Transcript How Do We Make Learning Real?

Into the Depths…
of Student Research
NCDPI/Instructional Technology
Division
and
North Carolina School Library Media
Association
Objectives: Be able to…
• articulate the relevance of essential
learning skills
• describe the steps of a student research
process
• implement research process activities
aligned to curriculum objectives
• train other educators in the Big 6 process
Pass the Envelope Please…
Framework for 21st Century Learning
Learning and Innovation Skills
Creativity and Innovation Skills
Critical Thinking and Problem Solving Skills
Communication and Collaboration Skills
Information, Media and Technology Skills
Information Literacy
Media Literacy
ICT Literacy
Life and Career Skills
Flexibility & Adaptability
Initiative & Self-Direction
Social & Cross-Cultural Skills
Productivity & Accountability
Leadership & Responsibility
st
21
Key Elements of
Learning
Century
• Emphasize core subjects
• Emphasize learning skills
• Use 21st century tools to develop
learning skills (technology)
• Teach and learn in a 21st century
context (real world)
Key Elements
• Teach and learn 21st Century
content
– global awareness
– financial, economic, and business
literacy
– civic literacy
• Use 21st Century assessments
www.21stcenturyskills.org
“The guiding mission of the
North Carolina State Board of
Education is that every public
school student will graduate
from high school, globally
competitive for work and
postsecondary education and
prepared for life in the 21st
century.”
http://www.ncpublicschools.org/organization/mission/
NCDPI
Communications
and Information
Division 2007
Information Literacy
“As society changes, the skills that
students need to be successful in life
also change. Basic literacy skills of
reading, writing, and mathematics are
no longer sufficient…A successful 21st
century student must also be adept at
managing information-finding,
evaluating, and applying new content
understanding with great flexibility.”
Intel Teach to the Future, 2005.
Student Information Literacy ETS Data
• 52% could correctly judge the objectivity
of a Web site.
• 40% entered multiple terms to narrow
Web search results.
• 35% selected the correct revision of an
overly broad search.
eSchool News This Week 12-4-06
[email protected]
How do you recognize an
information literate student?
 Inquire, think critically,
and gain knowledge
 Draw conclusions, make
informed decisions, apply
knowledge….
 Share knowledge and
participate ethically and
productively…
 Pursue personal and
aesthetic growth
http://www.ala.org/ala/aasl/aaslproftools/learningstandards/standards.cfm
NETS for Students






Basic operations and
concepts
Social, ethical, and human
issues
Technology productivity
tools
Technology communication
tools
Technology research tools
Technology problemsolving and decision-making
tools
http://cnets.iste.org/students/NETS_S_standards.doc
What is the best way to
teach information literacy?
Students learn information
literacy skills best when
skill instruction is
embedded in course
content and the media
specialist plans
instruction with the
teacher.
Information Skills
Coursework
Smith, Jane Bandy. Teaching and Testing Information Literacy Skills. Linworth, 2005
More Fun Than a Barrel of…
Worms?
You can't tear students
at Newsome Park
Elementary School away
from their school work
when it involves in-depth
investigations with realworld applications.
(Time 6:21)
George Lucas Foundation
www.edutopia.org
How do you plan for a …?
Ending Topical Research!
“If we keep assigning
topics, students will drive
their earth moving
equipment through the
information landfill,
pleased by the height
and depth of the piles.”
McKenzie, Jamie. "Putting an End to Topical Research."
• Big 6 workshop OUTLINE
• Research Process Resources list
Problem Solving Using a
Research Process
Evaluation
(product/
process)
Question/
Problem or Task
Sources
Research
Analysis/
Synthesis
Use of
Information
Access
Big 6 and Super 3
•Task Definition
•Information Seeking
Strategies
•Location and Access
•Use of Information
•Synthesis
•Evaluation
Plan
Do
Review
www.big6.com
The Global Challenge
“To be ‘competitive’ now, U.S. students must
develop sophisticated critical thinking and
analytical skills to manage the conceptual
nature of the work they will do. They will need
to be able to recognize patterns, create
narrative, and imagine solutions to problems
we have yet to discover. They will have to
see the big picture and ask the big
questions.”
