This presentation focuses on the twin purposes of Guided Inquiry as a means by which open-ended student inquiry can be carried out and scaffolded, as well as providing means by which evidence of student learning can be gathered during the inquiry.
Mapping curriculum skills and capabilities to an inquiry learning frameworkEduwebinar
http://eduwebinar.com.au | This webinar presentation focused on the need to create a skills scope and sequence within an inquiry learning framework so that it identifies core essential inquiry skills across the curriculum, supports sequential skill development,
assists in the embedding of information literacy into classroom programs, and provides a framework for student engagement in inquiry learning.
Web tools to support inquiry-based learningEduwebinar
http://eduwebinar.com.au
Inquiry-based learning is an active learning process, based on identifying relevant questions to research so that the student can develop knowledge about or create solutions to issues and problems.
Web tools allow students to engage in collaborative and interactive learning. All phases of inquiry learning can be adequately addressed through a wide variety of web-based tools and applications.
This webinar presents a range of tools that will support inquiry-based learning in the school's curriculum program.
http://eduwebinar.com.au
A review of the framework for inquiry learning in your school (Guided Inquiry
Design Process). Web tools for classroom or professional use to support inquiry learning.
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.
Scaffolding Research and Guided InquirySenga White
Presentation on 16th October 2013 on scaffolding research and guided inquiry for Otago University teacher trainees as part of their Literacy Across the Curriculum paper which includes models, ideas and resources to achieve this.
Mapping curriculum skills and capabilities to an inquiry learning frameworkEduwebinar
http://eduwebinar.com.au | This webinar presentation focused on the need to create a skills scope and sequence within an inquiry learning framework so that it identifies core essential inquiry skills across the curriculum, supports sequential skill development,
assists in the embedding of information literacy into classroom programs, and provides a framework for student engagement in inquiry learning.
Web tools to support inquiry-based learningEduwebinar
http://eduwebinar.com.au
Inquiry-based learning is an active learning process, based on identifying relevant questions to research so that the student can develop knowledge about or create solutions to issues and problems.
Web tools allow students to engage in collaborative and interactive learning. All phases of inquiry learning can be adequately addressed through a wide variety of web-based tools and applications.
This webinar presents a range of tools that will support inquiry-based learning in the school's curriculum program.
http://eduwebinar.com.au
A review of the framework for inquiry learning in your school (Guided Inquiry
Design Process). Web tools for classroom or professional use to support inquiry learning.
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.
Scaffolding Research and Guided InquirySenga White
Presentation on 16th October 2013 on scaffolding research and guided inquiry for Otago University teacher trainees as part of their Literacy Across the Curriculum paper which includes models, ideas and resources to achieve this.
Guided Inquiry is one of the keys to establishing the elusive collaboration that teacher librarians have been seeking for many years now. This presentation will essentially be an analysis of the learnings of a team of teachers and teacher librarians about Guided Inquiry as two inquiry units are planned, carried out and evaluated during 2011, with the aim of identifying what works and what doesn’t, and the organising principles behind Guided Inquiry, from the practitioners’ perspectives.
The school library as a contemporary learning environmentDavid Feighan
Bialik College Library (Melbourne Australia) presentation to the SLAV Central Metropolitan Term 2 Branch Meeting, May 2011. Building the new Bialik library as a learning space for the future.
Guided Inquiry is one of the keys to establishing the elusive collaboration that teacher librarians have been seeking for many years now. This presentation will essentially be an analysis of the learnings of a team of teachers and teacher librarians about Guided Inquiry as two inquiry units are planned, carried out and evaluated during 2011, with the aim of identifying what works and what doesn’t, and the organising principles behind Guided Inquiry, from the practitioners’ perspectives.
The school library as a contemporary learning environmentDavid Feighan
Bialik College Library (Melbourne Australia) presentation to the SLAV Central Metropolitan Term 2 Branch Meeting, May 2011. Building the new Bialik library as a learning space for the future.
