Barbara Mehlman


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Workshop PowerPoint: How to Build Independent Learners

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Barbara Mehlman

  1. 1. How to Build Independent Learners The Inquiry Process, Benchmark Skills, and Information Literacy
  2. 2. What Is Information Literacy? <ul><li>Information Literacy is the ability to: </li></ul><ul><li>locate interpret evaluate synthesize organize present </li></ul><ul><li>information using a variety of media and sources. </li></ul>
  3. 3. What Is Inquiry? <ul><li>Inquiry empowers a student to </li></ul><ul><li>connect wonder investigate construct express reflect </li></ul><ul><li>on information to learn content and gain an understanding of the world. </li></ul>
  4. 4. Inquiry Cycle
  5. 5. More About Inquiry <ul><li>Inquiry is the 21st century way to conduct research </li></ul><ul><li>It is a way to help students discover their passion for a subject </li></ul><ul><li>Students see the real-world relevance of what they learn </li></ul>
  6. 6. Connect <ul><li>Student gathers background information on a subject </li></ul><ul><li>Adds his/her previous knowledge </li></ul><ul><li>Relates it to his/her own life </li></ul><ul><li>Understands its place in the real world </li></ul>
  7. 7. Wonder <ul><li>Student makes predictions </li></ul><ul><li>Develops questions </li></ul><ul><li>Constructs hypotheses </li></ul>
  8. 8. Investigate <ul><li>Student finds information and evaluates it </li></ul><ul><li>Uses the information to answer questions and test hypotheses </li></ul>
  9. 9. Construct <ul><li>Student draws conclusions from the investigation </li></ul><ul><li>Gains new insights </li></ul><ul><li>Arrives at new understandings </li></ul>
  10. 10. Express <ul><li>Student applies understandings to a new context </li></ul><ul><li>Shares learning with others either orally or in writing </li></ul>
  11. 11. Reflect <ul><li>Student reviews what he/she has learned </li></ul><ul><li>Asks new questions which starts the inquiry process over again </li></ul>
  12. 12. What Are Benchmarks? <ul><li>Specific skills that students need to become information literate </li></ul><ul><li>Are taught from K-12 and build on each other </li></ul><ul><li>When mastered, they enable students to effectively conduct an inquiry independently </li></ul>
  13. 13. Sample Benchmarks <ul><li>Grade 6 : Writes questions independently based on key ideas or area of focus </li></ul><ul><li>Grade 7 : Uses background information to predict answers to inquiry questions </li></ul><ul><li>Grade 8 : Revises the question or problem to arrive at a manageable topic </li></ul>
  14. 14. Sample Benchmarks <ul><li>Grade 9 : Takes notes using one or more of a variety of note-taking strategies </li></ul><ul><li>Grade 10 : Considers various points of view and the merits of resources before choosing the best one for the information needed </li></ul><ul><li>Grade 11 : Plans inquiry to test hypothesis systematically or to validate thesis </li></ul><ul><li>Grade 12 : Challenges ideas in text and makes notes of questions to pursue in additional sources </li></ul>
  15. 15. How Do We Teach This Process? Information Literacy, Inquiry and Benchmark Skills are NEVER taught in isolation. They are always embedded into one of the disciplines.
  16. 16. What Resources Do We Use to Teach This Process? <ul><li>Encyclopedias </li></ul><ul><li>Other reference works </li></ul><ul><li>Circulating collection </li></ul><ul><li>Discussion groups </li></ul><ul><li>Literacy workshops </li></ul><ul><li>Google Docs </li></ul><ul><li>Wikis and Blogs </li></ul><ul><li>Podcasts </li></ul><ul><li>Video / audiotape interviews </li></ul>Traditional Sources 21st Century Sources
  17. 17. Integrating Inquiry and Information Literacy with Benchmark Skills Sample Topic: Cloning “ Cloning” cuts across all disciplines ELA : House of the Scorpion by Nancy Farmer Social Studies : Impact on legal system, population control, voting rights, representation Science : Implications for genetics, healthcare, environment
