Inquiry process guide 1.30.13
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This document outlines the inquiry cycle process in 7 steps: Tuning In, Finding Out, Sorting Out, Going Further, Drawing Conclusions, Taking Action, and Reflecting. The inquiry cycle is adapted from the Kath Murdoch model and guides students through engaging with a topic of inquiry, researching to answer questions, analyzing findings, continuing independent inquiry, drawing understandings, taking informed action, and reflecting on learning. Key aspects of each step are described such as generating questions, developing a research plan, organizing information, stating conclusions, and considering the impact of learning.
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Inquiry Cycle Guide 5.14.13 for journal
This document outlines the steps of an inquiry cycle model adapted from Kath Murdoch. It involves tuning in to spark curiosity, finding out more information to answer questions, and sorting out what was learned. Key steps include developing supporting questions to answer a big inquiry question, collecting and analyzing evidence, and sharing initial understandings. The cycle continues with going further to explore new questions, drawing conclusions by synthesizing learnings, and taking action by reflecting on choices made and their impact.
The Inquiry Cycle
This document outlines the steps of an inquiry process model:
1. Tuning In - Learn about the topic, share prior knowledge, set goals and ask questions.
2. Finding Out - Learn note taking skills, research using varied sources.
3. Sorting Out - Organize notes using headings, choose relevant information.
4. Going Further - Inquire further into a focused area of interest using skills from earlier stages.
Research Models
The document summarizes several library research models:
1) Kuhlthau's Information Search Process model outlines the typical stages and feelings experienced during the research process including initiation, selection, exploration, formulation, collection, presentation, and assessment.
2) Alice Yucht's Flip It model focuses on keywords, resources, note taking, using various sources, and putting materials away.
3) The Alberta Inquiry Model includes phases for planning, retrieving, processing, creating, and sharing information as well as evaluating the inquiry process.
4) Eisenberg & Berkowitz's Big Six model outlines the stages of task definition, information seeking strategies, location and access, information use, synthesis, and evaluation.
KRP Parents Guidebook
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
Inquiry cycle journey
A brief description of the thinking process that the International School of Tianjin (IST) went through as they shaped their inquiry cycle model.
Krp research guidelines october 7, 2013
The document provides guidelines for kids conducting research projects. It outlines the research process in 6 steps: 1) choosing a topic, 2) developing guiding questions, 3) finding answers through research, 4) organizing findings, 5) presenting findings, and 6) evaluating the project. The guidelines explain each step in the process and provide examples to help kids understand how to conduct their own research. It also describes different sources of information like the internet, libraries, and experts that can be used to research topics and find answers to guiding questions. The overall aim is to help kids learn the research process and complete their own successful research projects.
KRP Student Research Guidelines
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
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Inquiry Cycle Guide 5.14.13 for journal
This document outlines the steps of an inquiry cycle model adapted from Kath Murdoch. It involves tuning in to spark curiosity, finding out more information to answer questions, and sorting out what was learned. Key steps include developing supporting questions to answer a big inquiry question, collecting and analyzing evidence, and sharing initial understandings. The cycle continues with going further to explore new questions, drawing conclusions by synthesizing learnings, and taking action by reflecting on choices made and their impact.
The Inquiry Cycle
This document outlines the steps of an inquiry process model:
1. Tuning In - Learn about the topic, share prior knowledge, set goals and ask questions.
2. Finding Out - Learn note taking skills, research using varied sources.
3. Sorting Out - Organize notes using headings, choose relevant information.
4. Going Further - Inquire further into a focused area of interest using skills from earlier stages.
Research Models
The document summarizes several library research models:
1) Kuhlthau's Information Search Process model outlines the typical stages and feelings experienced during the research process including initiation, selection, exploration, formulation, collection, presentation, and assessment.
2) Alice Yucht's Flip It model focuses on keywords, resources, note taking, using various sources, and putting materials away.
3) The Alberta Inquiry Model includes phases for planning, retrieving, processing, creating, and sharing information as well as evaluating the inquiry process.
4) Eisenberg & Berkowitz's Big Six model outlines the stages of task definition, information seeking strategies, location and access, information use, synthesis, and evaluation.
KRP Parents Guidebook
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
Inquiry cycle journey
A brief description of the thinking process that the International School of Tianjin (IST) went through as they shaped their inquiry cycle model.
Krp research guidelines october 7, 2013
The document provides guidelines for kids conducting research projects. It outlines the research process in 6 steps: 1) choosing a topic, 2) developing guiding questions, 3) finding answers through research, 4) organizing findings, 5) presenting findings, and 6) evaluating the project. The guidelines explain each step in the process and provide examples to help kids understand how to conduct their own research. It also describes different sources of information like the internet, libraries, and experts that can be used to research topics and find answers to guiding questions. The overall aim is to help kids learn the research process and complete their own successful research projects.
