Transcript Learner’s as Authentic Researchers: Productive Pedagogies

Beyond Information Literacy:
A 3-Dimensional Approach to
Authentic Teaching
School Library Association of Victoria
Learns as Authentic Researchers:
Productive Pedagogies
Dr. Carol Gordon
19 August 2005
What is Authentic Teaching?
Evidence-based Practice:
Action Research
Guided Inquiry:
Authentic Research
Guided Inquiry:
Authentic
Learning
TasksAssessments
The 3-Dimensional Model
What is Authentic Teaching?
Evidence-based Practice:
Guided Inquiry
Authentic Learning Task
Action Research
Guided Inquiry:
Authentic Research
Guided Inquiry:
Authentic
Learning
TaskAssessment
Authentic Assessment
Formative Assessment
Summative Assessment
Evaluation
Research
Authentic Research
Evidence-based practice
Action Research
The 3-Dimensional Model
Authentic Teaching
Authentic Learning Tasks
Data
Authentic Research
Action Plan
Data
Data
Action Research
Part 1:
Authentic Learning
Tasks/Assessments
Is Information Literacy Enough?
Information Skills
•
•
•
•
•
Recognize a need for information
Locate information
Select information
Evaluate information
Use information
The limits of an information literacy model
• information searching becomes an end rather than a
means to an end
• reporting rather than researching
• marginalizes the teacher librarian’s contribution to student
learning
Is Project-based learning the best way?
Textbook is
inadequate
“…it is a cardinal principle of
(theory of multiple intelligences)
that thinking does not and
cannot occur apart from the
interaction with real materials
in a living context.”
Howard Gardiner. The Theory of Multiple
Intelligences.
We learn 10% of what we read,
15 % of what we hear,
but 80 % of
what we experience
Dole’s Cone of Experience
Information Literacy =
Independent Learning
Authentic Learning Tasks
1. Assessment is formative and ongoing, focusing on what
students know and are able to do, and includes
summative measures when appropriate.
2. Assessment methods are:
a. linked to learning
b. varied in form and context to accommodate learning
styles and special needs
c. delivered through differentiated teaching
3. The primary purpose of assessment is diagnostic
a. Provides teachers with evidence to evaluate
student performance.
b. Provides teachers with evidence to evaluate their
teaching strategies and make adjustments.
c. Helps learners to self-assess.
Project
Choose a country from the
list provided and
research how a tsunami
affected that country.
Include physical,
geographical and
economic effects. Use
note cards to record
information and sources.
Write a 2-3 page paper
using at least 3 sources.
ALT
• You are a member of a team of
relief workers to help victims of
a tsunami. Your job is to help
plan the govern ment’s recovery
program.
• Read descriptions of tsunami
victims on the Internet. Find out
how the tsunami affected
physical, geographical, and
economic conditions.
• Use current sources to find
information and data on
recovery efforts.
• Create graphic organizers
(including charts, graphs) that
document your findings.
• Write a report that describes
relief measures and sets
priorities.
• Use citation; create a reference
Projects vs. Authentic Learning Tasks
Learners:
Assume role of students
Assume role of historians,
writers, scientists
Focus on content of curriculum Focus on inquiry driven by
academic questions
Choose from presented
Create responses
options
Are assessed through recall,
recognition, minimal
competencies
Are assessed summatively
Are assessed through
performance, problem solving
Depend on authority
Become their own best critics
Are assessed formatively
Why Authentic Learning Tasks?
Do we want to evaluate student problem-solving
in the visual arts?
Experimental research in science?
Speaking, listening and facilitating a discussion?
Doing document-based historical inquiry?
Thoroughly reviewing a piece of imaginative
writing until it works for the reader?
Then let our assessment be built out of such
exemplary intellectual challenges.
Grant Wiggins, 1990
Learner
assumes role of historian, writer, scientist;
focus on inquiry driven by academic questions
• What is history?
• What are the questions that drive inquiry for discovering
new knowledge?
• What are the methods of inquiry of these disciplines?
What is history?
•Histor (Greek); a wise
and learned person
•(Sanskrit); knowledge
•The study of history is
the gathering of human
wisdom through stories
•The content of history
is an evolving mosaic of
the human experience
Is history ...
• biographies of famous people?
