Transdisciplinary skills scope and sequence research1


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Transdisciplinary skills scope and sequence research1

  1. 1. Australian International School Singapore Research Skills Scope and Sequence I introduce P practice Apply Preschool Prep One Two Three Four Five Six DEFINE: based on the NSW information skills process. It is assumed that students will be introduced to inquiry based learning using a modeled example such as the NSW information skills process, the Big Six (or Big 3 for lower elementary) or similar. Formulating Questions Brainstorm topics in groups – recall known information I I P P P A A A Asks questions to seek clarification I I P A A A A Uses a question to expand on an idea in a discussion I I P P A Pose realistic and investigative questions I I P P A A A Continue to formulate and refine research questions I P P A Identify and interpret keywords, questions & ideas in a task I I P P A Organises focus questions into headings from clustered ideas I I P P A using modeled examples Observing Understands that information can be received through all the I I P P A A A A senses Has developed observation skills by using their senses to gather I I P P A A R A and record information Uses their own observations to identify simple patterns, make I I P P A A A A predictions and discuss ideas Discusses a given topic in response to an audio +/or visual I I P P A A A A stimulus Planning Propose & discuss search strategy I I P P A Establish goals and priorities I I Establish a time line and action plan I I P P Delegate duties, plan, set goals, organize, take action (group I I P P A A work, collaborative) Engages in reflective thinking to analyse and clarify a problem I I P P
  2. 2. Preschool Prep One Two Three Four Five Six LOCATE Collecting Data Identify parts of a book- front & back cover, spine, title page I I P A A A A A Use cover and title to indicate contents I I P P A A A A Identify author and illustrator I I P A A A A A Identify structural features of a text e.g. contents page, index, I I P P A A A glossary, appendix, bibliography, page numbers, headings and captions Is aware of different areas of the library I I I P P A A A Differentiate between fiction and nonfiction I P P A A A A Use first three letters of an authors name to locate fiction I P P A A A A Use subject index book I P P A A Use OPAC Inquiry to identify & locate resources – uses author, I P P A A A title, subject, keyword access Uses simple and combined terms to search internet sources e.g. I P P P A Boolean etc Use of Dewey Decimal System: I I P P A Recognises & uses the call number to locate non fiction Is aware of primary resources as a source of information e.g. I I P P A A 1st hand experience, people, concrete objects Is aware of secondary resources as a source of information e.g. I I P P A A books, pictures, AV materials Use of specialist sources material to extract information: o Dictionaries I I P A A A o Thesaurus I P A o Encyclopedias I P P A A o Atlases – mapping skills – from simple to more complex I I P P P A A o Interviews/experts I I P P P A A o Newspapers I P P o Periodicals/magazines I I o Online databases I P P A o TV & radio broadcast Uses several strategies for finding information in texts: o Selects materials by assessing readability and scanning I I P P A A cover, title, illustrations and other structural features of text (index, glossary) o skimming and scanning techniques I P P A
  3. 3. Use of community resources to satisfy information needs e.g. I P P A Government agencies, public libraries Use of graphic organizers: I P P A A A A o KWL chart o Describing wheel o T chart o Flow chart o T chart o Cluster/word web o Brainstorming web o Venn diagram o fishbone Uses range of equipment to access information: o telephone I I o fax I I o scanner I P P A o digital camera I P P P o intranet I P P A o CD ROMS I P A A o Internet I P P A A o Email as a communication tool and information source I P P A A Participates in on-line projects to locate, contribute and gather I P P A A information Preschool Prep One Two Three Four Five Six SELECT / ANALYSE Recording Data Uses pictures, objects, live specimens to extract information I I P P A A A A Records relevant information (Note taking skills as age appropriate) using modeled examples by: o Arranges ideas, events & facts in sequence from oral, I I I P P P A A pictorial & written sources o Listens in group discussions and records key issues I P P P P (pictorial or written) o Contributes to class summary after reading, viewing or I I P P A A A listening o Understands that different accounts of the same even I P P A A may vary o List key words I P P P A o Uses appropriate note taking templates & strategies using I I P P A A A
  4. 4. modeled examples e.g. o concept mapping o main idea o list making o clustering notes under sub-headings o Constructs sentences using identified key words I I P P A A o Summarises key information (paraphrasing) I I P P o Recognizes when a statement is a generalisation I P o Makes brief relevant notes (including outlining strategies) I I P P A A Preschool Prep One Two Three Four Five Six ORGANISE / SYNTHESISING Organising Data Participates in teacher led discussion to categorise information I I P P P A A A Participates in group discussion to propose solution to a problem I P P P A A A Learns that charts, diagrams, recipes, news recounts & I I P P A A documentaries present information in different ways Interprets maps, charts, diagrams, graphs, photos, graphics I P P A A Constructs timelines I P P A A Label diagrams I P P A A A A Compile charts I P P A A Categorises information according to specified criteria I I P A A A Selects main idea and supporting details I P P A Organizes ideas and information logically I P P Categorizes information according to a framework of heading and I P P A subheadings using modeled examples Categorises information according to specified criteria I I P A A A Makes simple generalizations and draws simple conclusions I I P P A A Makes notes using modeled techniques e.g. written, bulleted I I P P A A points, graphic organisers Combine information from different sources I P P Translates information from one form to another I I P P A A A A Makes simple generalizations and draws simple conclusions I I P P A A Use of word processing and typing skills: o To draft and edit writing I I P P P A Extends the use of Word Processing Skills (as age appropriate)by: o Entering and editing text o Justifying text o Changing text – font/colour/bold/italic/underline
