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Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
Research Process 1 Feb 09
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Research Process 1 Feb 09

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The first of three presentations on the use of the PLUS information search process.

The first of three presentations on the use of the PLUS information search process.

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Transcript

  • 1. Welcome! Nerine Chalmers BA, Grad CE, M of Ed.(TL)
  • 2. Blurb for this PD: Helping students improve their research skills: good questioning skills; using the PLUS search process; students searching on the internet. We have 3 sessions in which to cover this. How are we going to do it?
  • 3. First session: Introduction and overview. Development through the school – Where do we start? What is the next step for our Grade 5s? How relevant is this discussion for MYP/Diploma? How does this tie in with 21st century learning? How does this tie in with Units of Inquiry? The P of PLUS – preparation/planning. Discussion of specific units/scenarios – sharing experiences.
  • 4. Second Session (March 4): Go through all stages of PLUS – include scaffolding for students. How the research would be organized; what lessons it would involve; what the students would do; how the TL could help; what the teacher would do. Hands-on session, using current planners, work on specific examples.
  • 5. Third Session (18 March): Research on the WWW. Pre-selected sites. Searching the net. How can we help students search – which search engines to use. Acknowledging sources
  • 6. First session: Introduction and overview. It’s all about the learning Why the library? Where do we start?
  • 7. Dr. Ross Todd Associate Professor Department of Library and Information science Rutgers, The State University of New Jersey
  • 8. Educational Change 1708 “Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and breaks? They will be unable to write.” (Teachers’ Conference, 1708)
  • 9. Educational Change 1815 “Students depend on paper too much. They can’t clean a slate properly. What will they do when they run out of paper?” (Principal’s publication, 1815)
  • 10. Educational Change 1907 “Students today depend too much on ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.” (National Association of Teachers Journal)
  • 11. Educational Change 1928 “Students today depend upon store-bought ink. They don’t know how to make their own. This is a sad commentary on modern education.” (Rural American Teacher, 1928)
  • 12. Educational Change 1941 “Students today depend upon these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning. ” (PTA Gazette, 1941)
  • 13. Educational Change 1950 “Ball-point pens will be the ruin of education in this country. Students use devices and then throw them away. Businesses and banks will never allow such expensive luxuries.” (Federal Teachers Journal, 1950)
  • 14. Educational Change 1976 “I can never imagine that anyone would ever need more than 64K” (Bill Gates, once a school boy library monitor)
  • 15. Rates of Change Rate of producing information: Ancient times (tablets) : 1 character/second 1500 AD (printing press): 3000 characters/second Today (laser printers) 20,000 characters/second
  • 16. Rates of Change Rate of storage: Ancient times (tablets): 1 character/cubic inch 1500 AD (books): 500 characters/cubic inch Today (chips): millions characters/cubic inch
  • 17. Rates of Change Speed of transporting 250 words over 3,000 miles Ancient runners: 18 days Telegraph: 4 minutes Fibre optic : thousandths of a second
  • 18. Rates of Change Human comprehension Ancient times : 300 words per minute 1500 AD: 300 words per minute Today: 300 words per minute
  • 19. Rates of Change The recording and transmission of information has increased exponentially but the human capacity to process and understand it is still about where we were in prehistoric times.
  • 20. Today 21 st century education The rate at which information is produced, stored and transported. Human comprehension
  • 21. Information Literacy Standards for the Digital Learners of New York 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively. 4. Develop an appreciation for ideas and information in pursuit of personal growth. Digital learners transfer current knowledge to the use of new information technologies.
  • 22. PLUS Preparation/Planning Location Use Self-evaluation
  • 23. What is research?
  • 24. Transportation of Text CONSTRUCTING NEW UNDERSTANDINGS Information Literacy Interventions Presentation Final version Rewriting Printout Ross Todd presenting in UK Interaction FINDING, ACCESSING AND EVLAUATING INFORMATION
  • 25. P P P L S S U
  • 26. P - Preparation/Planning For the teacher: Doug Johnson’s 4A’s of Great Research: Assignments that matter Activities that Involve Assessments that Help Attitude is Everything
  • 27. P - Preparation/Planning For the student: Brainstorming - What exactly is my topic about? What do I already know about this topic? Identifying an information need. Learning to frame realistic research questions. Planning a piece of research using diagrams or headings. Identifying keywords.
  • 28. PLUS in the Primary School Simple Language Teacher reference Student support and scaffolding Skill mastery at each grade level
  • 29. Discussion of specific units/ scenarios – sharing experiences. Planners for units of enquiry to work on for the next session.
  • 30. Questioning http://questioning.org/Q6/question.html http://www.fno.org/nov97/toolkit.html http://www.fno.org/dec99/scaffold.html http://www.fno.org/toolbox.html

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