House, Gerry. "Closing the 'Reality Gap'." American School Board Journal
Special Report, April 2006.
Step 1: What do you want
your students to learn?
The Essential Question
–Big idea
–Constructed from information
gathered
–How, Why, What If?
FAT Questions
• Look for connections between information
• Trigger forming an opinion about the
information found
• Use comparisons and looking for patterns
• Require THOUGHTFUL answers
IN 2 EDU: Information Literacy
http://www.in2edu.com/downloads/infolit/index.htm
FAT vs. Skinny
Light bulb
Dinosaurs
Erosion
Genetic manipulation
Immigration
A Book Character
Essential Questions:
Elementary
• How does the wind help and hurt us?
• How are animals alike and different from us?
• Why are whales endangered and how can we
protect them?
• Why have we, in our society, forced
animals to live in cities?
• How can we accomplish our dream job?
• How will learning about the stars help us to
learn more about the Earth?
Thanks to D.J. Midgett
Essential Questions:
Middle and High School
• What would happen if we did not have a
trading relationship with Asia? (7)
• How are we affected by the societal changes
that have taken place in NC since 1970 (8)
• How would our daily lives be affected by
changes in the ocean’s environment? (HS)
• How could advances in the Human Genome
project affect us in the years to come? (HS)
Variations on the
Essential Question
Why Does It Matter that…
Why Is It Important that…
Debra C. Rollins, Assistant Librarian
James C. Bolton Library, Alexandria VA
Themes & Essential Questions:
Framing Inquiry & Promoting
Critical Thinking
Greece Central School District (NY)
http://www.greece.k12.ny.us/instruction/ela/612/essential%20questions/Index.htm
The Question Press
Jamie McKenzie
The Thesis Generator
Joyce Valenza
Create Your Essential
Question
Supporting Questions
• Help answer the Essential
Question
• Fact based
• Who, What, Where, When
Why have we, in our society, forced
animals to live in cities?
1. What is city wildlife?
2. Where do they live in the city?
3. What do wildlife in the city eat?
4. How does mankind "feed" these critters?
5. What plants grow wild in the city?
6. What wildlife is found in your backyard or on
your school ground?
7. What changes have we caused in our
environment that affect wildlife?
D.J. Midgett
How does learning about the
solar system help us to live in
our world?
• What is the solar system?
• How do scientists study the solar
system?
• What information have we gained from
investigations of the solar system?
• What new resources or inventions have
resulted from studying/exploring the
solar system?
Create Your
Supporting Questions
How Do You Help
Students Ask the Right
Questions?
Brainstorming
– K-W-L and K-W-H-L
– Graphic organizers/Mind Maps/Concept Maps
– Kidspiration/Inspiration
–Bubbl.us
Used with permission for educational purposes
The Questioning Toolkit
Jamie McKenzie
Kaleidoscope Questioning
Resources
The Question
Conjure-Upper
Organizing Questions
• Group questions
into categories
• Align categories to
supporting
questions
• Model how to
categorize
• Circle keywords
D.J. Midgett
Kaleidoscope Questioning
Resources
What is the life span
of stars?
What is the
distance of the
closet star?
And others
What are the 5
different kinds of
stars?
What
instruments are
used to
observed stars?
What is a
constellation
and how
were they
used?
How will learning
about stars help us to
know more about
earth?
Why is the closest
star important?
Thanks to D.J. Midgett
"The answers aren't
important really...
What's important is
-- knowing all the
questions."
The Changeling, Zilpha Keatley Snyder,
1970.
Step 2: Information-Seeking
Strategies
What information sources can I use?
Which information sources are best?