• legends and stories?
• chronology of “facts”?
• written record of human events?
Is history the study of cause and effect?
• Social? Social justice and reform?
• Political? Power and ideology? Conflict and war?
• Economic? Resources and corporate profit?
Is history…
• Thematic? Women’s history?
• Cultural? Dominant and subordinate cultures?
• Chronological?
What is history?
Historians see man as a being living in time, with memory
of the past and future, and the freedom of a creative
present in which both past and future meet. They try to
understand the real meaning of past events by
imaginatively reconstructing the conscious life of the
persons who brought these events to pass.
Philip Phenix. (1964). Realms of Meaning: A Philosophy
of the Curriculum for General Education
What are questions that drive historical inquiry?
• Can we ever “know” the past?
• Where does meaning come from?
• Does the historian discover or create meaning?
• Is history static or dynamic? What stays the same?
• What is the truth?
• Does the empirical-analytical lead us to the truth?
• Does the past contain one true story/meaning or several?
• Can we trust our sources?
Essential Questions
What are the tools of the historian?
Evidence
Language
Knowledge
How do historians gain knowledge?
Evidence
– Primary
• Records, documents
• Relics, artifacts
• Visuals
– Secondary
• The “literature”
• Reports
Language
• Can a narrative about the past written in the present
ever be accurate?
• If knowledge of the past is represented by language,
how can this knowledge be best represented?
• Whose voice tells the story? Is it objective? Is the
narrative transparent? Is the voice of the historian
referential?
Essential Questions
Historical Inquiry
• Stating a thesis
A proposition whose validity the author demonstrates by
producing evidence
• Asking questions
Should the constitution be read strictly or broadly?
Was Christopher Columbus the first to think the world was
round?
Historical Decision-making
• Probability – informed common sense
• Verification & attribution (footnotes, citations,
bibliographies
• Detecting bias
ALT Learners create responses
• The ALT task
• Creates a role
• Requires viable
solutions for complex
problems
• Learner evaluates
information and data
• Learner categorizes
and prioritizes
• Learner make decisions
based on authentic
research
• Learner documents
sources
You are a member of a team of relief workers
to help victims of a tsunami.
Your job is to help plan the government’s
recovery program.
Read descriptions of tsunami victims on the
Internet. Find out how the tsunami affected
physical, geographical, and economic
conditions.
Use current sources to find the best
information and data on recovery efforts.
Create graphic organizers (including charts,
graphs) that document your findings.
Write a position paper that describes relief
measures and sets priorities.
Use citation; create a reference list of
sources used.
Learners
-generate formative
assessment data through
performance,
problem solving;
-become their own
best critics
The learning task is
the assessment
Formative
assessments are
self, peer, and
teacher evaluated
activities
You are a member of a team of relief
workers to help victims of a tsunami.
Your job is to help plan the
government’s recovery program.
Read descriptions of tsunami victims
on the Internet. Find out how the
tsunami affected
physical, geographical, and economic
conditions.
Use current sources to find the best
information and data on recovery
efforts.
Create graphic organizers (including
charts, graphs) that document your
findings.
Write a position paper that describes
relief measures and sets priorities.
Use citation; create a reference list of
sources used.
Authentic Learning Task Guidelines
Content
The task
•is meaningful, grows out of academic principles and curriculum
•requires learners to use tools of the expert
•provides opportunities for problem solving, decision making
•offers learners opportunities for display, presentation,
sharing of outcomes
Methodology
The learner
•relates new information to prior knowledge
•applies information to new situations
•is actively engaged in a variety of tasks
•has choices
•has opportunities for revision, self and
peer evaluation
•has opportunities to work in a group
Support Material
The Design
•expectations and outcomes are clear
•exemplars are provided
•assessments provide data for improving
student performance (rubrics, portfolios, journals)
•assessment tool is appropriate for the task
Part 2:
Authentic Research
What is Authentic Teaching?
Evidence-based Practice:
Action Research
Guided Inquiry:
Authentic Research
Guided Inquiry:
Authentic
Learning
TasksAssessments
The 3-Dimensional Model
What is research?
