Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
1.new terms
2.What is a volcano?
3.How and why do volcanoes erupt?
4.Explosive Eruptions
5.Parts of Volcanoes
6. subduction
7.how are they formed
8.volcanic activity levels
9. types of volcanos
10.SHIELD VOLCANO
11. Mt. Kilauea
12.CINDER CONE VOLCANO
13.COMPOSITE VOLCANO
14.Volcanoes around the world
15.Multiple Eruption volcanoes
made by :RATIKA,Delhi,India
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Using hands on activities in the science classroomBecky Hardner
This is a tutorial about ways to incorporate more hands on science actvities in your classroom. It was designed with a specific school in mind, but can be applied to any school. Hands on activities encourage higher level thinking and more student engagement.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Virtual learning: for students and adults. For high education and lifelong learning.
For teachers and students, for training organizations and universities.
Types, methods, tools.
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
1.new terms
2.What is a volcano?
3.How and why do volcanoes erupt?
4.Explosive Eruptions
5.Parts of Volcanoes
6. subduction
7.how are they formed
8.volcanic activity levels
9. types of volcanos
10.SHIELD VOLCANO
11. Mt. Kilauea
12.CINDER CONE VOLCANO
13.COMPOSITE VOLCANO
14.Volcanoes around the world
15.Multiple Eruption volcanoes
made by :RATIKA,Delhi,India
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Using hands on activities in the science classroomBecky Hardner
This is a tutorial about ways to incorporate more hands on science actvities in your classroom. It was designed with a specific school in mind, but can be applied to any school. Hands on activities encourage higher level thinking and more student engagement.
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Virtual learning: for students and adults. For high education and lifelong learning.
For teachers and students, for training organizations and universities.
Types, methods, tools.
This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
Keynote title: 'Challenges. Your mission if you choose to accept it is...'
Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...
SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia
Conference program themes:
* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Dr Mandy Lupton, keynote at ASLA XXIII Biennial Conference - This presentation examines how inquiry learning is portrayed in the Australian Curriculum. It explores how inquiry is represented, developed and sequenced from Foundation to Year 10 in several subject areas. It compares inquiry models from a range of disciplines with the inquiry strands in the Australian Curriculum. It analyses and compares how information literacy and inquiry is represented, developed and sequenced in the inquiry strands and general capabilities.
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
Empowering student learning through sustained inquiryJune Wall
Implementing a BYOD program at your school is only the beginning of a journey that should change teaching and learning. A personal device will only make a difference if the implementation includes pedagogical and curriculum review that focusses on inquiry learning and enables individualisation. This session outlines an implementation that incorporates an approach to inquiry learning through a lens of the Australian Curriculum.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
Empowering self-directed learners: Practical strategies and tools for L&DBrightwave Group
In a recent webinar Brightwave's Caroline Freeman discussed a range of self-directed learning strategies, sharing concrete examples of what works. She explored the surprising and effective ways today's new generation learning tools put the learner firmly in control.
To hear the full recording of this lively and interactive webinar session, visit: http://ow.ly/oQbt30hyGQp
When your talent is spread across a hundred countries, how do you give them a platform to train, brainstorm, and learn together? How do you respond to the learning needs of a diverse, distributed workforce that need to develop into your organization’s future leaders? How does one develop innovative leaders capable of a high level of critical thinking? What are the newest ideas in pedagogy? Here are some ideas and trends which are rapidly transforming L&D.
eIndia panel discussion and presentation on Essentials for Building Visionary Schools in a Globalised World.
http://eindia.eletsonline.com/2012/eindia-education-summit-agenda/
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Cairns Conference School Library FuturesSyba Academy
Hay, L. (2010). What would a school library of the future look like? [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
Cairns Conference Guided Inquiry workshopSyba Academy
Hay, L. (2010). Is it time for an ‘Inquiry Make-Over’? …enter Guided Inquiry [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
Hay, L. (2010). Building vision & capacity for school libraries. [Keynote Address] ‘Envisioning a preferred future for your school library’ Seminar, Pre-Conference Session, Catholic Education Services, Cairns, 12 March.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Digital Tools and AI for Teaching Learning and Research
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry Units
1. +
GUIDED INQUIRY
An Instructional Framework for Designing Effective
Inquiry Units
LYN HAY
Head of Professional Learning, Syba Academy &
Adjunct Lecturer, Charles Sturt University
2. +
Educating for the now & next
n How
to we educate our students to meet the high levels of
literacy in the technological workplace?