  18. 18. Sample Lessons <ul><li>Use the inquiry process </li></ul><ul><li>Develop benchmark skills and information literacy </li></ul>On the following slides are three sample lessons. Let’s evaluate them according to whether or not they:
  19. 19. Sample Lesson #1
  20. 20. Results Lesson #1
  21. 21. Modify Lesson #1
  22. 22. Sample Lesson #2
  23. 23. Sample Lesson #2 (cont’d)
  24. 24. Results Lesson #2
  25. 25. Modify Lesson #2
  26. 26. Sample Lesson #3
  27. 27. Sample Lesson #3 (cont’d)
  28. 28. Results Lesson #3
  29. 29. CONSTRUCTING A LESSON Graphic Organizer What do you want your students to get out of this lesson? Benchmarks Inquiry Phase End Product Content Subject
  30. 30. CONSTRUCTING A LESSON Topic: Cloning Student considers various POVs and the merits of resources before choosing the best one for the required project Benchmarks Reflect and Express: how might unregulated cloning affect our representation in gov’t Inquiry Phase Student writes a letter to the editor of a law journal on his/her POV on cloning End Product Representation in government Content: U. S. History Subject
  31. 31. CONSTRUCTING A LESSON Topic: Cloning Students take notes using one or more of a variety of note-taking techniques Benchmarks Connect: Students find background information on how countries use the world’s natural resources Inquiry Phase Draw a graph that compares which countries use the most/least of any 4 natural resources End Product Use of natural resources Content: Earth Science Subject
  32. 32. CONSTRUCTING A LESSON Topic: Cloning Students weigh the pros and cons of unregulated human cloning Benchmarks Wonder: Students develop questions on the reasons for and uses of clones Inquiry Phase Students write an original short story in which clones are central to the plot End Product House of the Scorpion by Nancy Farmer Content: ELA Subject
  33. 33. Electronic Media <ul><li>Wikis </li></ul><ul><li>Blogs </li></ul><ul><li>Audio </li></ul><ul><li>Video </li></ul>
  34. 34. Wikis <ul><li>A wiki is a shared document which can be edited by anyone with access to it (Wikipedia) </li></ul><ul><li>It provides an easy method for linking one page to another. </li></ul>
  35. 35. Wiki: Earth Science <ul><li>Students, working in groups, search for information on natural resources and publish what they’ve learned on one shared wiki where the content and new understandings can continue to develop. </li></ul><ul><li>Youth Wikis </li></ul>
  36. 36. Blog: ELA <ul><li>A blog is an online journal comprised of links and postings with the most recent posting at the top of the page </li></ul><ul><li>Students publish their thoughts and investigations about cloning </li></ul><ul><li>Other students can respond to the blogs and extend the conversation </li></ul>
  37. 37. Blog Sites <ul><li>Youth Voices </li></ul><ul><li>Five Good Reasons to Blog the Research Process by Joyce Valenza in SLJ </li></ul>
  38. 38. Audio <ul><li>Digital Audio : A file created by recording into a computer, or recorded on a device such as an iPod and then transferred to the computer. This file is often referred to as an mp3 </li></ul><ul><li>Podcasting : Podcasts are digital audio files that have a feed. This means that you could subscribe to them </li></ul>
  39. 39. Audio: U.S. History <ul><li>What have our representatives been saying about cloning? </li></ul><ul><li>How will cloning affect me as a citizen? </li></ul><ul><li>Human Genome Project Information </li></ul>
  40. 40. Audio: U.S. History
  41. 41. Video: Living Environment <ul><li>Digital Video can be integrated into any lesson </li></ul><ul><li>Should Human Cloning Be Banned? -- A Debate </li></ul>
  42. 42. What Can You Do? <ul><li>Be brave and be pro-active -- approach your teachers </li></ul><ul><li>Start with one you know will be receptive and count on word-of-mouth </li></ul><ul><li>Get on your principal’s calendar and show him/her what you’ve got </li></ul><ul><li>Let your tech-savvy students help you </li></ul>
  43. 43. Something to Think About <ul><li>Many of our students are failing, not because they have low intelligence and can’t master course content, but because they lack literacy skills. </li></ul><ul><li>Become a member of your school’s Data Inquiry Team and show them what you can offer. </li></ul>