KRP Student Research Guidelines
This document provides guidelines for students on how to conduct research. It outlines the 7 steps of the research process which include choosing a topic, developing guiding questions, finding answers through research, organizing findings, presenting findings, receiving feedback, and reflecting on what was learned. It provides information on different sources students can use for their research such as websites, books, experts, and libraries. It also includes examples and worksheets to help students through each step of the research process.
Tuning In
The document describes various tuning in activities that a class engaged in to introduce a new inquiry unit about building. The activities included guessing what items had in common to predict the new topic, writing down initial thoughts, feelings and questions about building, looking at and comparing photos of their own houses, and building Lego towers to explore building structures. The class enjoyed learning about building through these introductory activities and were ready to move on to the next phases of the inquiry unit.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Effective questioning
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
Inquiry models
1. The document outlines the inquiry cycle which involves building from prior knowledge, questioning, observing, exploring, gaining new perspectives, sharing learning, and taking new action.
2. It also discusses different forms of inquiry including teacher-directed structured learning, guided inquiry with more student initiative, and open inquiry with high student control and low teacher control.
3. Key aspects of the inquiry cycle are reflection, questioning, researching, and drawing conclusions to share new learning.
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Questioning Skills for the Classroom
The document discusses questioning skills for the classroom. It covers why we ask questions, different types of questions, and how to develop good questioning abilities. Some key points include: asking questions is more important than knowing answers, as it drives thinking; open-ended questions that have no single right answer and encourage critical thinking are most effective; and teachers should use a variety of question types appropriately and give students time to respond.
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The document discusses the differences between research and inquiry. Research is often biased and takes a shallow look at issues by reporting on what others say rather than adding to the conversation. Inquiry promotes complex thinking beyond simple answers and encourages curiosity to more fully understand issues from multiple perspectives. Good inquiry starts from a source that sparks questions and investigation. It involves exploring a topic through natural curiosity and asking questions without a predetermined answer in mind. The line of inquiry can shift as research is conducted. Smaller questions are used to guide research into different aspects of an issue to get a well-rounded understanding. Keywords, synonyms, and related terms are identified to conduct effective searches. True inquiry avoids simply reporting information or planning an argument, and instead
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This document summarizes the key aspects of an EdD student's research process. It discusses how the student's ontological and epistemological viewpoints informed the way they asked research questions, collected and analyzed data. Specifically, it explains that the student took a constructivist viewpoint and used a case study approach to understand how social media usage impacted university students' expectations and experiences. The student gathered data through online surveys and interviews, then analyzed the data by identifying themes, coding them, and relating them to existing theory about student integration and preparation.
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Hussein Sabit, PhD is an associate professor of molecular genetics and vice dean for community services at the College of Biotechnology. The document discusses various aspects of conducting research including defining a research problem, formulating research questions, different types of research (exploratory, descriptive, explanatory, predictive, pure, applied, theoretical, empirical), and the research process. It provides guidelines for selecting a topic, stating the problem, dividing it into subproblems, and checking if a question is suitable for research. The document emphasizes selecting an interesting, significant problem that can be solved given available resources and without ethical issues.
Inquiry
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Unit lesson-planning-guide
This document provides a guide for teachers to consider key questions when planning units and lessons. It includes questions about determining learning objectives and big ideas, connecting content to students' lives, selecting instructional activities, designing daily lessons, assessing student learning, providing academic and language support for all students, and reflecting on teaching. The guide is intended to help teachers consider all relevant factors in planning without needing to complete steps linearly.
Student inquiry
This document outlines steps for teachers to guide students through the process of collaborative inquiry. It involves initially engaging students by having them brainstorm questions about a topic of interest. Students then choose a focus question and conduct research to find answers. They analyze and summarize their findings, then share and present their learning. Throughout the process, students reflect on their progress, what they have learned, and how to further their inquiry. The goal is for students to build skills in questioning, research, critical thinking, and demonstration of knowledge.