n How
do we prepare our students to navigate and make sense
of the global information environment?
n How
do we enable our students to draw on the knowledge
and wisdom of the past while using the technology of the
present to advance new discoveries for the future?
n How
do we prepare our students to think for themselves,
make good decisions, develop expertise, and learn through
life?
Many teachers are turning to inquiry learning in subjects
across the curriculum to meet the challenge of educating
their students for lifelong learning
3. +
Seven Survival Skills
as defined by business leaders in their own words
CRITICAL THINKING AND PROBLEM SOLVING
“The idea that a company’s senior leaders have all the answers and can solve problems by
themselves has gone completely by the wayside…The person who’s close to the work has to have
strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value,
don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies
COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE
“The biggest problem we have in the company as a whole is finding people capable of exerting
leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco
AGILITY AND ADAPTABILITY
“I’ve been here four years, and we’ve done fundamental reorganization every year because of
changes in the business…I can guarantee the job I hire someone to do will change or may not exist
in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards
http://www.tonywagner.com/7-survival-skills
4. +
Seven Survival Skills
as defined by business leaders in their own words
INITIATIVE AND ENTREPRENEURSHIP
“For our production and crafts staff, the hourly workers, we need self-directed people…
who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America
EFFECTIVE ORAL AND WRITTEN COMMUNICATION
“The biggest skill people are missing is the ability to communicate: both written and oral
presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems
ACCESSING AND ANALYZING INFORMATION
“There is so much information available that it is almost too much, and if people aren’t
prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell
http://www.tonywagner.com/7-survival-skills
5. +
Visible Learning
Meta-analyses of educational
research shows that the most
significant impacts on student
learning & achievement are:
n role
of teacher and quality of
instruction
n developing
a supportive learning
environment
n engaging
students in discovery,
inquiry, thinking, metacognition
and knowledge building
(Ha%e,
2009)
6. +
Qualities not measured by most tests
https://sphotos-b.xx.fbcdn.net/hphotos-prn1/p480x480/293198_495527183803939_1792655796_n.png
8. +
Digital literacy
n Information literacy
access information efficiently/effectively, evaluate information
critically/competently, use information accurately/creatively
n Media literacy
analyse media, ethically/legally access & use media, create media
products by effectively using media tools
n ICT literacy
use technology as a tool to research, organise, evaluate,
communicate, social networking, ethically/legally use technologies
www.21stcenturyskills.org
9. +
Life & career skills
n Flexibility & adaptability
adapt to varied roles/job responsibilities/schedules/ contexts,
understand, negotiate, balance diverse views/beliefs, find workable
solutions
n Initiative & self-direction
manage goals/time, work independently, be self-directed learners,
go beyond basic mastery, reflect critically on past experiences to
inform future progress
n
Social & cross-cultural interaction
know when to listen/when to speak, be respectful interacting with others,
work effectively in diverse teams, be open-minded to different ideas/values,
leverage social/cultural difference to create new ideas, innovate& improve
quality of own/groups’ work
www.21stcenturyskills.org
10. +
Life & career skills
n Productivity & accountability
manage projects, set/meet goals, deal with obstacles/pressures,
prioritise/plan/manage to achieve intended result, produce results
through multitasking, managing time effectively, respect/appreciate
team diversity
n Leadership & responsibility
project-based, studio model of work more prevalent now, guide &
lead others, use interpersonal/problem-solving skills to influence/
guide others towards a goal, inspire other to accomplish, lead by
example, selflessness, acting responsibly with interests of larger
community in mind
www.21stcenturyskills.org
14. +
Inquiry moves beyond
just fact finding tasks
Raises
standard
of
research
assignments
to
higher
level
by:
§
§
§
§
§
§
Drawing on life experiences
Learning from a wide range of sources
Forming deep understanding
Gaining sense of accomplishment
Developing competence and expertise
Helps student consolidate learning across subject
areas
15. +
Inquiry learning
§ Is an approach to learning whereby students find and use a
variety of sources of information and ideas to increase their
understanding of a problem, topic or issue
§ It requires more than simply answering questions or getting a right
answer
§ It espouses investigation, exploration, search, quest, research,
pursuit and study
§ Inquiry does not stand alone; it engages, interests and challenges
students to connect their world within the curriculum
§ It is often an individual pursuit
§ Can be enhanced by being part of a community of learning
§ Without some guidance, inquiry learning can be daunting
§ Inquiry is not an add-on to the curriculum, it is a way of learning
content, skills and values within the curriculum through inquiry
16. +
Learning in the school library
Students
actively
engage
with
diverse
and
often
conflicting
sources
of
information
and
ideas
to
discover
new
ones,
to
build
new
understandings,
and
to
develop
personal
viewpoints
and
perspectives.
