Are your students college-ready?  Start by ensuring they’re research-ready. Shelor Smith [email_address] Wendy Sellors [em...
Note to conference attendees If you are downloading this presentation in advance, please be aware that this session is an ...
About us <ul><li>Co-librarians @ Deep Run HS for 3 years </li></ul><ul><li>Shelor Smith, library information specialist @ ...
Photo by  malyousif
Photo by  brookesb
KSUS standards <ul><li>Knowledge & Skills for University Success </li></ul><ul><li>3 years of research; 20 top universitie...
Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><...
According to college librarians, the biggest barrier to successful freshmen research projects is … Photo by  ideologie
… the inability of many freshmen to generate meaningful questions about their topic. Photo by  the contented
What could  we   do? <ul><li>We could… </li></ul><ul><ul><li>Make our lessons more active </li></ul></ul><ul><ul><li>Parti...
How might this fit in @ your school? <ul><li>21 st  century skills </li></ul><ul><ul><li>Indicators that they’re being tau...
21 st  century skills <ul><li>Critical thinking in the classroom – indicators </li></ul><ul><ul><li>Teacher uses questioni...
Activity #1 <ul><li>Are there any questions? </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>diving into rese...
Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><...
Aligning lessons with goals <ul><li>Habits of mind </li></ul><ul><ul><li>Inquisitiveness </li></ul></ul><ul><ul><li>Critic...
Activity #2 <ul><li>Finding the right words </li></ul><ul><ul><li>Context  </li></ul></ul><ul><ul><ul><li>Research = findi...
Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><...
Activity #3 <ul><li>Going to the source </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>Distinction between p...
Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><...
What are we doing now? <ul><li>Making our lessons more active </li></ul><ul><li>Participating in the assessment process (f...
 
What are we doing now? (cont…) <ul><li>Emphasizing pre-reading in reference sources and other research preparation steps <...
Why are we doing it? <ul><li>Research-based practice </li></ul><ul><ul><li>Inquiry-based learning </li></ul></ul><ul><ul><...
Other reflections <ul><li>Pre-assessment of skills essential for gifted students </li></ul><ul><li>Consider small group ro...
Photo by   Andrew Whitis
For you – downloads <ul><li>Activity #1 -  Are there any questions?  </li></ul><ul><li>Activity #2 –  Finding the right wo...
For your students… <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></...
Thank you! <ul><li>What questions do you have? </li></ul>Shelor Smith [email_address] Wendy Sellors [email_address]
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Are your students college-ready? Start by ensuring they're research ready.

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PPT from presentation by Wendy Sellors and Shelor Smith at the AASL Conference in October 2007.

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Are your students college-ready? Start by ensuring they're research ready.