Keynote Presentation delivered by Dr Philippa Levy at the 2008 BBSLG Conference, hosted by Leeds University and Leeds Metropolitan University, 9-11 July
Keynote Presentation delivered by Dr Philippa Levy at the 2008 BBSLG Conference, hosted by Leeds University and Leeds Metropolitan University, 9-11 July
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
Meet "Pixel," the chatbot at the University of Nebraska– Lincoln Library. Artificial intelligence is enabling Pixel and other types of chatbots to be trained and developed to guide and support students navigating the dense library website and complex databases. See Pixel in action and discuss the future of reference services as libraries incorporate artificial intelligence tools. Speakers: DeeAnn Allison, Director, Professor, Computer Operations and Research Services, University of Nebraska-Lincoln and Lorna M Dawes, Lecturer. Learning Community Librarian, University of Nebraska.
Presentation by Esther Tyson
principal of a secondary school in Jamaica for the panel presentation/discussion on the conference subtheme of collaboration and support
presentation by Dianne Oberg
Faculty of Education
University of Alberta, Canada
for the panel presentation/discussion on the conference subtheme: Collaboration and Support
presentation on an analysis of datasets for California developed standards for the library program factors that provide conditions for students to meet library standard outcomes.
modfied Delphi study examined the views of the leaders of Australia's teacher librarian associations on the bookless school library. Interviews gathered data on the participant's views of what a bookless school library might look like.
focuses on the portrayal of Caribbean culture in social studies books for young people that are widely used in North America and Britain in response to the demand for multicultureal materials to support the curriculum.
Examined the issues related to delivering service excellence through the lens of 39 graduating school librarians in written assignments for the final course of their certification program, as they focus on what is needed to apply standards to become an effective school library media specialist in the 21st century. Of the 16 issues identified the concern over technology and their role as a technology specialist dominated the ranking. The results reinforce the ongoing need for education program coursework that continues to emphasize the role of technology in the 21st century school learning environment.
To maximize learning value from 1-to-1 programs in schools, computing devices need to be personal, portable and multifunctional. The increased access provided by 1-to-1 devices creates great opportunities for school-librarians to support their school technology directions and to implement 21st century information literacy and reading promotion programs. The key factor in the success of 1-to-1 programs is teacher implementation of appropriate pedagogies. Teacher-librarians have the chance to provide leadership in pedagogies that most effectively utilize these devices to improve learning outcomes.
How an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy, as a baseline to develop all kinds of other literacy abilities, empowering the role of school libraries and the collaborative work between the school community and the school library, by reporting one of the most significant projects, which shows the relevance of this partnership.
The reality of school libraries in Brazil. Aspects of its educational system and the government goal to provide good quality public education for all Brazilian children and adolescents. It will show the perspectives brought about by a new Federal law recently approved requiring local governments to open and support libraries in every public school. The hope is for the recognition of the important role librarians play and to strengthen school librarianship in Brazil.
The full results from a 2008/2009 research study examining the application of a learning environment paradigm to the school library setting. Report the process of completing a comparative examination of the relationships among student perceptions of science programs and library programs with Third (ages 8 and 9), Fourth (ages 9 and 10) and Fifth (ages 10 and 11) Grades.
Queensland Academy of Health Sciences is a senior secondary high school offering IB Diploma Programme. As part of the Diploma students are required to complete a references research essay. Kuhlthau's ISP was adapted to provide students with a research structure.
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
In the last 10 years there has been much speculation about the role of e-books and e-book readers. This presentation looks at the impact of e-book readers on publishing and reading, the types of e-book readers, their advantages and disadvantages.
Looks at the nature of resilience and its significance in the world of school libraries. Explore strategies to keep ourselves, our services proactive and responsive.
More from International Association of School Librarianship (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
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.
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”.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Twin purposes of Guided Inquiry
1. The twin purposes of Guided
Inquiry
GUIDING STUDENT INQUIRY AND
EVIDENCE-BASED PRACTICE
Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial
School Library Association of Queensland, the 39th International Association of
School Librarianship Annual Conference, incorporating the 14th International
Forum on Research in School Librarianship,
Brisbane, QLD Australia, 27 September – 1 October 2010.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
2. Purpose of presentation
To show how Guided Inquiry can be used to facilitate
student enquiry, as well as providing data for
evidence-based practice.
