This document outlines steps for constructing knowledge through inquiry-based learning in library and archive environments. It discusses connecting prior knowledge to new information, interpreting primary sources by thinking like a historian, and evaluating and drawing conclusions from evidence. The document provides examples of guiding student inquiry, such as using the "See Think Ask" framework to analyze images and engaging students in content creation. The overall message is that libraries and archives can provide authentic learning experiences and help develop lifelong learners when inquiry-based practices are used.
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based ...CITE
14 June 2014 (Sat) 14:15 – 14:35
RMS 206
#648
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based E-Learning Project in Hong Kong
WAN, Wai-Yan Sally (The Chinese University of Hong Kong); LAW, Lok-Kan Kevin (Delia Memorial School (Glee Path))
Knowledge Forum (KF) is a computer-supported collaborative learning (CSCL) platform. Some evidence has shown that using KF enhances students’ learning and develops their generic skills such as problem-solving skills, critical thinking skills, and so on. The purpose of this study is to examine how Secondary One students of a multi-ethnic private school in Hong Kong view knowledge building processes using KF in inquiring water purification whilst collaborating by a group of Spanish students. Primary data source includes focus group interviews, as triangulated by observations and online discussion. Findings and discussion of students’ views upon knowledge building process will be presented. Implications for curriculum and pedagogical design will be discussed.
Building Informational Reading Skills in Elementary GradesMay Pascaud
Informational reading skills are essential for long term student success, but teachers often lack the resources and curriculum materials to effectively teach these skills.
In this free webinar Match Fishtank English Language Arts Curriculum Director, Anne Lyneis will explain how you can use Match Fishtank’s free resources--including engaging elementary science and social studies units--to build your students' informational reading ability.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based ...CITE
14 June 2014 (Sat) 14:15 – 14:35
RMS 206
#648
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based E-Learning Project in Hong Kong
WAN, Wai-Yan Sally (The Chinese University of Hong Kong); LAW, Lok-Kan Kevin (Delia Memorial School (Glee Path))
Knowledge Forum (KF) is a computer-supported collaborative learning (CSCL) platform. Some evidence has shown that using KF enhances students’ learning and develops their generic skills such as problem-solving skills, critical thinking skills, and so on. The purpose of this study is to examine how Secondary One students of a multi-ethnic private school in Hong Kong view knowledge building processes using KF in inquiring water purification whilst collaborating by a group of Spanish students. Primary data source includes focus group interviews, as triangulated by observations and online discussion. Findings and discussion of students’ views upon knowledge building process will be presented. Implications for curriculum and pedagogical design will be discussed.
Building Informational Reading Skills in Elementary GradesMay Pascaud
Informational reading skills are essential for long term student success, but teachers often lack the resources and curriculum materials to effectively teach these skills.
In this free webinar Match Fishtank English Language Arts Curriculum Director, Anne Lyneis will explain how you can use Match Fishtank’s free resources--including engaging elementary science and social studies units--to build your students' informational reading ability.
Understanding big ideas as basis for art curriculumLizlangdon
Starting with an explanation of Understanding by Design, this presentation emphasizes that art develops understandings of facets of knowledge that are not touched upon in other subject areas
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
Make learning personal with content curationNancy White
The refreshed ISTE Standards for students call for students to be Knowledge Constructors, "Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others." What does this mean? How do you get them there? This presentation can help you develop a deeper understanding of what curating means, and how it can help students own their learning.
What everyone should know about teaching othersguestd6b71b
In life, as computing professionals, we all teach and we all learn. And, especially in the computing discipline, we don't ever expect that to stop. So whether you plan to work in industry, academia, or somewhere else (a small desert island?) you should know more about what research shows contributes to effective learning. Use this knowledge to learn better yourself or to assist others in their learning.
From the Un-Distinguished Lecture Series (http://ws.cs.ubc.ca/~udls/). The talk was given Apr. 04, 2008.
INQUIRY UNPACKED An Introduction toInquiry-Based LearningB.docxcarliotwaycave
INQUIRY UNPACKED An Introduction to
Inquiry-Based Learning
By Barbara A. Jansen
"Inquire, think critically, and gain knowledge."
"Plan strategies to guide inquiry."
As our national educational organizations'
standards evolve from students mastering
discrete skills to demonstrating broad learning
behaviors, often referred to as 21st century
learning skills, pedagogy is slowly shifting from
teacher- and textbook-centered dissemination
of facts and information to student-centered
construction of learning and knowledge. In
this environment, students use a wide range
of resources to collaborate with others to solve
authentic problems by thinking critically, actively
create content, and communicate with a wide
audience. The Partnership for 21st Century
Skills succinctly categorizes these participatory
skills into the four Cs: "critical thinking and
problem solving, collaboration, communication,
and creativity and innovation" (P21 mission
statement). Both the American Association of
School Librarians (AASL) and the International
Society for Technology in Education's (ISTE)
1 0 Library Media Connection ® i
"The inquiry process is not linear but occurs
as a cyclical series of actions or events."
National Educational Technology Standards for
Students 2007 call for students to use an inquiry
approach when engaged in the research process.
The AASL standards refer to inquiry seven times,
including having students "inquire, think critically,
gain knowledge, " and to "follow an inquiry-
based process in seeking knowledge in curricular
subjects, . . ." and "continue an inquiry-based
research process by applying critical-thinking skills
. . ." in addition to "conclud[ing] an inquiry-based
research process . . ." (AASL). ISTE standards call
tor students to "plan strategies to guide inquiry"
("NETS for Students").