  5. 5. o Resizing text o Changing text alignment o Highlighting text o Using tab function & indent o Understand difference between cut and copy o Copying selected text o Cuts and pastes text o Making notes directly from screen o Practicing keyboard drills e.g. hand and finger placement o Using spell checker & synonyms o Using columns o Changing page orientation (Landscape/portrait) o Changing size of page, e.g. 75% view o Inserting graphics o Insert borders, word art, shading, background o Manipulating graphics e.g. resizing o Using lists/bullets Wrapping text around graphics o Formatting text appropriate to text type o Insert tables o Use drawing toolbars to create graphic organisers o Create computer generated organisational strategies, e.g. Low charts, time lines using modeled examples o Use print preview to check work document o Print o Save & Save as Interpreting Data Understands limitations of reference books e.g. old atlases, I P A encyclopedias, bias, international publications Aware of fact, opinion, propaganda, bias, stereotyping and points I I I of view in information Aware of strategies to assess the value of internet sites I P P Makes inferences from gathered information I P P A Compares different ways information is presented in e.g. TV I P documentaries, news bulletins, encyclopedias & newspapers Verifies results of experiments using modeled examples I P P Explains their own interpretation of ideas, information and events I P P P A A A Verify accuracy of information according to copyright date, I I P P authority, bias
  6. 6. Preschool Prep One Two Three Four Five Six PRESENT Presenting Research Findings Talks about what they have found from their data collection I I P P A A A A Shares knowledge and information with others within a group I I P P P A A A Oral reports I P P P A Uses supporting evidence to argue a personal view point I P Examine & report on findings ( May use notes as prompts when speaking) I I P P Gives sustained reports on generalized, researched topics I P P A Uses ICT technology and extends desktop publishing skills to I I P P record data and present research findings Consider the nature of the audience in the selection of I P P appropriate presentation Selects the most appropriate method/media to present I P P information Is aware of Web page structure (years 6 – 7) I Academic honesty: Demonstrates an understanding of plagiarism: I I P P P P P Prep-1: discusses role of ownership e.g. Author, illustrator, producer. Yr 2- 4: recognizes importance of expressing information in the student’s own words Yr 5-6: defines plagiarism and uses full citation of information used for research Bibliographic skills, simple to more complex e.g. book, I I P P P P encyclopedia, magazine, internet, using modeled examples Understands and complies with copyright requirements using I P P modeled examples Uses online citation tools to record bibliographic sources I I
  7. 7. Preschool Prep One Two Three Four Five Six ASSESS Assessing Express opinions I P P A A A A A Respects the rights and opinions of others & acknowledges their I I P P A A A A contributions Identify alternative strategies & sources to use for future research I P P A Develops the concept of peer evaluation by giving and receiving I P P P feedback Analyse and evaluate various viewpoints I P P Uses a variety of evaluative strategies using modeled examples I I P P P A A to assess and review learning re their strengths & weaknesses e.g. learning logs, reflective journals, rubrics Evaluates understanding and implementation of set task criteria I P P A A using modeled examples Discuss how they could improve their research next time I P P A A A Discusses the appropriateness of the presentation in relation to I I P P P the original task Identifies further questions and issues arising from action and I I P P P decisions
  8. 8. Bibliography / References: Board of Studies NSW (2006). English Syllabus: K.6 [online] Accessed 12 October 2006. Borgmeyer, Val. Resource based learning at Parndana Area School, South Australia. Information literacy skills continuum. [online] Available Edna online: Bundy, Alan (ed). (2004). Australia and New Zealand Information Literacy Framework – principles, standards and practices. Australian & New ZealandInstitute for Information Literacy: Adelaide. [online]. Available Edna online: literacy/InfoLiteracyFramework.pdf Evans, S & Kirby-Barrett, Y. (1995) Information skills, the library and the curriculum. [unpublished research document]. Houghton Mifflin Education Place, Graphic organizers [online]. Available: Accessed 11 October 2006. Kansas State Board of Education (May 2001). Kansas Curricular standards for library media [online]. Available: Accessed 12 October 2006. Leslie, Suzanne (200?). Scope and sequence of information skills for the students of Lindfield Primary School [online]. Available: . Accessed: 11/07/2006. Library curriculum guidelines; scope and sequence (2005) [online] Available as PDF: %20Spreadsheet%202005%20Curriculum.pdf Rochester (NY) Regional library Council (2006) Core Library & research skills grade 9-14+ [online]. Available: Ryan, Jenny & Capra, Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA, Australia. Skirrow, Ingrid (2006). The IBO learner profile as a model of lifelong learning and for information literacy in the library [online]. Available: Online Curriculum Centre, IBO Library Resources. Accessed June 2006. Acknowledgement:
  9. 9. Although various resources were used &/or referred to in the creation of this document, acknowledgement and thanks are especially noted to: Ryan, Jenny & Capra, Steph. (2000) ILPO Information literacy planning overview P/K-7 for primary school revised edition. CRA, Australia. Developed by: Yvonne Barrett, Teacher Librarian Primary. Australian International School Singapore 2006.