Two ways:
Overview of 2008 NSW Association of Independent
Schools Project, led by Dr. Ross J. Todd
A 2010 Guided Inquiry carried out at Loreto
Kirribilli, Sydney, Australia.
Along the way, the practicality of wiki as the
organising tool will be shown.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
3. Essence of Guided Inquiry
Definition
Why is it necessary?
Information Search Process
Research River analogy.
How it works
Types of assignments: open or close-
ended
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
4. Why is it necessary? The learning process?
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
5. Why is it necessary? “Bird” units
Background from teacher
Textbook work
Worksheet: Go find out about...
Locate information
Copy and paste
Report.
Loertscher, David V, Koechlin, Carol, and Zwaan, Sandi, 2005. Ban those
bird units: 15 models for teaching and learning in technology rich
environments. Salt Lake City, UT, Hi Willow Research and Publishing.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
7. The Research River
Starting a research task, you are at the
beginning of a journey.
This is a journey that you’ll repeat many times
in your life at school and work.
It’s not a simple journey, and may be likened to
the progress a river makes from its source to
the sea.
8. The research river: Initiation
Research can be
likened to a river’s
progress. At its
source, the river’s
flow is weak and
undirected.
In the Initiation stage
of an assignment
you may feel lost and
uncertain as to the
path you might take.
9. The research river: Selection
This is a peaceful and
happy part of the
research river.
You browse some shallows
and get surface
information on a few
topics to help you
choose the one you like.
Use preliminary
www.flickr.com searching: Broad, not
deep - Encyclopedias
10. The research river: Exploration
As water is added to the
river, it carves a channel for
itself and soon forms a
series of rapids.
You’ve chosen your area of
interest, but as you seek
information, you find there’s
quite a lot of it!
Use Exploratory searching.
Wide, not deep! Topic
overviews in online
databases, books, Google.
You are trying establish
the scope of the topic.
11. The research river: Exploration
You may even plunge
headfirst over a
waterfall - unsure of
what lies below it –
THE DIP!
At this stage of the research
process it is completely
normal to fall into the
dip – to feel overloaded,
and confused!
It is definitely here where you
should seek
teacher/librarian help!
Contained, directed searching
is necessary to come
out of the Dreaded Dip!
12. The research river: Formulation
It is only after you’ve
researched widely, navigated
the flood of information that
you feel strong and confident.
In the process, some of the
water is left behind, as you
work through the process of
formulating your enquiry
question.
After this sifting process, you
are streaming ahead to the
sea. You feel confident and
focused now.
13. The research river: Collection
The flow of the river has
been controlled.
You are now in charge of
the information
You are sorting it,
controlling it, shaping it to
answer your question.
Use Comprehensive
Searching: Pertinent not
just relevant – Questia/
Online databases.
Use and adjust notetaking
grids.
Keep quotes for your essay.
Keep bibliographic details.
14. The research river: Presentation
Finally, as you approach
your destination, you may be
faced with choices (What
exactly is the shape of my
essay? How can I shape all
my information into an
argument?) Which way will
your research river flow to
the sea?
Summary searching: Go
back and check you’ve
covered all angles.
Do I really have to do a
bibliography? Footnotes? In-
text citation?
15. The Research river: Assessment
You’ve conquered
the raging
Information River!
You have reached
the calm sea,
peaceful and
happy with
yourself.
Or maybe there’s a
little hole back in www.flickr.com
that old dam you
might need to fix Thanks for the River analogy, Di Laycock, Barker College!
next time…
16. How it works -
A typical Guided Inquiry unit: Open ended
Stages of Initiation Selection Exploration Formulation Collection Presentation Assessment
Information
Search Process Task introduced Broad area of Overview Question Comprehensive Synthesis of Teacher/self.
interest exploration of topic development searching and information and plan
chosen notetaking final product/
Summary search
Resources/ Assignment Reflection Encyclopedic Reflection Notetaking grid. Essay planner Reflection sheet 3
scaffolds description sheet 1. resources. sheet 2 Bibliography grid. Assignment marks
provided Marking criteria and comments.
