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Navigating New Courses for Deeper Learning Through Inquiry and Participatory Learning

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Virtual presentation to FSU graduate students

Virtual presentation to FSU graduate students

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  • 1. Navigating New Coursesfor Deeper Learning ThroughInquiry andParticipatory Learning Presented by Buffy J. Hamilton June 2012 Florida State University CC image via http://www.flickr.com/photos/waltstoneburner/6170496511/sizes/l/in/photostream/
  • 2. how are we helping students navigate, evaluate,share, and create in today’s complex world ofinformation?
  • 3. how do we provide learning experiences that provide students more ownership and increased participation in conversations for learning?CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-10557450@N04/
  • 4. inquirydrivenlearningspaces CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves- 10557450@N04/
  • 5. Fall 2002: Read 8100 Inquiry Based Literacy, Dr. Bob Fecho, University of Georgia Kristin Fontichiaro, “Nudging TowardInquiry” series for School Library Monthly Stripling’s Model of Inquiry
  • 6. values dis-ease--there are manyquestions raised without answersSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
  • 7. establishesmore thanthe teacheras validatorof knowledge/workCC image viahttp://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostream/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 8. nurtures a feeling of responsibility tooneself and to the classCC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves-10557450@N04/Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 9. recognizes classroom as a complicated, non- laboratory place filled with complex, caring human beingsSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 10. fights culture of school that wants THEright answerSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 11. exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 12. values transparency and make the class part of determining what is occurring Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freireImage used under a CC license fromhttp://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
  • 13. the inquiry approach to learning can disrupt what paulo freire terms the “banking” system of educationImage used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
  • 14. CC image via http://bit.ly/r8oa8n
  • 15. http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
  • 16. Participatory Culture and LearningCC image via http://www.flickr.com/photos/calamity_photography/4745146362/sizes/l/in/faves-10557450@N04/
  • 17. Project New Media Literacies: The 5 Characteristics of Participatory Learning (CPLs)Source: http://playnml.wikispaces.com/PLAY!+Framework
  • 18. Project New Media Literacies 4 C’s: Practices of Participation Create Circulate Collaborate ConnectSource: http://playnml.wikispaces.com/PLAY!+Framework
  • 19. communities formed around content andinformation literacy standards CC image via http://www.flickr.com/photos/davidsilver/3846379066/sizes/l/in/photostream/
  • 20. communities formed around passions,interests, wonderings, and curiosityCC image via http://www.flickr.com/photos/-lucaslove/2480196861/sizes/l/in/photostream/
  • 21. 22Graphic used with permission from Dr. Barbara Stripling
  • 22. backwards designlearning outcomes assessments learning experiences and instruction
  • 23. ConnectReflect Wonder Stripling Model of InquiryExpress Investigate Construct
  • 24. 1 connect
  • 25. “awakening prior knowledge” Kristin FontichiaroCC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
  • 26. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
  • 27. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
  • 28. Connecting Mindmapping Google DocsTouchstone Texts PreSearch KWL Graphic Organizers
  • 29. Connecting: KWL
  • 30. Connecting: PreSearch
  • 31. Connecting: MindmappingOriginal photo by Buffy Hamilton
  • 32. Connecting: Mindmapping
  • 33. ConnectingSource: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/
  • 34. Connecting: Crowdsourcing
  • 35. Connecting: Touchstone Text Nonfiction PrimaryFiction Sources Touchstone Texts
  • 36. Connecting: Touchstone Text
  • 37. Connecting: Touchstone Text
  • 38. Connecting: Touchstone TextOriginal photo by Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary-sources/
  • 39. File Folder Schema Lesson with Sticky Notes Connecting: Touchstone Text What We Think Questions We Know What We Learned/New Misconceptions LearningsSources: Fontichiaro, K., & Green, J. (2010). Jump-Start Inquiry: How Students Begin When They Dont Know. School Library Monthly, 26(5), 22-23 and Varner, E. (n.d.). File FolderSchema Lessons. Cornerstone Literacy. Retrieved from http://www.cornerstoneliteracy.org/newsletter-archive/file-folder-schema-lessons
  • 40. Thoughts for Nudging Strategies forConnecting Connecting Move from Move from solo to individual to collaborative collective knowledge buildingknowledge building How might we use What types of technology to resources might we engage student include for building learning? prior knowledge?Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 41. 2 wonderCC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
  • 42. Developing questions Wonder Small/whole group brainstorming Scale/share constructed knowledge with larger “classroom”
  • 43. collective knowledge and curation as wewonderCC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/
  • 44. Fishbowl/Group Skype Blogs Discussions Wonder Learning Wikis Polling Community Networks Google Docs
  • 45. WonderOriginal photo by Buffy Hamilton
  • 46. WonderOriginal photo by Buffy Hamilton
  • 47. WonderOriginal photo by Buffy Hamilton
  • 48. Wonder
  • 49. Wonder
  • 50. Wonder
  • 51. Wonder
  • 52. Wonder
  • 53. Wonder
  • 54. Wonder
  • 55. Thoughts for Nudging Strategies forWondering WonderMove from teacher Move from solo togenerated questions collaborative to student knowledge buildinggenerated questions How might we use Shifts in formats for technology to differing learning engage student modalities? learning?Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 56. 3 investigate
  • 57. OrganizingSearch Skills Investigate Information Evaluating Reflection/Information MetacognitionInformation Ethical use ofdashboards information
