barbara mehlman
DESCRIPTION
Workshop PowerPoint: How to Build Independent LearnersTRANSCRIPT
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.