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Leveraging Digital Tools for Guided Inquiry


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Leveraging Digital Tools for Guided Inquiry

  1. 1. leveraging digital tools to scaffold the guided inquiry process
  2. 2. Reflect  on  use  of  tools  at  different   points   Modeling  of  metacogni6ve  processes   Beginning:  Community  should  have  inquiry  stance   Journaling  at  the  beginning   Log  (helps  them  track  their  reading)—Explore,  examine  resources   Immerse—building  background  knowledge   Explore   Log  comes  back  in  gather,  to  track  sources  to  decide  which  are  best  for  ques6ons   Char6ng—between  explore  &  iden6fy—also  in  create  and  share  for  organiza6on  and   synthesis   Circles—Iden6fy,  but  begins  in  immerse  (can  start  earlier)  get  into  groups  to  help   them  collaborate,  bringing  in  different  sources,  talk  about  their  sources,  help  each   other  move  forward   Taking  these  tools  to  inform  level  of  conversa6on—bringing  it  back  to  the  community —to  inform  the  overarching  topic   Each  group  brings  components  back  to  community   How  can  I  intervene  to  support  the  learning,  and  their  thinking  about  thinking,  support   self  awareness  and  consciousness  about  the  process      
  3. 3. G. P. Quackenbos A.M. A Natural Philosophy: Embracing the Most Recent Discoveries in the Various Branches of Physics, and Exhibiting the Application of Scientific Principles in Every-day Life (New York: D. Appleton and Company, 1859) 95 How are we leveraging our (new) tools to Guide inquiry? inquiry circles pair share protocols inquiry journals inquiry logs inquiry community inquiry charts
  4. 4. Inquiry tools
  5. 5. content learning Information literacy/metaliteracies learning how to collaborate & share learning how to learn learning how to contribute/participate
  6. 6. Learning is social: Conversation & collaboration Are essential
  7. 7. Writing as thinking, Journaling to share the challenges
  8. 8. Intervention strategies: Collaborating, conversing, Continuing, choosing, Composing, charting
  9. 9. Engagement choice authentic relevant hands-on creative wonder audience collaborative playful Voice   multimodal connections Roll-based playful
  10. 10. The  SAMR  Model  Explained  by  Ruben  R.  Puentedura     hNps://    
  11. 11. Tim  Holt:  SAMR  vs.  laNe  hNps://  
  12. 12. hNp://ge`­‐samr-­‐ladder-­‐through-­‐the-­‐lens-­‐of-­‐21st-­‐century-­‐skills/    
  13. 13. affordances Don Norman "Defending Human Attributes in the Age of the Machine.” 1994
  14. 14. Guided inquiry design process
  15. 15. iterative recursive messy cyclical
  16. 16. Get the students excited about the inquiry topic •  Invitation •  Open minds •  Stimulate curiosity
  17. 17. hNp://   hNps://   hNps://      
  18. 18. hNp://    
  19. 19. Students get the BIG picture about the theme & select topic •  Build background knowledge •  Connect to content •  Discover interesting ideas
  20. 20. hNp://    
  21. 21. Inquiry charts—visualize thinking
  22. 22.
  23. 23.
  24. 24. hNps://    
  25. 25. hNp://     hNps://    
  26. 26. Suraya  Paksad,  Voices  of  Women,  founder  
  27. 27. Students build background knowledge •  Explore interesting ideas •  Look around •  Dip in
  28. 28. hNp://    
  29. 29. hNp://    
  30. 30. hNps://­‐a-­‐copyright-­‐friendly-­‐toolkit    
  31. 31. hNps://    
  32. 32. hNp://     Learning playlists
  33. 33. hNp://    
  34. 34. hNp://    
  35. 35. hNp://  
  36. 36. Brenda  Boyer   hNp://­‐embedded-­‐the-­‐crucial-­‐role-­‐of-­‐librarians-­‐in-­‐online-­‐learning/    
  37. 37. Brenda  Boyer  
  38. 38. …or  other  curricular  area  courses:   Curated  resources  &   Produc6vity  tools     All  embedded  into  online   course  rooms  using  API  u6lity  
  39. 39. The mobile device will be the primary connection tool to the internet for most people in the world in 2020. (Rainie  &  Anderson,  Pew  Internet  &  American  Life.  Future  of  the  Internet  III   hDp://­‐Future-­‐of-­‐the-­‐Internet-­‐III.aspx)  
  40. 40. hNp://      
  41. 41.