  • 58. Evernote, InvestigateNetvibes or EasyBib/ Diigo, Symbaloo NoodleTools DeliciousSpeed Dating Wikis and Small group for Articles Blogs mentoring Large group discussion
  • 59. Investigate
  • 60. Investigate
  • 61. InvestigateOriginal photo by Buffy Hamilton
  • 62. Investigate
  • 63. Investigate
  • 64. Investigate
  • 65. Investigate
  • 66. Investigate
  • 67. Investigate
  • 68. Investigate
  • 69. Investigate
  • 70. InvestigateOriginal photo by Buffy Hamilton
  • 71. Investigate
  • 72. Investigate
  • 73. InvestigateVideo available at http://www.youtube.com/watch?v=PG8oCE_aIzE
  • 74. InvestigateResearch Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities-research-reflections-roundtable/
  • 75. Thoughts for Nudging Strategies forInvestigating Investigate Modeling of Move from solo to information collaborative evaluation and knowledge resource gathering building How might we use Types of technology to information engage student sources for learning? researchAdapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 76. 4 construct
  • 77. Synthesis ConstructFinding patterns/ relationships Developing conclusions
  • 78. CC image viahttp://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/
  • 79. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
  • 80. ConstructCC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
  • 81. GraphicMindmaps Organizers ConstructSmall group Fishbowl/mentoring/ Group coaching DiscussionsOption of Self-working in assessment/ groups reflection
  • 82. Construct
  • 83. Construct
  • 84. Construct
  • 85. ConstructResearch Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities-research-reflections-roundtable/
  • 86. Thoughts for Nudging Strategies forConstructing Construct Move from solo toPeer mentoring and collaborative teacher mentoring knowledge building How might we use Graphic organizers technology to and similar tools for engage student helping students learning? “connect the dots”Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 87. 5 expressCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  • 88. Shared Learning Express Authenticity/ Digital Rigor Creativity
  • 89. “Looking at this across thedisciplines you start to seehow important theknowledge-creationactivity plays into thesense of identity. Theoverriding theme is thatone does not become a“scholar” until they havecreated something new. Intheir eyes, it is the act ofcreation thatdistinguishing the studentfrom the scholar.”Brian Mathews, Assistant University Librarian 90at UC Santa Barbara
  • 90. Express
  • 91. Express
  • 92. Express
  • 93. Express
  • 94. Express
  • 95. a collection of pieces written in a variety of genresthat presents one or more perspectives on aresearch question(s)CC image via http://www.flickr.com/photos/naomi_pincher/1540901495/sizes/l/in/photostream/
  • 96. Express
  • 97. Express
  • 98. Express
  • 99. Express
  • 100. Express
  • 101. Express
  • 102. Express
  • 103. Express
  • 104. Express
  • 105. Express
  • 106. Express
  • 107. Express
  • 108. Express
  • 109. Express
  • 110. Express
  • 111. Express
  • 112. Express
  • 113. ExpressOriginal photo by Buffy Hamilton
  • 114. ExpressOriginal photo by Buffy Hamilton
  • 115. Thoughts for Nudging Strategies forExpressing Move from solo to Express Choices for collaborative learning products knowledge buildingHow might we use Changing the technology to original product engage student selected by the learning? teacherAdapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 116. 6 reflectCC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  • 117. Reflectprocess product
  • 118. Formative ReflectSelf Summative
  • 119. Standards for the 21st Century Learner in ActionOriginal photography by Buffy J. Hamilton
  • 120. formativeassessment: the measurement of knowledge and skills during the process of learningSource: Stripling, 2007/2009, pp. 167-68
  • 121. summativeassessment is themeasurement of knowledgeand skills at the end of aprocess of learning inorder todetermine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
  • 122. Benefits of Student Self-Assessment Encourages participatory learning Reflect Increases intrinsic motivation Helps students construct new meanings Helps cultivate a sense of ownership of learning and agency over learning environmentSource: Harada, 2010
  • 123. Reflect
  • 124. Reflect
  • 125. Presentations/ Portfolios Performance Reflect Text DigitalCompositions compositions Ticket out the door
  • 126. Large/small Reflective group narratives discussion Reflect Rubrics Checklists Tests
  • 127. ReflectSource: http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
  • 128. Reflect
  • 129. Reflect
  • 130. Reflect
  • 131. Reflect
  • 132. Reflect
  • 133. Reflect
  • 134. Reflect
  • 135. Reflect
  • 136. Thoughts for Nudging Strategies forReflecting Reflect How to incorporate more formative Self-Assessments assessment How do we How might we use encourage and share technology to share new questions/lines student learning? of inquiryAdapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/
  • 137. Think Reflect Small Group Share Large Group Share/Questions
  • 138. Q&A/Share 139CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
  • 139. CC image viahttp://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
  • 140. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton
  • 141. Works CitedBerger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/‌ rticles/‌ erger2010- a B v26n5p14.html>.Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American Association of School Librarians National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct. 2011. http://vimeo.com/‌ 715376>. 7- - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference. Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <http://www.fontichiaro.com/‌ ploads/‌ 011/‌ T-rigor-web.pdf>. u 2 V
  • 142. Works CitedHarada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu- sche.galileo.usg.edu/‌ogin?url=http://search.ebscohost.com/‌ l login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/‌ lognetwork/‌ heubiquitouslibrarian/‌ 011/‌ 9/‌ 6/‌ hat-it- b t 2 0 2 w takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/‌ rticles/‌ tripling2010- a S v26n8p16.html>.

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