Resource list
Teacher/Teacher Introduction of Overview searching Creating Comprehensive Referencing
librarian task, Teacher advice questions searching Teacher advice
interventions expectations, Broad Teacher advice
suggestions for searching.
areas of interest.
Data gathering Collect reflection Collect reflection Collect reflection
sheet 1/ provide sheet 2, provide sheet 3; begin data
individual feedback. individual feedback analysis, using SLIM
Keep sheets for Keep sheets for Toolkit.
analysis analysis
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
17. Types of assignments:
Open-ended, where students develop their own
enquiry question.
Less open-ended, where students do not create
their own enquiry question.
Elements of Guided Inquiry scaffolding can be
included, e.g. teaching searching appropriate to
stage of enquiry - Overview, exploratory,
comprehensive, summary.
Notetaking /bibliographic grids
Synthesis of information.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
18. Overview of 2008 AIS/CEC Guided Inquiry
project
Twin purpose: Gather data, and guide student inquiry.
Project wiki
12 schools, 8 History, 1 Science, 1 English, 2 primary
35 teachers, 18 teacher librarians and 935 students
Set in Information Search Process
Used planned and unplanned interventions
Had area of inquiry allowing students to develop own questions
Gathered and analysed data using SLIM Toolkit at Initiation,
Collection and Assessment
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
19. The wiki for the 2008 AIS Guided Inquiry project
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
20. Each school had its own wiki page
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
21. Questions in the SLIM Toolkit reflection sheets
1. Write the title that best describes your research project at this time.
2. Take some time to think about your research topic. Now write down
what you know about this topic.
3. What interests you about this topic?
4. How much do you know about this topic? Check ( ) one box that
best matches how much you know. Nothing, Not much, Some, Quite a
bit and A great deal
5. Write down what you think is EASY about researching your topic.
6. Write down what you think is DIFFICULT about researching your
topic.
7. Write down how you are FEELING now about your project. Check ( )
only the boxes that apply to you. Confident, Disappointed, Relieved,
Frustrated, Confused, Optimistic, Uncertain, Satisfied, Anxious or
Other.
The third reflection sheet also included students’ reflections on what they
had learnt.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
22. Findings and difficulties
Findings are to be published by Dr. Todd soon, in
School Libraries Worldwide. See wiki also.
Difficulties in each school were the same:
Formulating question
Finding the right information for the stage of the
enquiry
Taking notes
Synthesising information
Acknowledging sources
Interest dip at Formulation in line with Kuhlthau’s
process.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
23. 2010 Loreto Kirribilli Year 11 Modern Historical
Investigation
Twin purposes:
Use Guided Inquiry methods to scaffold and
carry out historical investigation, using a wiki.
Gather and analyse data using a modified SLIM
Toolkit
Reflection sheets were both for students’ use and
for data.
The TWIN PURPOSES!
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
24. Guiding student enquiry: First purpose
The wiki for this project was:
The organiser
The means of communication between teacher and
students/ teacher librarian and students/ students
and students.
Personal learning space, and rich evidence of growth
in understanding and record of student process.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
25. Year 11 Modern History wiki
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
26. Faith R’s wiki page: Berlin Wall
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
27. Gather and analyse data: Second purpose
Goals of case study.
to measure changes in knowledge as students
pass through the stages of the Information
Search Process, i.e. by observing how often
they make factual statements, explanations or
conclusions.
to find out what students find difficult when
researching and to compare this with expressed
learnings at the end of the project.
to gather reflections on the Information Search
Process.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
28. Research questions (SLIM adaptation)
1. What do you know about your topic?
2. Have you any particular difficulties relating to your
topic?
3. What have you learnt from this Guided Inquiry?
4. Describe your feelings are you progressed through
the stages of the Information Search process –
Initiation, Selection, Formulation/Exploration,
Collection and Presentation.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
29. 1. What do you know about your topic?
At Initiation, Formulation and from student essays, the number of
facts, explanations and conclusions were counted.