Research is not
• Collecting information
• Reporting facts
• Following a linear process
• Selling or persuading
• Writing a neat,
grammatically
correct paper
• Experimentation
• Surveys, questionnaires
Research is
• Question, thesis, hypothesis
• Plan, design for conducting a
study or experiment
• Information collection
• Data collection
• Analysis
What does authentic research
look like for Year 3 learners?
Learners
•read about the flu to gain background knowledge;
•collect data to determine whether flu shots are effective;
•survey parents, students and teachers;
•interview a health professional about causes and prevention
of the flu;
•chart their data on posters;
•display and present their data.
Assume role of scientists.Create responses.Generate formative assessments.
…for Year 6 learners?
Learners
•use e-mail to work with scientists and other students on
the International Arctic Project;
•use the library and the internet to read and share
information and data from a lake study project with
students in other countries;
•follow an arctic training expedition on the web, questioning
and receiving information from explorers;
•maintain journals that document what they learned,
what they read, and how they evaluate the International
Arctic Project
Assume role of scientists.Create responses.Generate formative assessments
…for Year 12 learners?
Learners
• prepare a Webzine focused on an environmental issue;
• collect information from library resources and the internet;
• interview a scientist about the issue;
• organize ideas using concept maps and compose articles for
the Webzine;
• design the web page;
• students use a rubric for a web page and peer review to
critique each other’s webzine’s.
Assume role of scientists.Create responses.Generate formative assessments.
Information and Data
Information
• Derived from a credible
source via a medium
(secondary sources)
Data
• Generated via a research
method (primary sources)
• Collected through note
taking
• Collected through research
methods
• Provides background,
prior knowledge to
generate a research
question
• Provides material for
analysis
Information and data can be verbal or numerical
Information and data are knowledge-building material
Quantitative
Qualitative
• Asks How does it
• Tries to gain depth of
work? How can I fix it? understanding of a phenomenon
• Pure sciences
• Social sciences
• Numerical data
• Verbal data
• Statistical analysis
• Categories, patterns, trends
• Large samples
• Small samples
• Experiments
• Validity – probability
• Case studies, Interviews, Surveys,
Primary documents, Observation
• Validity – triangulation
• Generalizable from
sample to population
• Generalizable through replication
of studies
Elements of Authentic Research for Students
1. How do I select a topic?
2. How do I generate a researchable question?
3. How do I focus?
4. How do I collect information?
How am I doing?
5. How do I collect data?
6. How do I display information and data?
7. How do I analyze data?
8. How do I synthesize information and data in a product?
(paper, power point)?
1. How do I select a topic?
What are you curious about?
Personal Experience
Background Reading
Trust them to learn
No note-taking!
How am I doing?
Generation Y Learning Characteristics
•
•
•
•
•
Holistic learners
Based in real world tasks and strategies
Active and kinesthetic
Graphic and visual
Variety of learning styles and levels of skills
Teaching Information Literacy to Generation Y
http://www.library.csuhayward.edu/staff/ACRL/
2. How do I generate a researchable question?
a. Distinguish between topic and research question
b. Focus the question
c. Qualitative or quantitative?
Does the death penalty deter violent crime?
What are the effects of computers on children?
What are the effects of parental alcoholism in the long and
short term?
Is there a connection between the media and eating
disorders in adolescent girls?
How does dyslexia affect a child’s self-image?
Can music help the learning process?
How am I doing?
3. How do I focus?
Kuhlthau Model of the Search Process
Stages
Feelings
Thoughts
Task Initiation
uncertainty
Topic Selection
optimism
Pre-focus exploration
confusion
Focus formulation
clarity
Information Collection
confidence
Search closure
relief
ambiguity
i
i
n
n
c
t
r
e
e
r
a
e
s
s
e
t
d
specificity
Starting writing
satisfaction/dissatisfaction
Actions
seeking
relevant
information
seeking
pertinent
information
Proposal
•Research question/sub-questions
•Key words and definitions
•Working bibliography
How am I doing?
Proposal 1
1.Research Question: Will the computer change the way we
are schooled?
Sub-Questions:
a. What are the positive and negative aspects of computers in
learning?
b. Could current problems in teaching be solved by
computers?
c. Will schools become obsolete?