KNOWLEDGE
OUTCOME
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
It
is
underpinned
by
stimulating
encounters
with
information
–
encounters
which
capture
their
interest
and
attention,
and
which
motivate
and
direct
their
ongoing
inquiry.
INFORMATION
FOUNDATION
(Todd 2008)
17. + Information process models
See http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/docs/infoskills.pdf
18. The Big 6
§
a
6
step
problem-‐solving
model
devised
to
support
students
when
dealing
with
informa7on
§
addresses
physical
and
cogni7ve
steps
§
very
popular
interna7onally
with
professional
support
material
incl.
Books,
newsle>er,
website,
conference
and
listserv
support
–
see
h>p://www.big6.com
19. +
Inquiry Research by Carol Kuhlthau
Information Seeking
Process (ISP)
Affective Domain &
Uncertainty Principle
Guided Inquiry
20. The Uncertainty Principle
§ a cognitive state
§ causes anxiety and lack of confidence
§ these affective symptoms can be
expected in the early stages of the ISP
“…uncertainty, confusion and frustration
are associated with vague, unclear
thoughts about a topic or question”
21. From Uncertainty to Understanding...
___________________________________________
uncertainty ------------- understanding
T vague
clear
F anxious
confident
A exploring
documenting
access ------------------- information
____________________________________________
3 levels of experience: thinking (cognitive)
feeling (affective)
acting (physical)
22. + ISP stages
n
Initiation: Research task is given to the students
n
Selection: Choice of topics within a curriculum theme
n
Exploration: Building background
knowledge, encountering many
perspectives
n
Formulation: Selection of focus
question
n
Collection: Accessing and using
complex information
n
Presentation: Presenting outcome of
research
n
Assessment: Reflection on
learning process and
learning outcomes
23.
Information Search Process
Tasks
Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion
(affective)
frustration
doubt
clarity
sense of
direction/
confidence
satisfaction or
disappointment
Thoughts vague----------------------------------------→focused
(cognitive)
---------------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical)
exploring
documenting
Zone of Intervention: the critical point / need for instruction
GUIDED INQUIRY
Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa
Barbara, CA: Libraries Unlimited
24. + Inquiry-centred pedagogy & ISP
Students develop capacity to:
§ think beyond the immediate situation to consider the ‘big
picture’ before focusing on the detail (Exploration)
§ suspend judgment about a situation to consider
alternative pathways (Exploration)
§ pose insightful and purposeful questions (Formulation)
§ apply strategies to uncover meaning and make reasoned
judgments (Collection)
§ reflect on thinking, actions and processes (all stages,
Assessment)
(Todd, 2011)
25. + Inquiry-centred pedagogy & ISP
Students develop capacity to:
§ generate and develop ideas and possibilities (Collection)
§ analyse information logically and make reasoned
judgements (Collection)
§ evaluate ideas and create solutions and draw conclusions
(Collection)
§ assess the feasibility, possible risks and benefits in the
implementation of their ideas (Collection, Assessment)
§ create meaningful representations of their deep
knowledge (Presentation)
(Todd, 2011)
26. + The emotional rollercoaster
§ Very
dis7nc7ve
ebb
and
flow
of
emo7ons
following
the
demands
of
the
research
process
§ Construc7vist
approach
to
learning:
staged,
guided
§ Students
are
not
‘abandoned’