With permission of Debbie Abilock
With permission of Kathy Schrock
Who Owns the Site?
www.easywhois.com
Courtesy of Joyce Valenza
http://lmnet.wikispaces.com/PowerPoints
Joyce Valenza
http://lmnet.wikispaces.com/PowerPoints
Courtesy of Joyce Valenza
http://lmnet.wikispaces.com/PowerPoints
Courtesy of Joyce Valenza
http://lmnet.wikispaces.com/PowerPoint
Credible Sources
Credible Sources Count!
http://library.acadiau.ca/tutorials/webevaluation/
OR
Hovercraft Knowledge Flow
http://www.ncwiseowl.org/kscope/Hovercraft/InfoS
kills/KnowFlow/Caution1/KFSM1.htm
Vaughan Memorial Library, Acadia University
Other Sources of
Information?
What will your students use for
this research project?
Step 3: Location and
Access
Where can I find each source?
How can I find information in each source?
Information Seeking Skills
• Online catalog skills
• Italics/sub-headings/outlines
• Captions for graphics
• Interviewing skills
• Boolean strategies
Boolify: An Educational
Boolean Search Tool
http://Boolify.org
Narrowing Search Hits
• Site:edu
• Site:org
• Site:gov
Photo Courtesy of NOAA Chesapeake Bay Office
Example: gr. 8 Sci – Marine resources
sustainability
“oyster disease prevention 2006 research
North Carolina site:edu”
Global
Warming… vs.
• Image results
• News results
• Wikipedia
Global Warming
database
• Miami U – Ohio
• Society of
Environmental
Journalists
• Earth Trends – World
Resources Institute
Step 4: Use of
Information
What information in each source is useful?
How should I record my notes?
Note-Taking Skills
• Skimming and scanning
• Highlighting, underlining
• Distinguishing fact from opinion
Trash-N-Treasure Note-Taking
• Show question with underlined keywords
• Scan article for appropriate heading
• Put slash at end of first sentence:
“Does this sentence answer the
question?”
If not, it is “trash.”
Go to next sentence
Jansen, Barbara A. "Reading for Information:
The Trash-N-Treasure Method of Teaching
Note-Taking (Grades 3-12)."
Trash-N-Treasure cont’d
• If YES, underline first phrase, “Does this
phrase answer the question?”
• If none of the words in this phrase
answer the question (trash), go to next
phrase.
Trash-N-Treasure cont’d
• Repeat with next phrase until it
answers the question
“Identify the words in this phrase that are
needed to answer the question.”
Circle and keep the necessary
“treasure” words only!
Notetaking Resources
• Noodle Tools:
http://www.noodletools.com/debbie/ethical/notelinx.html
• Oregon School Library Information
System:
http://elementary.oslis.org/
• Kentucky Virtual Library
http://www.kyvl.org/html/kids/homebase.html
http://www.kyvl.org/html/kids/homebase.html
Kindergarten Wind Booklet
Lester and Bowen
Name: _______________________________________________________
Think about good things and bad things that happen when the wind blows. Illustrate your ideas in
the correct boxes below.
Good Things
D.J. Midgett
Bad Things
Careers Information
Career
What do you do
in your job?
What did you
have to learn?
What is your
work setting?
What are the
good/hard
things?
How do you use
your pay?
Fourth Grade:
Communication Invention
D.J. Midgett
Gina Webster, Walkertown MS
Winston-Salem Forsyth Schools
Reading Rockets
Inquiry Chart
http://www.readingrockets.org
/strategies/inquiry_chart
Copyright for All
• Copyright Kids
http://www.copyrightkids.org/cbasicsframes.ht
m
• Copyright with Cyberbee
http://www.cyberbee.com/cb_copyright.swf
• Visit to Copyright Bay
http://www.stfrancis.edu/cid/copyrightbay/
• NCDPI Copyright video and Carol Simpson
book
Step 5: Synthesis
How should I organize the
information to meet the
requirements of my task?
Second Grade Dinosaur Triceratops
Trading Card
• Description
– 15-20 feet tall
– 25 feet long
– 5-7 tons
• Diet
– Plants such as palms and
cycads
• Fossils Found
– Western Canada & U.S.
D.J. Midgett
Kaleidsoscope TechKnow Park – Week 27
Other Products
•
•
•
•
•
•
•
Dramatization
Video production/PSA
Web page
Podcasts
Hall of Fame
News article (current or historical)
Advertisement
Other Products
• Timelines http://www.educationworld.com/a_lesson/le
sson/lesson044.shtml#tips
• Rubistar Ideas http://rubistar.4teachers.org/
• Project-based activities
http://citationmachine.net
Step 6: Evaluation
Is my project complete?
