInquiry Cycle

More About InquiryMore About Inquiry

• Inquiry is the 21st century way to conduct research

• It is a way to help students discover their passion for a subject

• Students see the real-world relevance of what they learn

• Inquiry is the 21st century way to conduct research

• It is a way to help students discover their passion for a subject

• Students see the real-world relevance of what they learn

ConnectConnect• Student gathers background

information on a subject

• Adds his/her previous knowledge

• Relates it to his/her own life

• Understands its place inthe real world

• Student gathers background information on a subject

• Adds his/her previous knowledge

• Relates it to his/her own life

• Understands its place inthe real world

WonderWonder

•Student makes predictions

•Develops questions

•Constructs hypotheses

•Student makes predictions

•Develops questions

•Constructs hypotheses

InvestigateInvestigate

•Student finds information and evaluates it

•Uses the information to answer questions and test hypotheses

•Student finds information and evaluates it

•Uses the information to answer questions and test hypotheses

ConstructConstruct

• Student draws conclusions from the investigation

• Gains new insights

• Arrives at new understandings

• Student draws conclusions from the investigation

• Gains new insights

• Arrives at new understandings

ExpressExpress

• Student applies understandings to a new context

• Shares learning with others either orally or in writing

• Student applies understandings to a new context

• Shares learning with others either orally or in writing

ReflectReflect

• Student reviews what he/she has learned

• Asks new questions which starts the inquiry process over again

• Student reviews what he/she has learned

• Asks new questions which starts the inquiry process over again

What Are Benchmarks?What Are Benchmarks?

• Specific skills that students need to become information literate

• Are taught from K-12 and build on each other

• When mastered, they enable students to effectively conduct an inquiry independently

• Specific skills that students need to become information literate

• Are taught from K-12 and build on each other

• When mastered, they enable students to effectively conduct an inquiry independently

Sample BenchmarksSample Benchmarks

• Grade 6: Writes questions independently based on key ideas or area of focus

• Grade 7: Uses background information to predict answers to inquiry questions

• Grade 8: Revises the question or problem to arrive at a manageable topic

• Grade 6: Writes questions independently based on key ideas or area of focus

• Grade 7: Uses background information to predict answers to inquiry questions

• Grade 8: Revises the question or problem to arrive at a manageable topic

Sample BenchmarksSample Benchmarks• Grade 9: Takes notes using one or more of a

variety of note-taking strategies

• Grade 10: Considers various points of view and the merits of resources before choosing the best one for the information needed

• Grade 11: Plans inquiry to test hypothesis systematically or to validate thesis

• Grade 12: Challenges ideas in text and makes notes of questions to pursue in additional sources

• Grade 9: Takes notes using one or more of a variety of note-taking strategies

• Grade 10: Considers various points of view and the merits of resources before choosing the best one for the information needed

• Grade 11: Plans inquiry to test hypothesis systematically or to validate thesis

• Grade 12: Challenges ideas in text and makes notes of questions to pursue in additional sources

How Do We Teach This Process?

How Do We Teach This Process?

Information Literacy, Inquiry and Benchmark Skills are NEVER taught in isolation.

They are always embedded into one of the disciplines.

What Resources Do We Use to Teach This Process?

What Resources Do We Use to Teach This Process?

• Encyclopedias• Other reference

works• Circulating

collection• Discussion groups

• Encyclopedias• Other reference

works• Circulating

collection• Discussion groups

• Literacy workshops• Google Docs• Wikis and Blogs• Podcasts• Video / audiotape

interviews

• Literacy workshops• Google Docs• Wikis and Blogs• Podcasts• Video / audiotape

interviews

Traditional Sources 21st Century Sources

Integrating Inquiry and Information Literacy with Benchmark Skills

Integrating Inquiry and Information Literacy with Benchmark Skills

Sample Topic: Cloning

“Cloning” cuts across all disciplines

ELA: House of the Scorpion by Nancy Farmer

Social Studies: Impact on legal system, population control, voting rights, representation

Science: Implications for genetics, healthcare, environment

Sample LessonsSample Lessons

• Use the inquiry process

• Develop benchmark skills and information literacy

• Use the inquiry process

• Develop benchmark skills and information literacy

On the following slides are three sample lessons. Let’s evaluate them according to whether or not they:

Sample Lesson

#1

Sample Lesson

#1

Results Lesson

#1

Results Lesson

#1

Modify Lesson

#1

Modify Lesson

#1

Sample Lesson

#2

Sample Lesson

#2

Sample Lesson

#2(cont’d

)

Sample Lesson

#2(cont’d

)

ResultsLesson #2

ResultsLesson #2

ModifyLesson #2

ModifyLesson #2

Sample Lesson

#3

Sample Lesson

#3

Sample Lesson

#3 (cont’d

)

Sample Lesson

#3 (cont’d

)

Results Lesson

#3

Results Lesson

#3

Subject

Content

End Product

Inquiry Phase

Benchmarks

CONSTRUCTING A LESSONCONSTRUCTING A LESSON

Graphic Organizer

What do you want your students to get out of this lesson?

