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Fresh skillssummary


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Presentation on Freshmen Skills pilot given to teachers and administrators December 2011.

Presentation on Freshmen Skills pilot given to teachers and administrators December 2011.

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  • 1. Freshmen Research Skills PilotObserving and Assessing Student Learning John Burns, History teacher Deeth Ellis, Librarian Carolyn Fretz, Science teacher Caroline Prinn, English teacher December 8, 2011
  • 2. Goals of Project Cross curriculum (History, Science, English) Document student thought process Collect data through assessment and observation Determine if skills lessons made a difference
  • 3. The Need: Teachers ObservationsWant Students to INDEPENDENTLY: find relevant and reliable resources develop strategies when it gets difficult synthesize and construct new knowledge Learn to navigate library resources (print books, ebooks, databases, citation information)How do we scaffold and prepare students to do this?
  • 4. The Need: Students Flounder I can’t find anything on Google! My teachers wants me to narrow my topic more. I tried the library databases and couldn’t find anything. How do I choose what to use? I don’t know how to begin.How do we increase skills and confidence in order to improve student performance and lower stress?
  • 5. Our Pilot:Freshmen Skills Projects  East Asia Research  Mr. Burns / History  Constellation Brochure  Mrs. Fretz / Earth Science  Mythology Storytelling  Ms. Prinn / English  Skills across the curriculum  Ms. Ellis / Library Science
  • 6. Consistencies throughout each project inpilot . . .  Formative and summative assessment  Formal library instruction  Student feedback on resources, strategies and pilot  Research work graded  Looking at student work  Noodlebib for citation
  • 7. Differences in projects Group vs. individual work Citing images Annotated vs. not annotated bibliography Note taking sheets
  • 8. Our Tools  Pre/PostStudent Assessment  Source Evaluation Sheets  Interviews with Students  Noodlebib
  • 9. Pre & Post Assessment
  • 10. Project Assessments Formative Assessments  Source Evaluation Forms  Noodlebib  Conferencing with students Summative Assessments  20 points for variety, evaluation and selection of quality resources. (All placed in Noodlebib.)
  • 11. Source Evaluation Sheet
  • 12. Goal of Source Evaluation Forms* WHAT type of information WHEN in process do I need it HOW to determine relevance NEXT steps SHARE CITE*Used as Formative Assessment
  • 13. Noodlebib Correctly format citations Collaborative Tool for Groups Share with teachers (formative assessment) Generate bibliography with annotations Connect to Google Docs (future)
  • 14. How did students do? Pre-Assessment Project Assessments Student Response/Post-Assessment
  • 15. Pre and Post AssessmentResults Pre-Assessment Average: 77% Post-Assessment Average: 82%
  • 16. Pre-Assessment Highlights Students were able to define:  Index and keyword  Plagiarism  Primary source 87 % of students scored correctly on pre- assessments on these questions
  • 17. Post-assessment Improvements Question 1 - Most efficient way to start a research project on Islam:  94% increase in correct answer Question 2 - Background information on European Union:  70% increase in correct answer
  • 18. Pre and Post AssessmentFuture Goals Pre-Assessment: Assess all students (8th grade) Post-Assessment: Assess all students (12th grade) Questions better reflect standards in curriculum and core projects (C&I 2011)
  • 19. Project Grades by Teacher
  • 20. Points Lost on Research
  • 21. Teacher Observations: Post-ProjectStruggles How to start research (#14 & 15) How and When to Narrow Topic Confirmed with IRP Science class Path of least resistance: Google searching Search Returns = narrowly focused webpages/magazine/newspaper articles Content farms (
  • 22. Student Interviews: Questions •What did you learn? •What did you like/dislike about pilot? •What did you learn about yourself as a learner? •How might you use what you learned in the future?
  • 23. Jake, Gail-Agnes and Serenaon the Library“Introduced us to resources such as databases and ebooksthat we’ll use later on in our school projects.” -Serena“It helped the progression, starting simple and getting morecomplex.” - Jake
  • 24. Were Students Getting It? Website Evaluation“I know what to look for in bad websites, how to findthe good ones.”-Gail-Agnes“I have a greater appreciation for what sources mightnot be a good choice for me.” -Serena“More in depth analysis, evaluative skills.” -Jake
  • 25. Were Students Getting It?Source Sheets“… waste of time when you realized the source wasn’treliable.” -Monica“Helpful…everything was laid out in front of you.” - Gail-Agnes“burdensome, not necessary, took too long, preferred usingNoodlebib.”-Justin“Start with sheets then move on to annotatedbibliographies.” - Jake
  • 26. Students on Noodlebib “Last year we shared our Noodlebib accounts, teachers could review Noodlebib and the annotations could include evaluative information.” - Jake “After we select websites, books…teachers could quickly evaluate student work.” - Serena
  • 27. Goals Looking Forward•Creative and useful formative assessmentsduring research process.•Use data to inform teaching that willimprove and enrich the students’ researchprocess and product.•Try new things (technology, resources,lessons) in core and smaller projects.•Find common assessments and tools thatcan be used across grade level, academiclevel and curriculum.
  • 28. The End