  1. 1. Are your students college-ready? Start by ensuring they’re research-ready. Shelor Smith [email_address] Wendy Sellors [email_address] AASL, October 2007
  2. 2. Note to conference attendees If you are downloading this presentation in advance, please be aware that this session is an active one in which the main benefit comes from experiencing the activities and discussing the premises/concepts upon which they are based. This PPT provides a framework for the activities, but is not intended to serve as a stand-alone document . We hope to see you Saturday from 10:15-11:30 a.m.
  3. 3. About us <ul><li>Co-librarians @ Deep Run HS for 3 years </li></ul><ul><li>Shelor Smith, library information specialist @ Deep Run High School </li></ul><ul><ul><li>NBCT, 2002 </li></ul></ul><ul><ul><li>23 rd year in school libraries, 36 th in education </li></ul></ul><ul><li>Wendy Sellors, library media specialist @ Maggie L. Walker Governor’s School </li></ul><ul><ul><li>9 th year in school libraries, 13 th in education </li></ul></ul><ul><ul><li>previously in corporate mgmt & training </li></ul></ul>
  4. 4. Photo by malyousif
  5. 5. Photo by brookesb
  6. 6. KSUS standards <ul><li>Knowledge & Skills for University Success </li></ul><ul><li>3 years of research; 20 top universities </li></ul><ul><li>Designed to identify the key knowledge and skills expected of incoming freshmen </li></ul><ul><ul><li>college-eligible vs. college-ready </li></ul></ul><ul><ul><li>“ habits of mind ” vs. content knowledge </li></ul></ul><ul><li>Conley, David T. College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready . San Francisco, CA: Jossey-Bass, 2005. </li></ul>
  7. 7. Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><ul><li>Discernment </li></ul><ul><li>Drawing inferences </li></ul><ul><li>Reaching conclusions based on evaluation of sources and their assumptions </li></ul><ul><li>Supporting an opinion with a logical argument </li></ul><ul><li>Risk-taking </li></ul><ul><li>Accepting feedback </li></ul><ul><li>Learning from mistakes </li></ul><ul><li>Proficient written and oral communication </li></ul><ul><li>Using technology as a tool </li></ul>
  8. 8. According to college librarians, the biggest barrier to successful freshmen research projects is … Photo by ideologie
  9. 9. … the inability of many freshmen to generate meaningful questions about their topic. Photo by the contented
  10. 10. What could we do? <ul><li>We could… </li></ul><ul><ul><li>Make our lessons more active </li></ul></ul><ul><ul><li>Participate in the assessment process </li></ul></ul><ul><ul><li>Examine why research process is getting lost </li></ul></ul><ul><ul><ul><li>Product is being assessed, but not process </li></ul></ul></ul><ul><ul><ul><li>Teachers not sure how to assess research process </li></ul></ul></ul><ul><ul><li>Emphasize pre-reading in reference sources and other research preparation steps </li></ul></ul>
  11. 11. How might this fit in @ your school? <ul><li>21 st century skills </li></ul><ul><ul><li>Indicators that they’re being taught </li></ul></ul><ul><ul><li>Indicators of student mastery </li></ul></ul><ul><li>Inquiry-based learning </li></ul><ul><li>Constructivism </li></ul><ul><li>Active learning </li></ul>
  12. 12. 21 st century skills <ul><li>Critical thinking in the classroom – indicators </li></ul><ul><ul><li>Teacher uses questioning strategies that develop critical thinking </li></ul></ul><ul><ul><li>Evidence of authentic problem solving </li></ul></ul><ul><ul><li>Different perspectives are being evaluated </li></ul></ul><ul><ul><li>Students are encouraged to make inferences or predictions </li></ul></ul><ul><ul><li>Students are encouraged to think creatively </li></ul></ul>
  13. 13. Activity #1 <ul><li>Are there any questions? </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>diving into research with only a broad topic in mind </li></ul></ul></ul><ul><ul><ul><li>only being able to articulate one side of a controversial issue – even after the paper is finished </li></ul></ul></ul><ul><ul><ul><li>lack of authoritative sources </li></ul></ul></ul><ul><ul><ul><li>defending opinion with opinion </li></ul></ul></ul><ul><ul><ul><li>not thinking beyond Google & Wikipedia for sources </li></ul></ul></ul><ul><ul><li>Bottom line </li></ul></ul><ul><ul><ul><li>Student questions determine whether or not learning will occur </li></ul></ul></ul>
  14. 14. Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><ul><li>Discernment </li></ul><ul><li>Drawing inferences </li></ul><ul><li>Reaching conclusions based on evaluation of sources and their assumptions </li></ul><ul><li>Supporting an opinion with a logical argument </li></ul><ul><li>Risk-taking </li></ul><ul><li>Accepting feedback </li></ul><ul><li>Learning from mistakes </li></ul><ul><li>Proficient written and oral communication </li></ul><ul><li>Using technology as a tool </li></ul>
  15. 15. Aligning lessons with goals <ul><li>Habits of mind </li></ul><ul><ul><li>Inquisitiveness </li></ul></ul><ul><ul><li>Critical thinking </li></ul></ul><ul><ul><li>Analytical thinking </li></ul></ul><ul><ul><li>Discernment </li></ul></ul><ul><ul><li>Drawing inferences </li></ul></ul><ul><li>Critical thinking indicators </li></ul><ul><ul><li>Ask questions from the stakeholders’ perspective </li></ul></ul><ul><ul><ul><li>Different perspectives are being evaluated </li></ul></ul></ul><ul><ul><li>Ask subsidiary questions </li></ul></ul><ul><ul><ul><li>Students encouraged to make inferences/predictions </li></ul></ul></ul><ul><ul><li>Brainstorm possible sources </li></ul></ul><ul><ul><ul><li>Students encouraged to think creatively </li></ul></ul></ul>