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The document provides guidance on how to identify and define a research problem. It discusses the key elements of a research problem statement, including describing the ideal situation, current reality, and consequences of not addressing the problem. Some important sources of research problems are one's own experiences, deductions from theory, and gaps found in related literature. The problem statement should have a clear topic and be narrowed down through reviewing literature. Determining whether a problem is worth researching involves considering if it advances knowledge, contributes to practice, and fills gaps in existing research. The document outlines steps for writing a problem statement and differentiates a research problem from other aspects of a study like the topic, purpose, and research questions. It also compares quantitative and qualitative purpose statements
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The document discusses effective questioning techniques for developing critical thinking skills in students. It provides examples of different types of questions teachers can ask, including essential questions, hypothetical questions, telling questions, planning questions, organizing questions, strategic questions, elaborating questions, probing questions, and clarifying questions. These questions can be used to engage students' thinking, promote reasoning, encourage speculation and hypothesis, and clarify understanding. The document also discusses using a series of questions in an "arc" to lead students to deeper understanding and having a toolbox of generic questions available for students.
Steps in doing research
Research involves several steps: 1) preparing by brainstorming ideas, narrowing topics, and planning research; 2) accessing relevant resources like books, websites, and experts; and 3) processing information by analyzing sources, taking notes, and organizing ideas to develop solutions.
mtotpracticalresearch1demonstration-180301083023 (1).pptx
The document summarizes a teacher's lesson plan on research and inquiry. The teacher begins with an energizer activity where students draw inventions. They then discuss the nature of inquiry and research through group presentations. Students analyze the difference between inquiry and research, noting they both involve investigation but research requires additional stages. The lesson emphasizes the importance of research in daily life for building knowledge, understanding issues, and aiding business. Students generalize their learning by differentiating inquiry from research and discussing how research improves daily life.
Questions
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
Mtot practical research 1 demonstration
The document outlines a teacher's demonstration lesson plan on research and inquiry. It includes activities to help students: 1) differentiate between inquiry and research by having groups present comparisons using graphic organizers or scenarios; 2) discuss how research affects daily life and communities; and 3) realize the importance of research by designing a hypothetical community study. The lesson concludes by having students research the characteristics, processes, and ethics of research.
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Tuning In
The document describes various tuning in activities that a class engaged in to introduce a new inquiry unit about building. The activities included guessing what items had in common to predict the new topic, writing down initial thoughts, feelings and questions about building, looking at and comparing photos of their own houses, and building Lego towers to explore building structures. The class enjoyed learning about building through these introductory activities and were ready to move on to the next phases of the inquiry unit.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Effective questioning
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
Inquiry models
1. The document outlines the inquiry cycle which involves building from prior knowledge, questioning, observing, exploring, gaining new perspectives, sharing learning, and taking new action.
2. It also discusses different forms of inquiry including teacher-directed structured learning, guided inquiry with more student initiative, and open inquiry with high student control and low teacher control.
3. Key aspects of the inquiry cycle are reflection, questioning, researching, and drawing conclusions to share new learning.
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Questioning Skills for the Classroom
The document discusses questioning skills for the classroom. It covers why we ask questions, different types of questions, and how to develop good questioning abilities. Some key points include: asking questions is more important than knowing answers, as it drives thinking; open-ended questions that have no single right answer and encourage critical thinking are most effective; and teachers should use a variety of question types appropriately and give students time to respond.
The Art of Questioning
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
Effective Questioning
A presentation about how to improve your questioning strategies in the classroom taken from a range of sources.
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The scientific method
The scientific method is an 8-step process used to conduct scientific research: 1) Define the question, 2) Form a hypothesis, 3) Locate resources, 4) Plan the research methods, 5) Collect data, 6) Organize and analyze the data, 7) Interpret the data and draw conclusions, 8) Communicate the results. This process helps ensure research is conducted in a clear, organized, and unbiased manner to build knowledge through a self-correcting approach.
Inquiry1104
The document discusses the differences between research and inquiry. Research is often biased and takes a shallow look at issues by reporting on what others say rather than adding to the conversation. Inquiry promotes complex thinking beyond simple answers and encourages curiosity to more fully understand issues from multiple perspectives. Good inquiry starts from a source that sparks questions and investigation. It involves exploring a topic through natural curiosity and asking questions without a predetermined answer in mind. The line of inquiry can shift as research is conducted. Smaller questions are used to guide research into different aspects of an issue to get a well-rounded understanding. Keywords, synonyms, and related terms are identified to conduct effective searches. True inquiry avoids simply reporting information or planning an argument, and instead
Sharing postgraduate study experiences
This document summarizes the key aspects of an EdD student's research process. It discusses how the student's ontological and epistemological viewpoints informed the way they asked research questions, collected and analyzed data. Specifically, it explains that the student took a constructivist viewpoint and used a case study approach to understand how social media usage impacted university students' expectations and experiences. The student gathered data through online surveys and interviews, then analyzed the data by identifying themes, coding them, and relating them to existing theory about student integration and preparation.