How can I do things better?
Geometry in the
Real World
Students at this
Washington state high
school are pursuing a
challenge: to design a
state-of-the-art high
school for the year 2050.
(Time 7:42)
George Lucas Foundation
http://www.glef.org
Rubrics
• Presentation Rubric – NCDPI
http://www.ncsu.edu/midlink/rub.pres.html
• Rubrics 4 Teachers
http://www.rubrics4teachers.com/
Listen as the teacher reads the questions and color the face that fits how
you feel.
YES
1. Did you
cooperate with
your group during
this project?
2. Can you answer
the questions on
the graphics
organizer chart?
OK
NO
K Wind
Booklet
Rubric
3. Can the class
book teach someone
about the wind?
4. Did you enjoy
the research and
write unit about
the wind?
D.J. Midgett
Assignment: Create a PowerPoint slide to
show the big ideas of your career.
CAREER: ___________________
GROUP MEMBERS: _______________________
__ We wrote correct
ideas.
4 - WOW! Your work
tells more.
__ We put in the most 3 - Great job. That’s just
important things.
it.
__ We did first grade
work.
2 - Oops! You forgot
something.
__ Our picture shows 1 - Uh-oh! You did not
the job.
do it.
Reflection
Reflection
• Most helpful/least helpful source?
• Activity most challenging?
• Most important thing learned?
• Do differently next time?
• One new research skill?
Downers Grove North High School Library
Comment
My Group
1. I / my group asked good
questions.
2. I/ my group did good work.
3. I/ my group can answer
questions about our career.
4. I/my group worked well with
others/ each other.
5. I/my group enjoyed learning
about this career.
Me


 






















6. What would I/my group do
differently next time?
Michelle Palmer-Weaver, NCDPI




Scaffolding the Process!
• Provide easy access to resources at first
• Start with whole class modeling, then
small group/pairs before individual
research
• Focus on one part of the process at a time
IN2EDU: Information Literacy
http://www.in2edu.com/downloads/infolit/index.htm
So Much To Do!
It’s About Collaboration
• Regularly scheduled time to plan
• Structure designed to focus discussion on
curriculum objectives, instructional
strategies, and outcomes
• Team participant roles (team leader,
recorder, time keeper)
So Much To Do!
It’s About Collaboration
• Regularly scheduled time to plan
• Structure designed to focus discussion on
curriculum objectives, instructional
strategies, and outcomes
• Team participant roles (team leader,
recorder, time keeper)
Let’s Review
#1 Ask the right questions
#2 What sources are best?
#3 How can I find the information?
#4 How can I record the useful
information?
#5 How can I put the info together and
share it?
#6 How well did I do?
What Object Represents Each
Step?
Nancy Larkin
Buncombe Co Schools
Special Thanks To:
• Debbie Abilock, NoodleTools/NoodleTeach
• Mike Eisenberg and Bob Berkowitz, Big6.com
• Susanna L. Davidsen, Managing Director, The
Internet Public Library, U of Michigan School of
Information
• Bob Houston, 21st Century Information Fluency
Project
• D.J. Midgett, Media Coordinator, Washington HS,
Beaufort County NC
• Nancy Larkin, Buncombe County Schools
• Jane Bandy Smith and Linworth Publishing
• Kathy Schrock, Guide for Educators
• David Warlick, The Landmark Project
Questions
In compliance with federal law, NC Public Schools administers
all state-operated educational programs, employment activities
and admissions without discrimination because of race,
religion, national or ethnic origin, color, age, military service,
disability, or gender, except where exemption is appropriate
and allowed by law.
Inquiries or complaints regarding discrimination
issues should be directed to:
Dr. Rebecca Garland
Associate State Superintendent
Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368
Telephone: (919) 807-3200 :: Fax: (919) 807-4065