new librarian orientation 2015

Welcome to Library Services

The Instruction Side of Things

Engaging Students with Question Formulation TechniqueTM, Guided Inquiry, and Understanding by Design in the Library

Objectives for the Day1. Review Need to Knows from the webinar series2. Learn and practice the Question Formulation TechniqueTM

3. Learn and practice Guided Inquiry using Understanding by Design in the development of a lesson unit

Driving QuestionHow can we transform our learning environment (library spaces) to center around student engagement and inquiry learning?

Question Formulation TechniqueTM

We librarians tend to ask a lot of questions, don’t we?

We librarians tend to answer a lot of questions, don’t we?

Coles, Tait. "QFT “Question Formulation Technique”." Web log post. PUNK LEARNING. WordPress, Sept. 2011. Web. 31 July 2013. <http://taitcoles.wordpress.com/2011/09

Question Formulation TechniqueTM

This technique helps students learn how to produce their own questions, improve them, and strategize on how to use them.

Teaching Multiple Thinking Abilities in One ProcessAs students go through this process, they practice three fundamentally important thinking abilities:

1. Divergent Thinking- the ability to generate a wide range of ideas and think broadly and creatively

2. Convergent Thinking- the ability to analyze and synthesize information and ideas while moving forward toward and answer or conclusion

3. Metacognition- the ability to think about one’s own thinking and learning (15-16)

Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.

Steps in QFTTM Process 1. Question Focus (QFocus)

2. Rules for Producing Questions

3. Producing Questions

4. Categorizing Questions

5. Prioritizing Questions

6. Next Steps

7. Reflection Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.

Rules for Formulating Questions

Ask as many questions as you can.Do not stop to discuss, judge, or answer

any question.

Write down every question EXACTLY as it is stated.

Change any statement into a question.

Q Focus

Learning is an inquiry- Inquiry is learning

Step 2: Improve Your QuestionsTeacher Role

● Introduce a definition for closed- and open-ended questions.

● Support students as the categorize questions.

● Facilitate a discussion on the advantages and disadvantages of closed- and open-ended questions.

● Support students as they work on changing questions from one type to another.

Student Role

● Review list of questions they have produced.

● Categorize questions as closed- or open-ended.

● Name advantages and disadvantages of asking closed- open-ended questions.

● Practice changing questions from closed- to open-ended and from open- to closed-ended.

Step 3: Prioritize the QuestionsThe criteria for choosing priority questions should

be kept as simple as possible

Basic instruction to students is Choose three questions and should be influenced by what you want students to start doing once they finish this process.

Choose the three most important questionsChoose the three questions you want/need to answer first.Choose the three questions that interest you the most.

Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.

Step 4: How are you going to use your questions?

“Reflection, the final step involves both content and process. Teacher will ask the students a few questions. These questions can cover different areas of the process, asking students to think about what they learned, how they learned it, what is different about what they know or understand and want to know now than at the beginning, and how they can use that they learned, both in content and in skills”. (22)

Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press.

Task #1 DESIGNING THE QUESTION FOCUS (QFOCUS) Introduction to QFocus DesignThe Question Focus is the catalyst for students to generate their own questions. The QFocus should be directly related to the content you need to teach and what they need to learn. You will need a QFocus each time you use the Question Formulation Technique.Go through the step-by-step process to design a QFocus you can use to teach yourstudents to ask their own questions.

Break time

Guided Inquiry•Guided Inquiry to guide students through the inquiry process•Grounded in the research of the information search process.•Based on a constructivist approach to learning in a complex information environment.•Goal is to prepare students for living and working in changing information environment of the 21st century.

Kuhlthau, Maniotes & Caspari. Guided Inquiry, 2007; 2012

Inquiry based learning

Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

Inquiry as defined in Guided Inquiry

Inquiry is finding and using multiple sources of information to solve a problem, understand a topic or issue, or take action.

Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

Integration of many skills

•Find, Evaluate, Use info•Increase understanding•Construct meaning•Within the social context of school•Learn how to do all of the aboveKuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

Through inquiry students practice and learn

• information literacy skills• content• literacy competence• social skills• how to learn

Back to the Driving QuestionHow can we transform our learning environment (library spaces) to center around student engagement and inquiry learning?

Who is at the center of your teaching?

We need to move from this….

http://www.undiscoveredwealth.com/day-26-of-365-think-outside-the-box-maybe-not

To this

http://www.natureshiddendesign.com/thinking-outside-the-box

Or this

As you consider third space, what are you thinking about your instruction right now? What are you wondering?Kuhlthau, C., Maniotes, L., Caspari, A. GUIDED INQUIRY

Model of the Information Search Process

Guided Inquiry Team“Guided Inquiry recommends a three member core team that plans and supervises the inquiry”

The third member joining the librarian and teacher may be:

• Second subject area teacher

•Or any of the other specialist(s) in the school

Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.

Extended team•“The extended team may incorporate community members from the public library, museums, and a range of other experts”.

•In PBL, this can include your public audience.

Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.

Just remember…More isn’t necessarily better; choose the best members who can support the students during the inquiry process.

Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for International Scholarship in School Libraries; Rutgers University, n.d. PDF.

1.Using sample lesson plans choose one that you would like to build into a Guided Inquiry Unit

2.Complete the chart on Edmodo

Activity #2 Design a Guided Inquiry Team

Thinking through Guided Inquiry Stages Using UbD

Open•Invitation to inquiry

•Open minds

•Stimulate curiosity

Immerse•Build background knowledge

•Connect to content

•Discover interesting ideas

Explore•Explore interesting ideas

•Look around

•Dip in

Research begins in Explore•Begin to see this topic has many valid sides

•Investigate a variety of perspectives on this topic

•Begin to understand the sides, the question.

Identify•Pause and ponder

•Identify inquiry question

•Decide direction

Gather•Gather important information

•Go broad

•Go deep

Students Research Their Question•Gather evidence from a variety of texts that respond to their specific question

•Cross check information from different perspectives

•Use articles, data on topic, etc…

•Begin to craft an opinion statement with evidence.

Create•Reflect on learning

•Go beyond facts to make meaning

•Create to communicate

Share•Learn from each other

•Share learning

•Tell your story

Evaluate•Evaluate achievement of learning goals

•Reflect on content

•Reflect on process

Break time

Task #2 Design a UnitIn groups, design a unit using the AASL sample lessons.

Exit TicketWhat squares with my thinking? What do I know about what I learned “squares” with my thinking?

What questions are still circling around my head about what I learned today?

What three points do I want to remember and take away from what I learned today?

Works CitedColes, Tait. "QFT “Question Formulation Technique”." Web log post. PUNK LEARNING.

WordPress, Sept. 2011. Web. 31 July 2013.

<http://taitcoles.wordpress.com/2011/09/>.

Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st Century. Rutgers: Center for

International Scholarship in School Libraries; Rutgers University, n.d. PDF.

Kuhlthau, Carol Collier, Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry Design: A

Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited, 2012.

Print.

Maniotes, Leslie. Guided Inquiry Design and the Common Core. Denver: EdWeb.net, 17

Sept. 2013. PPT.