All responses throughout enquiry
F= Facts; E= Explanations; C= Conclusions
400
350
300
250
200
150
100
50
0
1
F1 F2 F3 E1 E2 E3 C1 C2 C3
30. Facts, explanations and conclusions: Top range
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
33. Facts, explanations, conclusions: Mid-range
Mid range student
40
35
30
25
20
Isabelle C
15
10
5
0
Total facts Total Total conclusions Essay grade Process grade
explanations
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
36. Comparison of range
Isabella P:
Top range
Sophie C: Mid
range
Laura H:
Lower range
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
37. Implications for Loreto of Question 1 – What do
you know about your topic?
We demonstrate Todd’s “integrative approach - where students
manipulate facts…by…building explanations, synthesising facts… to
build positional, predictive conclusion statements”.
Students and teachers should be proud of the move toward deep
knowledge displayed by most students in this project.
We need to emphasise ongoing synthesis of information to work
towards establishing patterns, (explanations, conclusions) earlier
in the journey to understanding a topic, specially with lower range
students.
We need to emphasise preliminary, exploratory, comprehensive and
summary searching concepts more.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
38. Question 2 and 3: Combined
What difficulties are you having/What have you learnt?
20
18
16
14
Number of responses
12
Ask questions
Locate information
10
Evaluate information
8 Find information at right level
Information difficulties
6 Notetake/organise
4
2
0
Difficulties Learnings
Expressed difficulties and learnings Part 1
39. Question 2 and 3: Combined
What difficulties are you having/What have you learnt?
16
14
12
Number of responses
10
Create own question
8
Synthesise into essay plan
Write essay
6 Footnotes and bibliography
4
2
0
Difficulties Learnings
Expressed difficulties and learnings Part 2
40. Implications for Loreto of Questions 2/3 – Difficulties/learnings
Locating the right information for the level of research they were at
was a crucial obstacle, which appears to be not overcome.
Students need more work on how to search in an appropriate way
for the Information Search stage they are up to, using the
searching concepts of:
Preliminary - encyclopedias
Exploratory – books and Google
Comprehensive – online databases
Summary - prior to presentation. (Kuhlthau)
Scope for more work on creating questions, as students found this
hard.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
41. Question 4: Describe feelings during Information Search
process
Initiation Selection Formulation/ Collection Presentation
Exploration
Changed topic,
Sophie C Worried, daunted but happy Lots of trouble Relatively easy Big Dip
Freedom to Seen as not
Lexi F research anything Not very confused Unsure, quite stressed necessary* N/A
Overwhelming,
confusing,
Liberated and Uneasy, topic v. In tune with overload of
Camille G excited big Maximum anxiety the River information
Hit a boulder
in the middle
of the river, Very tiring rock
Enthusiastic and Tiresome, but Still cruising down question wall to climb in
Lauren G excited content river change the research river
Definite about Change in direction Extensive work,
Isabella P Excited, unsure topic difficult Not difficult but happy
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
42. Implications for Loreto of Question 4: Experiences of the
Information Search Process
Value of knowing it is normal to feel overloaded and
confused at Formulation – where students are either
creating their own question in an open-ended
Guided Inquiry, or in a more closed enquiry,
formulating their own “take” on the information.
That it is possible to seek help when in overload!
Second dip in the information process – when they
have to synthesise all, and create the final product.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
43. Anecdotally, from Ms Bleby’s class....
“I think using the research river process (although slightly corny) is very useful
as it allows us to properly plan our research processes and make sure we don’t
leave our work up until the last minute.” Lauren G
“ I think this is one of the first assignments where all I had to do the night before
it was due was read through and edit any weaker parts of my essay and ensure
that it all made sense and was written well (as well as the footnoting and
bibliography etc) For this I am very proud of myself.” Lauren G
“Once I finished this process, I felt an immense relief and accomplishment, as I
had put a great effort into the research and writing of this essay. I particularly
liked the notetaking tables that we were suggested to use as they assisted me in
taking more concise notes from my sources as well as the bibliographic details.”
Isabella P.