2. Key words/terms and definitions
a. Information superhighway: A vast network of shared
information through computer, television, satellite.
b. Cognition: The act of learning and thinking.
c. Virtual reality: Computer or other electronic software that
allows the user to experience a simulated environment.
d. Multimedia: The incorporation of many types of media such
as graphics, text, audio, and video into one resource.
3. Working Bibliography:
Titles and Location information (DD#, url)
The Road Ahead 001 GAT
The Virtual School http:www//virtualschool.yaleuniv.edu
The Children’s Machine PRO 371.3 PAP
Submitted by: _____________________
Date: ___________________________
Approved by:_______________________
Date: _____________________________
How am I doing?
Example of Proposal 1 : Due 24 February
1. Research Question
Sub-Questions
Will the computer change the
way we are schooled?
a. What are the positive and negative aspects of computers in learning?
b. Could current problems in teaching be solved by computers?
c. Will schools become obsolete?
2. Key words/terms
a. Information superhighway
Definitions of Key words/terms
a. A vast network of shared information through computer, television,
satellite.
b. cognition
b. The act of learning and thinking.
c. virtual reality
c. Computer or other electronic software that allows the user to
experience a simulated environment.
d. multimedia
3a. Working Bibliography:
Titles
d. The incorporation of many types of media such as graphics, text,
audio, and video into one resource.
3b. What do I need to find them again? (e.g., Call number, Internet
address)
The Road Ahead_________
001 GAT
The Virtual School_______
http:www//virtualschool.yaleuniv.edu________________________
The Children’s Machine___
PRO 371.3 PAP_________________________________________
Submitted by:
Approved by:
_______________________
Student
______________________
Teacher
____________
Date
4. How do I collect information?
Non-linear note taking
• Mind maps
• Concept Maps
• Graphic organizers
• Diagrams or models
• Tables
How am I doing?
Webquests
http://edweb.sdsu.edu/webquest/webquest.html
http://www.noodletools.com/noodlequest/main.php3
Spider
Hierarchy
You determine
The connections
Information in
descending order
(Distinguishing factors
determine order)
Flowchart
Flow Chart
Organizes
Describes
a
information
in
process
linear format
Systems
System
Organizes information
similar to flow charts
Shows how
with in-puts and
Something
out-puts
works
Information Collection
A mind map is a kind of graphic organizer
This is helpful for designing theoretical
And conceptual frameworks
Graphic Organizer
Graphic Organizer
Graphic Organizer
Bibliography Chart: BOOKS
Author
Copyright
Date
Title
Publisher
City
5. How do I collect data? Primary Sources
•Observation (field notes, photos, videos)
•Interviews (notes, tapes)
•Surveys
•Case studies
•Shadow studies
•Journals
•Correspondence (letters, emails, phone calls)
•Primary documents
•Art, artifacts
How am I doing?
Proposal 2
Research Type Check one:
__xx_ Qualitative
_____ Quantitative
Method of Data Collection
a. Notes from secondary sources
b. Interview with a teacher
c. Questionnaires to 25 students
Method of Analysis
a. Pros and cons
b. Why did you choose this method?
My research question will bring me to material that is will
point out the advantages and disadvantages of using
computers in education so that I will decide how computers
will change the way we learn in school.
Proposal 2 cont’d.
Working Bibliography: More titles and location
information
“The Computer Revolution in Education”Time, June 28,
1996, p. 19
_“The Learning Revolution”_ Educational Leadership,
May 19, 1997, p. 22
Internet and the World Wide Web _001 KEN
Submitted by: _________________ Date ____________
Approved by:___________________Date ____________
How am I doing?
Exemplars of data collection tools
• Sample interview schedule
• Sample survey
• Sample journal entry
How am I doing?
6. How do I display information and data?
Figures
(Show)
Tables
(Summarize)
Citations
(Tell)
Graphs
Numbers
Quotations
Photos
Words
Paraphrasing
Mind/concept maps
Copying
Graphic Organizers
Referencing
Diagrams, drawings
Look for…
• How it works
• Chronological order
• Procedures/steps
• Causes/effects
• Problems/solutions
• Similarities/differences
• Relationships (human/spacial)
• Themes (literary/artistic)
• Pro’s/con’s
• Main ideas/supporting evidence
• Patterns, trends
• Perspectives
• Best-worst/Most-least
• Connections
7. How do I analyze
information and data?