Finding a research topic
Hussein Sabit, PhD is an associate professor of molecular genetics and vice dean for community services at the College of Biotechnology. The document discusses various aspects of conducting research including defining a research problem, formulating research questions, different types of research (exploratory, descriptive, explanatory, predictive, pure, applied, theoretical, empirical), and the research process. It provides guidelines for selecting a topic, stating the problem, dividing it into subproblems, and checking if a question is suitable for research. The document emphasizes selecting an interesting, significant problem that can be solved given available resources and without ethical issues.
Inquiry
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Unit lesson-planning-guide
This document provides a guide for teachers to consider key questions when planning units and lessons. It includes questions about determining learning objectives and big ideas, connecting content to students' lives, selecting instructional activities, designing daily lessons, assessing student learning, providing academic and language support for all students, and reflecting on teaching. The guide is intended to help teachers consider all relevant factors in planning without needing to complete steps linearly.
Student inquiry
This document outlines steps for teachers to guide students through the process of collaborative inquiry. It involves initially engaging students by having them brainstorm questions about a topic of interest. Students then choose a focus question and conduct research to find answers. They analyze and summarize their findings, then share and present their learning. Throughout the process, students reflect on their progress, what they have learned, and how to further their inquiry. The goal is for students to build skills in questioning, research, critical thinking, and demonstration of knowledge.
BAGAIMANA MENGENALPASTI PERMASALAHAN KAJIAN??
The document provides guidance on how to identify and define a research problem. It discusses the key elements of a research problem statement, including describing the ideal situation, current reality, and consequences of not addressing the problem. Some important sources of research problems are one's own experiences, deductions from theory, and gaps found in related literature. The problem statement should have a clear topic and be narrowed down through reviewing literature. Determining whether a problem is worth researching involves considering if it advances knowledge, contributes to practice, and fills gaps in existing research. The document outlines steps for writing a problem statement and differentiates a research problem from other aspects of a study like the topic, purpose, and research questions. It also compares quantitative and qualitative purpose statements
Postgrad slides mk5
This document discusses moving from research design to data collection and choosing appropriate methods. It addresses unpacking the research question by identifying key constructs, theoretical focus, and types of evidence needed. Examples are provided for qualitative and quantitative data. Ethical issues, sampling, resources, and procedures are also outlined.
Questioning And Thinking
The document discusses effective questioning techniques for developing critical thinking skills in students. It provides examples of different types of questions teachers can ask, including essential questions, hypothetical questions, telling questions, planning questions, organizing questions, strategic questions, elaborating questions, probing questions, and clarifying questions. These questions can be used to engage students' thinking, promote reasoning, encourage speculation and hypothesis, and clarify understanding. The document also discusses using a series of questions in an "arc" to lead students to deeper understanding and having a toolbox of generic questions available for students.
Steps in doing research
Research involves several steps: 1) preparing by brainstorming ideas, narrowing topics, and planning research; 2) accessing relevant resources like books, websites, and experts; and 3) processing information by analyzing sources, taking notes, and organizing ideas to develop solutions.
mtotpracticalresearch1demonstration-180301083023 (1).pptx
The document summarizes a teacher's lesson plan on research and inquiry. The teacher begins with an energizer activity where students draw inventions. They then discuss the nature of inquiry and research through group presentations. Students analyze the difference between inquiry and research, noting they both involve investigation but research requires additional stages. The lesson emphasizes the importance of research in daily life for building knowledge, understanding issues, and aiding business. Students generalize their learning by differentiating inquiry from research and discussing how research improves daily life.
Questions
The document provides guidance on using questions to drive inquiry-based learning. It outlines different types of question starters and prompts that can be used at various stages of an inquiry cycle. These include question words, Socratic questioning techniques to clarify ideas, probe assumptions, and elicit different perspectives. The document also links key questions to different phases of an inquiry process, including framing the inquiry, tuning in, finding out, sorting out, reflecting and acting. It provides examples of question prompts to remember information, prompt deeper thinking, reflection, transfer of learning, and creativity.
Mtot practical research 1 demonstration
The document outlines a teacher's demonstration lesson plan on research and inquiry. It includes activities to help students: 1) differentiate between inquiry and research by having groups present comparisons using graphic organizers or scenarios; 2) discuss how research affects daily life and communities; and 3) realize the importance of research by designing a hypothetical community study. The lesson concludes by having students research the characteristics, processes, and ethics of research.
Researchtopic lec3
1. The document provides guidance on selecting and narrowing down a research topic. It emphasizes that the topic should be of interest to the researcher so their enthusiasm comes through.
2. Several criteria are listed for evaluating potential topics, such as whether it will appeal to readers, offer a new perspective, and be of lasting significance.