44. Anecdotally from Ms Jory’s class..
“I have.. developed an analytical voice needed for my historical
arguments I am ..glad that our processes are being marked as I
feel it motivated me to research and reflect more thoroughly than I
have before. I found the notetaking grid forced me into
summarising the information in a visual way so I knew I was not
plagiarising. When it came to incorporating such arguments into
my own essay, it made it easier to distinguish that I was writing
my own points. History Study Centre and Questia I will use in
other assignments. I was really proud of my work because it was
the most effort I have ever put into the research stage of a project
and I felt that it was justified in the end.” Amelia B.
“I have become aware of more accurate and relevant information
sites such as Questia and other school subscriptions.” Maddie G.
45. Anecdotally from Gabi’s class..
“The notetaking grid made the actual writing of the essay a lot less
stressful because I knew I had all the information I needed.”
Michaela M
“I have also learnt how to properly use citations in my essay and
establish a accurate reference list. This will be helpful to use in
other assignments to avoid plagiarism.” Georgia V
“The notetaking grids were a very useful and organised way to
record and summarise information. It also got my bibliographic
process out of the way, so when it came time to create my
bibliography, it was half done for me already. These grids really
kept my information organised and succinct, and gave me a clear
view of where I was going and what else I needed to complete.”
Annabelle W.
46. Concluding statement - Loreto Kirribilli
Combined with wiki, Guided Inquiry is very useful in open-ended research tasks, e.g.
Senior Geography Project, Year 11 Modern and Ancient Historical Investigations.
In more regular assignments, where the question is given, and the scope of the
research is similar for each students, it is clear that there are benefits in:
teaching students how to search at the various steps in their information process.
giving students more experience in developing their own questions.
giving students practice in dealing with information overload, underload and
uneven quality, and
working on an ongoing basis from the beginning of a task to force synthesis of
information to enable students to make explanations and conclusions
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
47. Guided Inquiry: Two birds with one stone!
Permission to use sought Sept 2010.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
48. How GI is going at Sydney AIS schools since 2008
School GI progress
Broughton Anglican College Year 7 Cross Curricular Guided Inquiry unit in Humanities.
Alinda Sheerman Year 10 Commerce : Twin purposes 2010.
Combination of wiki and Guided Inquiry frequent.
Caddy’s Creek Year 4 Guided Inquiry on Early Australian Explorers, including
Public School analysis using Skinny Toolkit (adaptation of SLIM Toolkit) – highly
Jenny Schefers successful.
Jenny is a pioneer of Guided Inquiry in primary school, along with
Christina Higgins from Santa Sabina.
Loreto Kirribilli Guided Inquiry scaffolding included in many assignments.
Jenny Power and me! Open ended Guided Inquiry projects in History for 3 years.
Roseville College Year 7 Guided Inquiry – year long, using wiki.
Jeanette Harkness Year 9 History Guided Inquiry - 3 years.
Year 9 Commerce.
SLIM analysis in all of these, used to create process grades.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
49. GI Progress – Sydney schools
School Progress
Queenwood Use of Libguides to scaffold assignments
Heather Voskuyl Incursion for IB students using wiki.
Santa Sabina College – Senior and Junior Junior and senior schools awash with GI!
Helen Schutz Year 6: Major interest project
Year 7: History, and Integrated project
Christina Higgins Year 8: History, PDHPE
Year 9: PHPDE
Year 10: English
Year 11: SGP, HIP
Year 12: Society and Culture.
SLIM analysis when there’s time!
Guided Inquiry syllabus?
St Luke’s Grammar School Year 9 History
Alicia Broadbent Year 10 Science
Teachers incorporating elements of GI
into many assignments.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010
51. GI Progress: Sydney schools
School Progress
St Paul’s Grammar School IB Middle Years Programme: Approaches to
Cathy Hill learning
Maker & Schiever models in Gifted Education suggest
content, process and product modifications to
meet gifted needs.
Information Search Process provides for all of these.
Scaffolds and provides framework for interventions,
as well as dealing with affective domain, while
allowing student direction.
Used with all students, not just gifted.
Essence of GI is framing and reframing of
questions following immersion in
information.
Lee FitzGerald, Loreto Kirribilli, Sept. 2010