  42. 42. hNp://  
  43. 43. Curation for search/Discovery
  44. 44. hNp://­‐tools-­‐are-­‐also-­‐search-­‐tools/    
  45. 45. CuraNon  tools  as  search  tools!   hNp://  
  46. 46. hNp://      
  47. 47. LibGuides Community LessonPaths Delicious Stacks LiveBinders PearlTrees Themeefy Diigo Pinterest Storify Tumblr
  48. 48. Think, pair, share
  49. 49.
  50. 50. Inquiry community Inquiry circles
  51. 51. Fast  trend:  ShiP  to  deeper  learning  approaches:     Project-­‐based  learning,  problem-­‐based  learning,  inquiry-­‐based  learning,  challenge-­‐based  learning,   and  similar  methods  foster  more  acNve  learning  experiences,  both  inside  and  outside  the   classroom.  As  technologies  such  as  tablets  and  smartphones  are  more  readily  accepted  in  schools,   educators  are  leveraging  these  tools,  which  students  already  use,  to  connect  the  curriculum  with   real  life  applica6ons.  These  ac6ve  learning  approaches  are  decidedly  more  student-­‐centered,   allowing  learners  to  take  control  of  how  they  engage  with  a  subject  and  to  brainstorm  and   implement  solu6ons  to  pressing  local  and  global  problems.     hNp://­‐horizon-­‐report-­‐k12    
  52. 52. “The network is the learning.” George Siemens   Big problems are solved not by individuals, but by networks. hNp://  
  53. 53. hNp://    
  54. 54. Bartke,  Cornelius.  “Walking  a  Thin  Line.”  Flickr.  Web.  hNp://    
  55. 55. online learners vs. networked   learners  
  56. 56. hNp://­‐insights/insights/815-­‐how-­‐to-­‐use-­‐hangouts-­‐in-­‐the-­‐classroom    
  57. 57. hNp://­‐demoes-­‐skype-­‐translator/     hNp://­‐dGxM?t=3m    
  58. 58. Inquiry conferences: Process check-in, formative feedback, modeling strategies
  59. 59. hNp://   hNp://      
  60. 60. Our Learners are Less alone than ever Image CC from
  61. 61.
  62. 62. hNps://     Kaizena
  63. 63. hNps://­‐PIpFQo&mode=public   Teresa  Diaz   Susan  Hennessey  
  64. 64. Data-driven instruction/Assessment
  65. 65. hNp://     Formative assessments/Reflections/check-ins
  66. 66. hNp://    
  67. 67. Knowledge  Compass   Students choose research question & focus •  Pause and ponder •  Identify question •  Decide direction
  68. 68. hNp://   hNp://  
  69. 69. citelighter   notability   audionote   Students collect detailed information from a variety of sources •  Gather important information •  Go broad •  Go deep
  70. 70. hNps://    
  71. 71. hNp://­‐content/uploads/2013/03/PKM-­‐2013.pdf   hNp://­‐as-­‐pre-­‐cura6on/  
  72. 72. INADEQUATE!
  73. 73. PLE
  74. 74. #   books   journal  ar6cles   mobile  apps   aggregated  content     infographics   google  docs   ebooks   presenta6ons   student  work   museum  collecNons   So  much  stuff!!  
  75. 75. hNp://­‐with-­‐dashboard-­‐decisions/  
  76. 76. hNp://  
  77. 77. hNps://­‐diigo-­‐in-­‐the-­‐classroom-­‐2/using-­‐diigo-­‐in-­‐the-­‐classroom-­‐1   hNps://  
  78. 78. hNp://­‐as-­‐a-­‐cura6on-­‐tool    
  79. 79. hNp://­‐insights/insights/815-­‐how-­‐to-­‐use-­‐hangouts-­‐in-­‐the-­‐classroom    
  80. 80. hNp://    
  81. 81. Students put all of their ideas together to create their products •  Reflect on learning •  Go beyond facts to make meaning •  Create to communicate
  82. 82. Making stuff is the killer app.
