Transcript Training K-12 School Teams to Support Student Research Slides (.ppt)

PEARL: Training K-12
School Teams
to Support Research
Michael-Brian Ogawa and Violet Harada
University of Hawaii
22nd Annual PIALA Conference
Guam - November 2012
About PEARL
Pathways to Excellence and Achievement in
Research and Learning project
Funded by the Institute of Museum and
Library Services
Training school teams to improve student
research
Why PEARL?
Schools struggling to attain higher
standards for learning (e.g., Common Core)
Importance of students being able to do
research built on critical thinking
Value of seeing research as a process
instead of simply as completing a product
Key goals
Focus on students demonstrating higher
levels of thinking in research projects
Build a collaborative approach to teaching in
schools
Teachers, librarians, other support personnel
Research challenges
1.
2.
3.
4.
5.
6.
Exploring a big topic to select a focus
Brainstorming possible final products
Developing questions
Identifying and evaluating resources
Retrieving and organizing information
Creating and assessing the quality of a final
product
7. Reflecting throughout their learning
Research as a process
Tools and strategies to address
the problem areas
Share and do time!
1. Exploring a BIG TOPIC
to select a focus for research
My topic is
K
What I know
W
What I want to know
L
What I learned
1. KWL Chart
Pair-share task: let’s assume that the BIG TOPIC
is coral reefs
Jot down in the “K” column: what do you
already know about coral reefs?
Jot down in the “W” column: what would you
like to learn about coral reefs?
2. Brainstorming possible products
Brainstorming wheel
Coming up with possible products
Product
2. Brainstorming Wheel
Pair-share task
Brainstorm different types of products that
the students might produce for a topic dealing
with coral reefs.
In each section of the wheel, write a different
type of product.
3. Developing relevant questions
Question Matrix
Coming up with thoughtful, relevant questions
WHAT
WHERE/WHEN
WHO
WHY
HOW
What is
Where/when is
Who is
Why is
How is
What did
Where/when did
Who did
Why did
How did
What can
Where/when can
Who can
Why can
How can
What might
Where/when might
Who might
Why might
How might
3. Question Matrix
Pair-share task
Brainstorm different questions you might ask
about coral reefs.
See how many different types of questions
you can generate.
4a. Selecting resources
to answer questions
Resource Web
Selecting possible sources of information
Dictionary
Atlas
Databases
Encyclopedia
Topic
World Wide
Web
Books
Newspaper
People
4a. Resource Web
Individual task
For a study of coral reefs, which types of
resources would be useful?
Circle the resources on the Resource Web.
Compare your web with your neighbor’s.
4b. Evaluating resources
Checklist to evaluate resources
Reliability
•I can find the name of the author or
organization.
•The author or organization is reliable.
Usefulness
•I can read and understand the content in the
resource.
•The information in the resource answers my
question(s).
Yes
No
5. Retrieving and organizing the information
Tree Organizer
Supporting
idea
Supporting
idea
Supporting
idea
Main idea
Supporting
idea
Supporting
idea
Topic
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
Tree Organizer sample
1/3 of coral
species close
to extinction
Half of the
coral reefs are
poor-fair
Loss of
different coral
life
Possible
extinction
Threats to
coral reefs
Solution:
preserves
Coral reefs
6. Creating a quality product
Rubric to assess coral reef poster
Criteria
Great!
Okay
Needs work
Content
I identify more than
3 key ideas about
coral reefs.
I support all ideas
with accurate
details.
I identify at least 3 key
ideas about coral reefs.
I support most of the
ideas with accurate
details.
I identify only 1 or 2
key ideas about
coral reefs.
I don’t support the
ideas with details.
Visuals
All my visuals relate Most of my visuals
to my information
relate to my
about coral reefs.
information about coral
reefs.
My visuals don’t
really relate to my
information about
coral reefs.
Grammar/Spelling
I made no grammar I made a few grammar
or spelling errors.
and/or spelling errors.
I made many
grammar and/or
spelling errors.
Reflection time
Exit pass
What did you find most useful or interesting from our presentation?
If you work with students, which tool or strategy would be useful for you?
Resources for you on CD
Today’s slides and handouts
Trainer’s guide
Resources for you on-line
http://www.hawaii.edu/lis/pearl
Michael-Brian Ogawa
[email protected]
Violet Harada
[email protected]