in
the
research
process
§ Focus
on
deep
learning,
competence,
mastery,
and
self
empowerment
27. Implications of Kuhlthau's ISP
n
Learning is an individual process, even
though the same information process model
is used
n
Knowledge is constructed based on past
experience
n
TLs & teachers must develop expertise in
dealing with individual student's affective
concerns when completing information tasks
28. What we now know....
n
No matter how many times we use an
information process, a certain level of
uncertainty will always affect student's
completion of information tasks when
encountering new or 'unique' information
n
TLs & teachers must employ a range of
strategies during learning process to assist
students to cope with the uncertainty
principle
30. Introducing Guided Inquiry....
“The
information
age
calls
for
transforming
schools
to
meet
new
challenges”
n Guided inquiry is a new learning and instructional
model
n Occurs in a collaborative learning environment led
by an instructional team
n Learning from a variety of sources
n Inquiry process for deep understanding 'unique'
information
31. +
Guided Inquiry...
“... is carefully planned, closely supervised
targeted intervention(s )of an instructional
team of school librarians and teachers to guide
students through curriculum based inquiry
units that build deep knowledge and deep
understanding of a curriculum topic, and
gradually lead towards independent learning.”
CISSL, Guided Inquiry (2009)
http://cissl.scils.rutgers.edu/guided_inquiry.html
33. +
GI stages of reflection &
intervention
Set
of
3
templates
for
monitoring
progress
in
the
Guided
Inquiry
process
can
be
downloaded
from
h>p://studentslearn.files.wordpress.com/2012/05/gi-‐reflec7on-‐
sheet-‐templates.docx
35.
Information Search Process
Tasks
Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion
(affective)
frustration
doubt
clarity
sense of
direction/
confidence
satisfaction or
disappointment
Thoughts vague----------------------------------------→focused
(cognitive)
---------------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical)
exploring
documenting
Zone of Intervention: the critical point / need for instruction
Open Immerse Explore Identify Gather Create Share Evaluate
Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa
Barbara, CA: Libraries Unlimited
36. +
Teaching strategies for
Guided Inquiry
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in
your school. Santa Barbara, CA: Libraries Unlimited.
37. This
phase
engages
students,
gets
them
excited
about
the
topic
/
curriculum
theme
they
will
be
exploring,
and
encourages
them
to
begin
thinking
about
how
the
inquiry
unit
connects
to
pre-‐exis7ng
knowledge.
Students
develop
background
knowledge
about
the
research
topic
as
a
community
without
focusing
on
“too
much
detail.”
Get
the
BIG
picture
Students
explore
their
topic,
find
new
informa7on
and
consider
different
perspec7ves,
and
develop
sufficient
knowledge
to
move
forward
in
the
research
process.
38.
Students
choose
a
research
ques7on
and
focus
for
their
research.
Students
collect
detailed
informa7on
from
a
variety
of
sources.
They
evaluate
sources
and
record
key
ideas
from
the
sources.
They
take
detailed
notes
and
learn
how
to
organize,
quote,
and
use
informa7on
ethically.
Students
are
encouraged
to
go
beyond
lis7ng
a
collec7on
of
facts.
They
use
technology
tools
to
create
a
product
that
shows
what
they
have
learned
39. Students
have
the
opportunity
to
present
their
ideas
to
others.
They
communicate
what
they
have
learned
to
others
Students,
teachers
and
school
librarians
assess
the
learning
outcomes
and
reflect
on
what
needs
to
be
done
40. Use this GI model with your students
Source: 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.
41. GI unit design template for
teacher/TL teams
Download PDF version from http://wp.me/aryyn-dv