  83. 83. hNp://­‐if-­‐we-­‐assigned-­‐students-­‐work-­‐that-­‐maNers-­‐outside-­‐of-­‐school/    
  84. 84. hNp://    
  85. 85. DS106 Assignment Bank Notre Dame’s Remix-T Project Gallery
  86. 86. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. hNp://     hNp://    
  87. 87. Annotate historical or newsreel video with Mozilla Popcorn Maker to include & evaluate varied perspective around historical issues. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.   Mozilla Popcorn Maker ThingLink for Video
  88. 88. hNp://    
  89. 89. From  Shannon  Miller  
  90. 90. hNp://    
  91. 91. Students present their ideas and communicate what they have learned to others •  Learn from each other •  Share learning •  Tell your story
  92. 92. audience changes everything
  93. 93. hNp://   hNps://    
  94. 94. hNps://    
  95. 95. hNp://www.solu6on-­‐­‐global-­‐literacy.html    
  96. 96. The globally literate individual possess current knowledge about the world, has the ability to connect people to places, and can develop informed decisions regarding contemporary issues. (89)
  97. 97. hNps://    
  98. 98. hNps://    
  99. 99. hNp://­‐ted-­‐with-­‐popcorn-­‐maker/     CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)  
  100. 100. flipgrid   kidblog   Students reflect on their learning •  Evaluate achievement of learning goals •  Reflect on content •  Reflect on process
  101. 101. hNps://    
  102. 102. hNps://    
  103. 103. hNp://­‐set-­‐free/  
  104. 104. hNp://  
  105. 105. Students learn about How they journey through The inquiry process
  106. 106. Students learn about How to make tech decisions That solve problems in inventive, creative ways
  107. 107. Attila Magyar, Flickr | CC-BY-SA | via Wylio
  108. 108. hNps://     AppSmash  Round  1,  Greg  Kulowiec      
  109. 109. hNp://­‐crea6vity-­‐with-­‐app-­‐smashing-­‐with-­‐greg-­‐kulowiec-­‐from-­‐kate-­‐wilson-­‐2/     Kate  Wilson,  Unleashing  Crea6vity  with  App  Smashing  with  Greg  Kulowiec        
  110. 110. hNp://     hNp://­‐fluent-­‐app-­‐smashers.html    
  111. 111. content learning Information literacy/metaliteracies learning how to collaborate & share learning how to learn learning how to contribute/participate
  112. 112. In process!
  113. 113. game changer   Your picks?
  114. 114.   My  blog:   hDp:// neverendingsearch/     My  tweets:   @joycevalenza     My  deets:     hDp://     This  preso:     hDp://      
  115. 115. Just  because  it’s  hands-­‐on  doesn’t  mean  it’s  minds-­‐on.  .  .Just  because  work  is  hands-­‐on  does  not   mean  it  is  minds-­‐on.  Many  projects,  problems,  situa6ons,  and  field  trips  do  not  yield  las6ng  and   transferable  learning  because  too  liNle  aNen6on  is  given  to  the  meta-­‐cogni6ve  and  idea-­‐building   work  that  turns  a  single  experience  into  insight  and  later  applica6on.     Years  ago  when  I  worked  as  a  consultant  at  School  Without  Walls  in  Rochester  NY  (one  of  the   first  really  interes6ng  alterna6ve  High  Schools  to  emerge  from  the  60s  and  a  member  of  the   Coali6on  of  Essen6al  Schools),  they  put  it  very  succinctly  in  their  cau6on  about  all  the   independent  projects  students  rou6nely  did.  If  you  were  going  to  learn  carpentry  to  build  a   chair,  then  “The  learning  is  not  the  chair;  it  is  the  learning  about  learning  about  chairs,  chair-­‐ making  and  oneself.”     I  have  also  osen  used  the  following  soccer  example,  because  it  makes  the  same  point   beau6fully  and  prac6cally.  Merely  playing  the  game  over  and  over  need  not  cause   understanding  and  transfer.  It  takes  a  deliberate  processing  of  the  game  experience,  as   summarized  in  the  powerful  approach  used  by  my  daughter’s  high  school  coach  a  few  years   back.  Instead  of  talking  on  and  on  at  players  at  half-­‐6me,  Griff  asked  4  key  ques6ons  of  players:                            What’s  working  for  us?                          What’s  not  working  for  us?                          What’s  working  for  the  other  team?                          So,  what  do  we  have  to  do  in  the  2nd  half?   Grant  Wiggins,  “An  Example  Of  Experien6al  Learning.    TeachThought.  5  July  2014.   hNp://­‐experien6al-­‐learning/