Framing and Developing an Inquiry Stance for Independent Research Projects
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Framing and Developing an Inquiry Stance for Independent Research Projects

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You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font.. Presented June 19 to independent school faculty in Ojai, CA.

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Framing and Developing an Inquiry Stance for Independent Research Projects Framing and Developing an Inquiry Stance for Independent Research Projects Presentation Transcript

  • Cc image via https://www.flickr.com/photos/dolmansaxlil/7475837930/sizes/l Guest presentation by Buffy J. Hamilton, Ed.S. June 2014 Ojai, California
  • CC image via https://www.flickr.com/photos/emagic/56206868/sizes/l
  • CC image via https://www.flickr.com/photos/svenstorm/2457982847/sizes/l
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • a context to serve as… Camera designed by Okan Benn from The Noun Project http://thenounproject.com/noun/camera/#icon-No1267
  • New Media Literacies Learn more: http://playnml.wikispaces.com/PLAY%21+Framework
  • What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  • What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  • What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  • What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  • What we teach When we teach How we teach What we can stop doing Who else do we need to work with Mathews, Brian, Andy Burkhardt, and Lauren Pressley. "Hacking the Learner Experience." Hacking the Learner Experience. SlideShare, 16 Apr. 2013. Web. 07 May 2013. <http://www.slideshare.net/laurenpressley/hack-18938371>.
  • Learning Targets Strategies and Resources Formative and Summative Assessments
  • Scaffolding Structures and Strategies Choices
  • http://letgotolearn.com/2014/04/03/confusion_and_frustration/
  • “Helps students and staff understand the link between the physical steps of seeking, acquiring, processing, and sharing information and the emotional responses one has when going through those steps.” Carol Kuhlthau’s Information Search Process Source: http://letgotolearn.com/2014/04/03/confusion_and_frustration/
  • Used with permission of Ann Bemis and Marci Zane
  • Cyclical/ Recursive • The steps between confusion and sense of direction worked more like a cycle than a direct path New information drives the cycle/ reconciling cognitive dissonance • Each time they are asked to reflect, they might gain a sense of direction or clarity, but as soon as new information (especially contradictory information) is added to the equation in the next round of activities, there is always the potential to be thrown right back to the confusion stage as students make sense of the new ideas or new processes in light of what they already learned Intervention and strategies • When this happens, it’s crucial for a teacher to step in and help students recognize why they’re frustrated and help them find strategies to work through those challenges Source: http://letgotolearn.com/2014/04/03/confusion_and_frustration/
  • Stripling’s Model of Inquiry Image used with permission of Dr. Barbara Stripling Wonder Investigate Construct Express Reflect
  • Image from Microsoft Clip Gallery
  • Original photo by Buffy Hamilton; see http://theunquietlibrary.libguides.com/media21-spring2012 for more information.
  • Original photo by Buffy Hamilton; see http://gwinnett.libguides.com/extendedessay for more information.
  • http://letgotolearn.com/2014/02/24/libguides-and-student-choice/
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and- sharpies-changed-my-life/
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Learn more: http://gwinnett.libguides.com/twitterchat-russell
  • Original photo used with permission from Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary- sources/
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Learn more: http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and-sharpies- changed-my-life/
  • Original photo by Buffy Hamilton; idea adapted from work of Dr. Tom Romano
  • Original photo by Buffy Hamilton
  • Image via Microsoft Clip Gallery
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Image via Microsoft Clip Gallery
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Source: https://pogo.lakesideschool.org/library/?p=94
  • “Francis Bacon realized that reading and writing were simply not enough. Conferring was the step that he put at the middle like a bridge between taking in ideas and creating our own. But what has happened to that bridge in schools? Sometimes it is misperceived as cheating among students or providing too much assistance if the conference is with a faculty member, but even in schools that encourage it, conferring is sometimes overlooked as an important research process tool.” Heather Hersey, School Librarian Lakeside School, Seattle,WA Source: https://pogo.lakesideschool.org/library/?p=94
  • Source: https://pogo.lakesideschool.org/library/?p=94 “One of the main goals of the conference is modeling how to attack a difficult research task. As you would expect, each research conference is different because they come to us at different parts of the process and with different skills. It involves a lot of deep questioning and investigating on our end…kind of like a doctor’s visit. Students often have tunnel vision when it comes to research, so we model approaches to various research skills that students may not traditionally take. We may focus on strategies for narrowing topics, finding varied levels of sources, or connecting ideas. The result is an email of the sources we found together and discussions we had so the teacher can see where the student is. It also allows us to clarify some of the comments we make about their citations.” Heather Hersey, School Librarian Lakeside School, Seattle,WA
  • “Initially, I thought the conferences would be all about sources and search strategies, but as I do more of them, I see that several students need scaffolding for how to approach the assignment. I find myself asking more (and hopefully better) questions of the teachers regarding the assignment itself, so I can help direct students.” Heather Hersey, School Librarian Lakeside School, Seattle, WA Source: https://pogo.lakesideschool.org/library/?p=94
  • Original photo by Buffy Hamilton; Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities- research-reflections-roundtable/
  • CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  • Original photo by Buffy Hamilton
  • Original photo by Buffy Hamilton
  • Original photograph by Buffy Hamilton
  • CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  • and we can Image via Microsoft Clip Gallery
  • CC image via http://www.flickr.com/photos/one_and_only_me/577331758/sizes/l/
  • CC image via http://www.flickr.com/photos/vijayvenkatesh/3508542772/sizes/l/in/photostream/
  • change and understanding CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves- Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
  • CC image via
  • Cc image via https://www.flickr.com/photos/benjamingolub/3342502372/sizes/l
  • CC image via https://www.flickr.com/photos/f- oxymoron/9647972522/sizes/l
  • CC image via https://www.flickr.com/photos/nateone/3768979925/sizes/l /
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