How can I…
•
•
•
•
•
•
•
represent/display data?
classify/categorize?
generalize?
find exceptions?
predict what is next?
imagine what if...?
determine what’s
wrong?
Preparing notes for analysis
• Categorizing
• Color coding
How am I doing?
Graphic Organizer = Analytical Chart
_____Revolution
French Revolution
How are they the same?
How are they different?
With regard to
8. How do I synthesize information and data in a
product? (paper, power point)?
Exemplars
•
Teacher generated
•
Work of other students
Guidelines
Guidelines for the Introduction:
A Map for the Reader
•How can I capture the reader’s interest?
•What is my question really asking?
•Why is this question important?
•How did I collect information and data?
•What method of analysis will I use?
•How will the rest of my paper be organized?
•How can I introduce the next paragraph?
Guidelines for the Body: The “Aha” Moments
•What definitions, distinctions will help the reader?
•How does my method of analysis help organize information?
Data? (See How to Analyze Data)
•What examples can I use to support my statements?
•How can I explain my displays of information and data?
Guidelines for the Conclusion: So What?
•What have I learned about the research question?
•How can I sum up my most important ideas?
•What conclusions can I draw based on my evidence?
•What are counter-examples, arguments?
•What are implications, consequences of what I have learned ?
•How can I extend my thinking by asking more questions?
•What do I wish I had done differently?
•What further research needs to be done?
How am
I doing?
9. How am I doing? How did I do?
How am I doing? (Formative Assessments)
• Self-evaluation
• Peer evaluation
• Teacher evaluation
• Advisor evaluation
How am I doing?
Self-Evaluation: The Journal as a Record of
Progress
•Calendar of appointments, deadlines
-Mandated
-Self-directed
•What problems did you have? How did you solve them?
•What decisions did you make?
•How did you record your progress? Diagrams, photos,
sketches, descriptions?
•What would you do differently?
How am I doing?
•How did you get help when you needed it?
Self Evaluation: Personal Management Rubric
Standards
PLANNING (Look at your proposal)
MEETING DEADLINES (Look at your calendar)
ORGANIZATION (Look at your journal)
WORKING WITH ADVISER (Look at journal, calendar)
PROBLEM SOLVING/DECISION MAKING (Look at your
journal)
Your rating of yourself:
Your teacher’s/adviser’s rating of you:
How am I doing?
RATINGS: Excellent, Good, or Weak + Comments
Self-Assessment: Student Rubric of the Project
Guidelines
Design your own assessment criteria for your project
using a grid (rubric) like the one for assessing your PM
skills. Use at least 3 standards.
You should have at least:
•one criterion for product itself (the model,
activity, performance, etc.)
•one criterion for presentation or display of
your project.
•one criterion for your progress as a researcher
How am I doing?
Peer Evaluation: PQP
• Directions: Discuss your project with your partner.
Allow your partner to use your proposal and
assessment criteria to give you feedback on how
well you are doing.
• PRAISE (What are the strengths of the project?
• Be specific: refer to the proposal and assessment
criteria.)
• QUESTIONS (What helpful questions would you
like to ask about the project?
• What problems do you see with the project?)
• POLISH (What suggestions do you have to solve
the problems
• or improve the project?)
• Reviewed for:
How am I doing?
Reviewed by:
How did I do? Assessing the Research Process
The Appendix: Were all the required components there?
•Journal entries?
•Notes from information and data sources?
•Proposal One and Proposal Two?
•Reference List?
Assessed by teacher librarian
How did I do? Summative Assessments
Assessment Criteria
Product: 50% of grade
•Research paper assessed by English teacher using
standards and descriptors for writing
Process: 50% of grade
•Appendix of formative assessments, notes and
reference list assessed by teacher librarian using
checklist of required items
How did I do? Assessing Personal Management
Skills
•PERSONAL ENGAGEMENT
•MANAGING TIME
•RESEARCH PROPOSAL
•NOTES AND DATA
•RESOURCES
Assessed by the student
Part 3: Action Research
What is Authentic Teaching?
Evidence-based Practice:
Action Research
Guided Inquiry:
Authentic Research
Guided Inquiry:
Authentic
Learning
TasksAssessments
The 3-Dimensional Model
Action Research
Research Question: How can I do it better next time?