CONSTRUCTING A LESSONTopic: Cloning

CONSTRUCTING A LESSONTopic: Cloning

Subject U. S. History

Content: Representation in government

End Product Student writes a letter to the editor of a law journal on his/her POV on cloning

Inquiry Phase

Reflect and Express: how might unregulated cloning affect our representation in gov’t

Benchmarks Student considers various POVs and the merits of resources before choosing the best one for the required project

Subject Earth Science

Content: Use of natural resources

End Product Draw a graph that compares which countries use the most/least of any 4 natural resources

Inquiry Phase

Connect: Students find background information on how countries use the world’s natural resources

Benchmarks Students take notes using one or more of a variety of note-taking techniques

CONSTRUCTING A LESSONTopic: Cloning

CONSTRUCTING A LESSONTopic: Cloning

Subject ELA

Content: House of the Scorpion by Nancy Farmer

End Product Students write an original short story in which clones are central to the plot

Inquiry Phase

Wonder: Students develop questions on the reasons for and uses of clones

Benchmarks Students weigh the pros and cons of unregulated human cloning

CONSTRUCTING A LESSONTopic: Cloning

CONSTRUCTING A LESSONTopic: Cloning

Electronic MediaElectronic Media

• Wikis

• Blogs

• Audio

• Video

• Wikis

• Blogs

• Audio

• Video

WikisWikis

• A wiki is a shared document which can be edited by anyone with access to it (Wikipedia)

• It provides an easy method for linking one page to another.

• A wiki is a shared document which can be edited by anyone with access to it (Wikipedia)

• It provides an easy method for linking one page to another.

Wiki:Earth Science

Wiki:Earth Science

• Students, working in groups, search for information on natural resources and publish what they’ve learned on one shared wiki where the content and new understandings can continue to develop.

• Youth Wikis

• Students, working in groups, search for information on natural resources and publish what they’ve learned on one shared wiki where the content and new understandings can continue to develop.

• Youth Wikis

Blog: ELABlog: ELA

• A blog is an online journal comprised of links and postings with the most recent posting at the top of the page

• Students publish their thoughts and investigations about cloning

• Other students can respond to the blogs and extend the conversation

• A blog is an online journal comprised of links and postings with the most recent posting at the top of the page

• Students publish their thoughts and investigations about cloning

• Other students can respond to the blogs and extend the conversation

Blog SitesBlog Sites

• Youth Voices

• Five Good Reasons to Blog the Research Process by Joyce Valenza in SLJ

• Youth Voices

• Five Good Reasons to Blog the Research Process by Joyce Valenza in SLJ

AudioAudio

• Digital Audio: A file created by recording into a computer, or recorded on a device such as an iPod and then transferred to the computer. This file is often referred to as an mp3

• Podcasting: Podcasts are digital audio files that have a feed. This means that you could subscribe to them

• Digital Audio: A file created by recording into a computer, or recorded on a device such as an iPod and then transferred to the computer. This file is often referred to as an mp3

• Podcasting: Podcasts are digital audio files that have a feed. This means that you could subscribe to them

Audio: U.S. HistoryAudio: U.S. History

• What have our representatives been saying about cloning?

• How will cloning affect me as a citizen?

• Human Genome Project Information

• What have our representatives been saying about cloning?

• How will cloning affect me as a citizen?

• Human Genome Project Information

Audio: U.S. HistoryAudio: U.S. History

Video:Living Environment

Video:Living Environment

• Digital Video can be integrated into any lesson

• Should Human Cloning Be Banned? -- A Debate

• Digital Video can be integrated into any lesson

• Should Human Cloning Be Banned? -- A Debate

What Can You Do?What Can You Do?• Be brave and be pro-active -- approach your

teachers

• Start with one you know will be receptive and count on word-of-mouth

• Get on your principal’s calendar and show him/her what you’ve got

• Let your tech-savvy students help you

• Be brave and be pro-active -- approach your teachers

• Start with one you know will be receptive and count on word-of-mouth

• Get on your principal’s calendar and show him/her what you’ve got

• Let your tech-savvy students help you

Something to Think AboutSomething to Think About

• Many of our students are failing, not because they have low intelligence and can’t master course content, but because they lack literacy skills.

• Become a member of your school’s Data Inquiry Team and show them what you can offer.

• Many of our students are failing, not because they have low intelligence and can’t master course content, but because they lack literacy skills.

• Become a member of your school’s Data Inquiry Team and show them what you can offer.