4. And the winner is … The Big6 or Super3 Preferred by 6 people Non-linear Widely used; a “known” entity Adaptable by grade level Easy for students to remember Offers students scaffolding Support materials available AGOPP(E) Preferred by 1 person I like AGOPP because it is simple, flexible and easily adaptable to all subject areas in the curriculum.
5. And the winner is … Self-Created or Selected Preferred by 1.5 people I think that a true researcher is most successful when they have self-selected the tools that suit them best. As students get older … exposure to different models is a good idea, so they can select the one that fits their learning style the best. Agnostic Preferred by 1.5 people To me, the “good” models are so similar as to be virtually interchangeable. Which model you are using is not as important as all of the teachers and administrators being on board with that model.
7. I would have to say that my primary consideration would be the developmental needs of my students. But, there are some basic requirements: Allows for an iterative approach Applicable to “real world” problems Promotes metacognition The age and level of the target audience can make a difference
8. Hopefully as they get older students will internalize the model and use it intuitively, but in those younger grades, memory tools are essential. Mnemonic devices were the ONLY way I could remember certain things! An elementary student would be better served by a mnemonic device or a visual. Memory aids and visuals make models more user friendly* * Which many of us found most critical for younger grades.
9. [Researchers are] most successful when they have self-selected the tools that suit them best. What I took away from these articles was not the specific model to use per say. It was the importance of using a research model, adapting it to the learners’ needs, and teaching students research skills—not just computer skills. Regardless of the model, internalized understanding of skills is our goal
10. I think which model you are using is not as important as all of the teachers and administrators being on board with that model. The consistency of using the same model will really help young children especially to learn and remember the steps and be able to apply them appropriately to their research needs. But, “we can’t just adopt what teachers are doing” if it doesn’t meet our learning standards. Buy-in and consistency of use across the school* are important * Which could, some noted, be achieved by convening a committee to make the selection.
11. For example, Kulthau’s information seeking model might be “worth sharing with teachers at a professional development workshop on how students experience research, if not with students directly.” There may be more than one audience within a school
13. I really like [the] idea of giving the students choice … [at the high school level]. They can be introduced to a variety of models and are at an age where having choice would not be overwhelming, but hopefully empowering. I would be reluctant to teach …many different models. For younger kids it would be very confusing … [and] it would take a lot of time to teach each different model. Is it better to present one consistent model, or offer students choice?
