2.4NotesMelisa

“Engages students in a way that promotes critical thinking, higher-level processing, and the use of more varies and appropriate resources” (32). “Students are learning a process of gathering evidence to solve problems or answer questions that they can use throughout life, as opposed to finding and regurgitating a set of facts they never use again” (32). Advantages – can be used throughout all content areas, works well with students possessing different learning styles, final projects are usually hands-on type projects. Inquiry focuses on the low end of Bloom’s during steps 1 & 2, and then the higher levels in review cycles (32). Technology is used in several steps: building a foundational knowledge, planning stages by viewing other student’s projects, note making, citations with programs such as EasyBib, organizing with graphic organizers, and the final product. Six steps & overview – __Newport News Pulic Schools Inquiry Process__ Step 1: Questioning- Narrow topic w/Webquest or Web inquiry What do students already know about topic? Write open-ended questions (who-when-what-where-why-how) Step 2: Planning – Create a schedule Look at other student projects to get idea of how to plan inquiry (ThinkTank & NoteStar) Locate a variety of resources (print, electronic, online databases) Revise & review plan Step 3: Collection & Crediting- Note making using programs like NoteStar Gather citation info using program such as EasyBib Review ethical use of resources & avoiding plagiarism Revise & review notes & bibliography Step 4: Organizing- Is information missing that will allow for a conclusion to be reached? Use of graphic organized helpful, if NoteStar not used If a persuasion project, view other examples at ReadWriteThink Revise & review organized notes Step 5: Synthesizing - Selecting format for final product Using technology (blogs, digital portfolios, web pages) Revise & review final product before sharing with others Step 6: Communicating- Students can consult guide sheets & checklists for oral presentations from various websites Carnesi, S. & K. DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (March 2009): 32-36 The Big 6 as a Strategy for Student Research Big6 is a tool to help students learn the research process as an inquiry process (28). The inquiry process is viewed as critical to student learning. Higher order thinking skills are the foundation for all inquiry processes (28). Big6 is a strategy that helps to develop these higher order thinking skills and apply the understanding of the process and skills to any inquiry process (28). It works with information technology to develop information literacy. It can be used across all age ranges from Kinder-12 and the Super3 format is designed specifically for primary students. The six steps : task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation are broken down into two sub steps known as the little twelve (28). The process is shown in a linear progression however, it often loops back when students need to develop new questions or find a need to seek more information. Big6 works best when: (29) · Students are given opportunities to personalize research and make it relevant to their lives · Students are first taught how to analyze a task and how to ask questions in order to have a more clear understanding of the expectations of the research assignment · Students are give a framework/rubric for expectations & self-evaluation · Strategy is used in a variety of contexts throughout the curriculum · Librarian trains, leads & supports Big6 implementation throughout the school · Parents are informed about the process in order to help their children at home · Big6 is personalized and integrated in the school district’s inquiry/research process Hughes, Sandra "The Big6 as a Strategy for Student Research." //School Libraries in Canada// 22.4 (2003): 28. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 11 Oct. 2009. *  What is it? Process of learning driven by questioning, investigating, making sense of information & developing new understanding (Stripling 50, 2008) Like Big6 it is also cyclical as new findings lead to new questions and new knowledge Goal of inquiry: not gaining information but the exploration of deep questions and deep learning (Stripling 50, 2008) AASL standards define inquiry as a constructivist view of learning that involves more than just the application of skills. Students are empowered to construct own understanding, draw conclusions, create new knowledge and share it with others (Stripling 50, 2008). Inquiry provokes deeper learning in all subject areas as recognized by educators (Stripling 50, 2008). Teachers are now finding it necessary to teach students “how, rather than what to learn” (Stripling 51, 2008). Inquiry can be used across all content areas however there will be a different focus on the types of questioning in each content area, i.e., problem solving and reasoning for math, investigating and hypothesizing for science, etc. “Students can and do learn about subjects in teacher-centered classrooms, but they learn best in a learner-centered environment that emphasizes inquiry” (Audet and Jordan, as cited in Stripling 52, 2008). Why focus on inquiry? Students acquire new skills of questioning, investigation, and discovery which lead to lifelong learning skills (Stripling 52, 2008).  Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. LISTA. Web. 17 Aug. 2009.
 * Inquiry: Inquiring Minds Want to Know **


 * What Teacher Educators need to know about inquiry-based Instruction

“I nquiry-based instruction: the creation of a classroom where students are engaged in (essentially) open-ended, student-centered, hands-on activities” (Colburn). In open-inquiry students formulate the problem they will study. “Most studies I examined supported the collective conclusion that inquiry-based instruction was equal or superior to other instructional modes for students producing higher scores on content achievement tests….when content area was concrete” (Colburn). Colburn suggests moving teachers away from the old forms of research slowly to ensure a higher rate of success. The first recommended step is to remove pre-made data table or charts. Give students the freedom to record information they feel is relevant to their topic. Teachers can also conduct activities before lectures in order to give students an opportunity for hands-on learning experiences.

[] ** * Nudging Toward Inquiry Notes “There is, unfortunately, a gap between knowing inquiry’s value and putting it into practice. …it appears inquiry rarely occurs systemically in America’s schools or school libraries” (Fontichiaro 17, 2009). Outdated materials focuses more on isolated skills or there is a school culture that does not value curiosity, or teacher are too tired to try something new, as a result, low level projects continue to exist (Fontichiaro 17-18, 2009). Fontichiaro, 2009 proposes that school librarians take a patient approach toward implementing change, and one that does not “demolish the teacher’s past practice” but simply tweaks it to offer ideas that would “nudge it toward inquiry” (18). Once teachers see the students becoming engaged, they become more trusting and motivated to collaborate with the librarian on additional projects. “Students flourish when they are given time and a space to explore ideas” (Fontichiaro, 18, 2009). Fontichiaro, Kristin. “Nudging toward Inquiry: Re-envisioning Existing Research Projects.” //School Library Monthly// 26.1 (September 2009): 17-19. //Library, Information Science & Technology Abstracts with Full Text.// EBSCO. Web. 11 Oct. 2009.

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