Data Collection:
Formative assessments
Observations/field notes
Student Survey
PROJECT EVALUATION
Rate the following statements on a scale of 1 to 4; 1=strongly
agree; 2=agree; 3=disagree; 4=strongly disagree
1. The timelines were reasonable.
2. Instructions were clear.
3. Library resources were adequate.
4. The grading system was fair.
5. The Bibliography Charts were helpful.
6. The Key word list was helpful.
7. I feel prepared for the Extended Essay.
8. Forming a research question and sub-questions was
helpful.
9. I felt well prepared to search for information.
10. I could get help when I needed it.
11. I liked the idea of using 2 methods of data collection.
12. I liked the idea of using 2 methods of analysis.
PROJECT EVALUATION
What do you think?
1. What were the best aspects of this project?
2 What would you change?
3. What was the most difficult task you had? Why was it
difficult?
4. How was this research assignment different from the
way you have done
research in the past?
5. What did you learn that will help you do your Extended
Essay next year?
6. Do you think it was worth the class time allotted?
Why?
OTHER COMMENTS?
The Post Mortem: How can we do it better
next time?
Teacher librarian
• meets with teacher(s)
• presents evidence (results of student survey,
observations, formative assessment data)
• leads discussion
-What are the teacher’s observations and evidence
of problems and successes?
-What do we want to change?
• takes notes to be used the following year during the
planning process
What is action research?
“I am on the outside looking in.”
“The research is a portrait of ourselves.”
“My research is an invention created by me.”
“My research is a unique expression of my classroom
story. In many ways, it has a life of its own.”
Action
Research:
Reflection
Inquiry
Action
Question
Reflect
Fieldwork
New action
Analysis
To improve the transaction between student and teacher
Action research…
•
•
•
•
•
Acknowledges the teacher is knowledgeable
Is ongoing
Gives teachers the power to make decisions
Is collaborative
Gives teachers the responsibility for professional
growth
Wood, P. (1988, April). Action research: A field perspective.
Paper presented at the Annual Meeting of the American
Educational Research Association, New Orleans, LA.
Action research is the pedagogical counterpart
of authentic learning
What are the elements of action research?
Research question: How can I do it better next time?
Theoretical framework: Constuctivism
Data Collection
Data Analysis
Action Plan
Theoretical Framework
Why is learning theory important?
Teaching is a decision-making process.
The way we teach reflects our mental model of how we learn.
Constructivist
•Teacher is the guide
on the side
•Emphasis on setting
tasks, problem solving
•Emphasis on building
on prior knowledge
and discovering knowledge
Behavioral
•Teacher is the
sage on the stage
•Education is filling
an empty vessel
•Emphasis on
content,rote
memory
Bloom’s Taxonomy
evaluation
synthesis
analysis
association
comprehension
knowledge
Howard Gardner
Intelligence is the ability to solve
problems or fashion products
that are of consequence
in a particular cultural setting
or community
Piaget
Intelligence is what you use
when you don’t know
what to do.
How do we learn?
Dewey
Piaget
Learning by doing;
progressivism
Knowledge is constructed
by assimilation
Sternberg
& accommodation
Ausubel
Reception-discovery
teaching and
rote-meaningful
learning
Learning Styles
Haptic
Auditory
Visual
Vygotsky
Metacognition
& the Zone of
Proximal Development
Four Principles of Learning
Prior Knowledge:
What we know, or think we know, affects what we learn
Social Interaction:
Learning is enhanced when learners talk to each other
Particular Situations:
Learning is situational and not readily transferred to
other situations
Use of Strategies:
Successful learning involves the use of numerous
strategies
Data Collection
•
•
•
•
•
•
•
Observation (field notes, photos, videos)
Interviews (notes, tapes)
Surveys
Case studies
Journals
Correspondence (letters, emails, phone calls)
Primary documents
• Formative Assessments
• Debriefings
• Behavioral Checklists
Look for…
• How it works
• Chronological order
• Procedures/steps
• Causes/effects
• Problems/solutions
• Similarities/differences
• Relationships (human/spacial)
• Themes (literary/artistic)
• Pro’s/con’s
• Main ideas/supporting evidence
• Patterns, trends
• Perspectives
• Best-worst/Most-least
• Connections
How do I analyze
information and data?