But what does it look like for a student to be
engaged in inquiry? What is inquiry-based
research, commonly referred to as inquiry-based
learning or "guided inquiry" (Kuhlthau, Maniotcs,
and Caspari)? A recent post on the AASL email
forum underscores the confusion that school
librarians and educators in general have about
inquiry. A librarian questioned the use of the term
"inquiry-based project" in the standards in lieu
of "research project" and considered whether she
should teach her students the meaning of inquiry.
A search for "inquiry-based research" on Google
results in 102,000 links. "Inquiry-based learning"
returns over 151,000 links. A search for "inquiry-
based learning" offers 101 titles on Amazon.com,
over 8,400 results on Google Books, over 9,760
results on Google Scholar, and over 52,000,000
results on Bing.
March/April 2011
NOT TO BE MISSED READING AND
VIEWING FOR SCHOOL LIBRARIANS
Kuhlthau, Carol C, Leslie K. Maniotes,
and Ann K. Caspari. Guided Inquiry:
Learning in the 21st Century. Libraries
Unlimited, 2007.
Rheingold, Howard. "Librarian 2.0:
Buffy J. Hamilton." Digital LM Central.
MacArthur Foundation, 3 May 2010.
W ...
Third Mondays - Research Seminars - Philippa Levy - November 2008cilass.slideshare
Title: “I feel like a grown-up person”: first year undergraduates’ experiences of inquiry and research.
Professor Philippa Levy, Academic Director, CILASS, University of Sheffield.
How do students experience inquiry and research in their first undergraduate year? What role does this experience play in the construction and evolution of their identities and intellectual development as learners? What can we learn from their experiences to inform the development of inquiry-based approaches to educational practice? This seminar will explore these questions through a presentation of some of the findings of a longitudinal, qualitative study of undergraduate students’ experiences of inquiry as they progress through arts and social sciences degree programmes at the University of Sheffield.
Presenters: Karen Doster-Greenleaf
Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019.
Have you ever thought about the questions you ask students during an instruction session? Do they require the students to think critically or are they asking students to recall information covered just seconds ago? Using Depth of Knowledge (DOK)
designed questions can help to more accurately assess the level of students understanding of concepts covered in library instruction classes. This presentation highlights the different levels of the DOK framework, how to incorporate the outcome-oriented question design process into lesson plan development, and provide a comparison of using DOK questions in the classroom versus previous teaching experiences.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Constructing Knowledge: A New Take on Learning in Libraries and Archives
1. Constructing Knowledge
A New Take on Learning in Libraries and Archives
Ellen Gustafson, Naomi Herman-Aplet, and Shauna Masura
2. Steps Toward Inquiry
build to
construct knowledge
evaluate and
draw conclusions
interpret
for understanding
plan and
learn
connect to
prior knowledge
3. Inquiry in
Classroom Environments
● Connect to prior knowledge and individual interests
● Create a learner-centered environment
● Design concept-based not topic-based units
● Push students to think and wonder, not just memorize
● Acknowledge challenges, but
lean toward opportunities
4. Kids in Archives?!
● Contribute to authentic
learning experiences
● Lifelong archives users &
appreciators (both students
and teachers)
● Opportunity with new
National Common Core
Standards
● Share sense of wonder and
awe to an audience that gets
it.
Image source Flickr: diegodiazphotography
5. Think Like a
Historian/Archivist
● Constructivist Theory
● What do historians do when they encounter primary documents?
○ Connect - Access background knowledge
■ Historical context
■ Information about form of text
○ Learn - Seek information to supplement background knowledge,
research secondary texts. This is place for teacher instruction.
○ Interpret - Make connections between new information and
background knowledge
○ Evaluate - Make judgements about the quality/provenance/limitations
of text
○ Build - Form a new argument or advance knowledge or understanding
of text
○ Interaction ultimately becomes background knowledge for the next text
Traditional lecture model only 1/5 of the whole process.
6. Build a Lesson
● End goal first
● "What do I want students to do/understand at the end?"
○ Understand difference between primary & secondary documents
○ Use a document as evidence in a written argument
● In standards form:
○ RH.6-8.1 Cite specific textual evidence to support analysis of primary
and secondary sources
○ RH.6-8.9 Analyze the relationship between a primary and secondary
source on the same topic.
7. "While I’d struggle to tell you
how I learn best, there is one
question that I’d always be able
to answer enthusiastically:
What would you like to learn next?"
8. Guiding inquiry in informal
environments
1. Drive at student interest
2. Connect students with others
3. Facilitate meaningful growth towards civic
engagement
9. Interpret -- See Think Ask
See Think Ask
● Only visual clues ● Educated guesses ● Identify information
● Engaging for all and observations that would help them
students ● Push to support with better understand
● Pick up more details evidence from last material
when no pushed to column ● This can lead into a
interpret ● Can be unsure, start reference interview
sentences with "I
think..." or "Maybe..."
10. See Think Ask
Thomas Nast
Source: Library of Congress, http://www.loc.gov/pictures/item/2004665360/
11. Do!
● Provide opportunities for students to share and apply
their knowledge
● "With what you now know about slavery and
emancipation, what would you want to share with others
who weren't here?"
● Provide opportunities for content creation:
○ Publications
○ Exhibits
○ Public critiques
○ Finding aids
12. What's Next?
Proclaiming Emancipation Family Day,
Monday, February 18 (Presidents' Day)
11-3 pm
Sign up!
Email me! naomiha@umich.edu
Participate!
More resources:
http://bitly.com/bundles/naomiha/2
13. Even more resources!
Callison, D. & Preddy, L. (2006). The blue book on
information age inquiry, instruction, and literacy. Westport,
CT: Libraries Unlimited.
Fontichiaro, K. (Ed.). (2009). 21st-century learning in
school libraries. Santa Barbara, CA: Libraries Unlimited.
Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012).
Guided inquiry design: A framework for inquiry in your
school. Santa Barbara, CA: Libraries Unlimited.