  16. 16. Activity #2 <ul><li>Finding the right words </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>Research = finding stuff </li></ul></ul></ul><ul><ul><ul><li>“ There’s nothing about dropping bowling balls on different types of flooring in this database!” </li></ul></ul></ul><ul><ul><ul><li>What is pictured here? </li></ul></ul></ul><ul><ul><li>Bottom line </li></ul></ul><ul><ul><ul><li>Even more than in print, online searching depends on knowing the right words to describe your topic </li></ul></ul></ul>
  17. 17. Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><ul><li>Discernment </li></ul><ul><li>Drawing inferences </li></ul><ul><li>Reaching conclusions based on evaluation of sources and their assumptions </li></ul><ul><li>Supporting an opinion with a logical argument </li></ul><ul><li>Risk-taking </li></ul><ul><li>Accepting feedback </li></ul><ul><li>Learning from mistakes </li></ul><ul><li>Proficient written and oral communication </li></ul><ul><li>Using technology as a tool </li></ul>
  18. 18. Activity #3 <ul><li>Going to the source </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><ul><li>Distinction between primary and secondary different in the sciences than in the humanities </li></ul></ul></ul><ul><ul><ul><li>Focus on evaluating sources for authority has contributed to neglect of ability to think critically about authoritative sources </li></ul></ul></ul><ul><ul><li>Bottom line </li></ul></ul><ul><ul><ul><li>There is great value in reading the details of an experiment without secondary interpretation </li></ul></ul></ul>
  19. 19. Habits of mind <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><ul><li>Discernment </li></ul><ul><li>Drawing inferences </li></ul><ul><li>Reaching conclusions based on evaluation of sources and their assumptions </li></ul><ul><li>Supporting an opinion with a logical argument </li></ul><ul><li>Risk-taking </li></ul><ul><li>Accepting feedback </li></ul><ul><li>Learning from mistakes </li></ul><ul><li>Proficient written and oral communication </li></ul><ul><li>Using technology as a tool </li></ul>
  20. 20. What are we doing now? <ul><li>Making our lessons more active </li></ul><ul><li>Participating in the assessment process (formative and summative) </li></ul><ul><li>Examining why process is getting lost </li></ul><ul><ul><li>Product is being assessed, but not process </li></ul></ul><ul><ul><ul><li>Teachers not sure how to assess research process </li></ul></ul></ul><ul><ul><ul><li>Misunderstand concept of rubric </li></ul></ul></ul><ul><ul><li>Teachers think of teaching research as time-intensive </li></ul></ul>
  21. 22. What are we doing now? (cont…) <ul><li>Emphasizing pre-reading in reference sources and other research preparation steps </li></ul><ul><li>Teaching skills like paraphrasing and note-taking to complement these skills </li></ul><ul><ul><li>9 th grade team at Deep Run </li></ul></ul><ul><ul><li>Part of Continuous Improvement Plan (CIP) for Deep Run High School </li></ul></ul>
  22. 23. Why are we doing it? <ul><li>Research-based practice </li></ul><ul><ul><li>Inquiry-based learning </li></ul></ul><ul><ul><li>Constructivism </li></ul></ul><ul><ul><li>Active learning </li></ul></ul><ul><li>Evidence-based practice </li></ul><ul><ul><li>Pre-assessment </li></ul></ul><ul><ul><li>Observation </li></ul></ul><ul><ul><li>Post-assessment </li></ul></ul><ul><li>Alignment of lessons with goals </li></ul>
  23. 24. Other reflections <ul><li>Pre-assessment of skills essential for gifted students </li></ul><ul><li>Consider small group rotations instead of whole-class instruction of wide variations in skill levels within same class </li></ul><ul><li>Validate the knowledge students bring as digital natives to topics like web site evaluation </li></ul>
  24. 25. Photo by Andrew Whitis
  25. 26. For you – downloads <ul><li>Activity #1 - Are there any questions? </li></ul><ul><li>Activity #2 – Finding the right words </li></ul><ul><li>PPT related to Activity #2 –introducing key word vs. subject searching (not shown today) </li></ul><ul><li>Activity #3 – Going to the source </li></ul><ul><li>Examples of assessing process </li></ul><ul><ul><li>Rubric </li></ul></ul><ul><ul><li>Annotations </li></ul></ul><ul><li>Available on the MW library blog by Friday, Nov. 2 nd (link near bottom of “contact your librarian” page): </li></ul><ul><ul><li>http://mwlibrary.wordpress.com/about/presentations </li></ul></ul>
  26. 27. For your students… <ul><li>Inquisitiveness </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic thinking </li></ul><ul><li>Discernment </li></ul><ul><li>Drawing inferences </li></ul><ul><li>Evaluating sources </li></ul><ul><li>Reaching conclusions </li></ul><ul><li>Supporting opinion with logical argument </li></ul><ul><li>Risk-taking </li></ul><ul><li>Accepting feedback </li></ul><ul><li>Learning from mistakes </li></ul>Photo by ChicagoEye
  27. 28. Thank you! <ul><li>What questions do you have? </li></ul>Shelor Smith [email_address] Wendy Sellors [email_address]

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