How can I…
•
•
•
•
•
•
•
represent/display data?
classify/categorize?
generalize?
find exceptions?
predict what is next?
imagine what if...?
determine what’s
wrong?
Action Research and Library Curriculum
Why is library curriculum problematic?
• Conventional curriculum model for an integrated
program
• Lacks flexibility
• Does not ensure equity for learners
• Non-sequential in practice
• Not well-communicated
Research Questions:
How can we identify gaps in instruction?
How can we deliver an equitable program that is
responsive to academic needs?
Personal Management
Study Skills
Information Retrieval
Research
Technology
Personal
Study
Management Skills
Info
Retrieval
•meet deadlines
•recognize
methods of
organization
•work in a
group
•locate
•evaluate
•select
•retrieve
information
•listen
•speak
•read
•write
•take
notes
Critical Competencies
Research
Technology
•formulate
research ?
•Collect
data
•analyze
•present
findings
•Search
electronically
•manipulate
Data (Excel)
•present
Data (Power
Point)
What does an integrated curriculum look like?
Curriculum Matrices
Information Retrieval
Use electronic systems
Use key word search
Use multiple key word search
Compile a list of search terms
6th
x
x
7th
x
x
x
x
8th
x
x
x
Subject
History
English
English
Science
Curriculum Matrices
6th Grade Projects
Project
Eng Hum Maths Sci ? PM SS IR RES TECH
1. Orientation
2. Book Proj x
3. Inventions x
x
x
x
x Art x
x
x
x
x
x
x
x
x
x
x
x
x
x
“It is not enough that teachers’ work should be studied;
they need to study it themselves.”
Stenhouse, L. )1975). An introduction to curriculum research
and development. London: Heinemann.
OR
Even if you are on the right track,
you’ll jut get run over if you sit there.
--Will Rogers
OR
If you can’t describe what you are doing as a process,
You don’t know what you’re doing”
--W. Edwards Denning
Part 4:
The teacher – teacher librarian
partnership
Content Area Objectives
Learner Outcome: What is the product?
Identify academic skills
Identify
information skills
Design assignment
Identify
resources
Design assessment
Planning Model
ſWhat do they need to learn?
Curriculum
Standards
Standardized
Tests
External
Goals
Academic
Principles
Essential ?s Unit ?s
ſHow best will they learn it?
Traditional TeachingAuthentic Tasks
ɊHow do we know they have learned it?
Paper & pencil tests
Performance-based tasks
Authentic Research Model
Write
Analyze information and data
Categorize
and label
info / data
Take
notes
Develop
data
displays
Choose data collection methods
Qualitative or Quantitative?
Collect
information
Start
here
Develop research question
and/or hypothesis
Observe Listen Read Remember
Speculate Reflect Think
Select
topic
The teacher librarian as instructional leader
•
•
•
•
•
•
Interpreting standards
Designing instruction
Designing accountable curriculum
Assessing product and process
Conducting action research
Being a change agent
ACHIEVING CREDIBILITY
Changing
Methods to accommodate learning styles
• Choices for methods of note taking
• Choices for the product that address multiple
intelligences
• Individual and group work
• Remediation through formative assessments
• Opportunities for revision
Changing
From reporting to researching
• intepreting curriculum through academic questions of
inquiry
• distinguishing between information and data
• Giving equal value to process and product grades
• viewing learner as problem-solver
Teacher-Teacher Librarian Partnership
Teacher
Subject expert
• curriculum, standards
Context expert
• timelines, logistics
• what works
• differentiation for
students
• product and summative
assessment
Teacher Librarian
Resource-based learning expert
• inquiry learning
• research process
• resources
• process and formative
assessment
Action research expert
• Data collection
• Data analysis
• Action plan
Common Goal: How can we help each other
be authentic teachers?
Reflective thinking is always more or less
troublesome
because it involves overcoming the inertia that inclines one to
accept suggestions at their face value;
it involves willingness to endure a condition of mental unrest
and disturbance.
Reflective thinking … means judgment suspended during
further inquiry; and suspense is likely to be somewhat painful…
To maintain the state of doubt and to carry on systematic and
protracted inquiry-these are the essentials of thinking.
John Dewey