3. The process of narrowing a topic involves considering its aspects, components, relationships, and types to focus the scope in a manageable way. Outlining the topic in stages and justifying its importance helps define the direction of the research.
Multimedia Academic Literacy
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Introduction to Teacher Research 23_10_14
A presentation for trainee teachers embarkng on their first research project through the Tendring Teaching School Alliance.
Powerful questions for learning and innovation
This document outlines an agenda for a seminar on powerful questions for learning and innovation. The seminar aims to (1) explore the power of effective questions, (2) investigate how listening is more critical than asking questions, and (3) connect questioning to innovation. Various questioning techniques are discussed, such as open-ended, reflective, clarifying and divergent questions. The role of listening in questioning is also addressed. The seminar concludes by relating questioning to different types of innovative thinking and problem-solving templates.
Questioning and thinking
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
Using discussion forums to engage students in critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
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mtotpracticalresearch1demonstration-180301083023 (1).pptx
mtotpracticalresearch1demonstration-180301083023 (1).pptx
Using discussion forums to engage students in critical thinking
Using discussion forums to engage students in critical thinking
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- When Wheels awakens, he and his squad have been captured by Maze. Maze threatens to inject one of the clones with pure Vertigo if Wheels does not call off
Wwp4 final draft
James, Arthur, and Kevin met at the basketball court one morning to practice and play a game. When Arthur tried to join their game in progress, it led to an argument. Kevin suggested they stop arguing and come up with solutions. They each proposed an idea for how to involve Arthur in the next game. After discussing the options, they agreed to try Kevin's idea of taking turns playing one-on-one and refereeing. At the end of their game using this format, they all walked away happy with how fairly it had been played.
Wwp4 adrian fd
- A squad of clone soldiers known as the Ghost Squad, led by Commander Wheels, has been tasked with tracking down the dangerous drug lord Riley McHenderson, aka "Maze", who has developed a new highly addictive and lethal drug called Vertigo.
- Using intel from a bug planted by squad member Freefall, the Ghost Squad locates Maze's headquarters on the jungle planet of Rancor. However, they are overwhelmed during an attack and knocked unconscious by an anesthetic gas.
- When Wheels awakens, he and his squad find themselves captured by Maze. Maze threatens to inject one of the clones with pure Vertigo unless Wheels ends his pursuit. However
WWP4 The Stolen Wand
1) Diana the good witch discovers two orphaned mortal girls, Becky and Lauren, in the woods.
2) Diana realizes that Becky and Lauren are actually the long-lost princess twins of BooGaBooGa, whose parents were killed by the evil witch Gruella.
3) Gruella steals Diana's magic wand, but Becky and Lauren help Diana defeat Gruella by discovering her weakness is water, melting her with a bucket of water and claiming their rightful place as the new queens of BooGaBooGa.
My future or their future for me
1) The narrator loves dancing but their parents want them to become a doctor. They sign up secretly for a dance competition in New York City.
2) At the competition, their dance team wins first place. The narrator faints upon seeing their parents in the audience, shocked they were there.
3) The narrator's parents reveal they had an older daughter who also wanted to dance, but she ran away and died in an accident. The narrator convinces their parents to support their love of dance and future career.
Wwp4 final draft
1) Katie and her dad Howard went camping in the forest near their home in California, as Katie wanted to bond more with her father who she doesn't see often. 2) While hiking to their campsite, a sudden storm hit and ruined their map, leaving them lost in the woods. 3) They took shelter in a cave and used what supplies they had to survive, with Howard building a fire and Katie finding berries. Their smoke signal eventually helped rescuers locate them.
Wwp4rd.nicole rfb copy
The narrator Brooklyn wakes up to the smell of smoke and sees flames outside her window, realizing there is a fire. She had fallen asleep while microwaving hot dogs and doesn't know how long to cook them for, causing the fire. Her horse Ace, which she had trained to move haystacks in emergencies, alerts her by making noise and moving the haystacks near the window. She escapes the burning house by jumping out the window into the haystacks. Ace's training saves her life.
Wwp4rd.nicole rfb copy
The narrator Brooklyn wakes up to the smell of smoke from a fire caused by a burnt microwave meal after falling asleep reading. She sees flames and black smoke blocking the door. Her horse Ace, which she had trained to respond to commands, alerts her by making noise and moves haystacks under her window as trained. She escapes the fire by jumping out the window into the haystacks. Ace's training saves her life.
Wwp4rd.nicole rfb copy
The narrator Brooklyn woke up to the smell of smoke from a fire caused by her accidentally leaving hot dogs cooking in the microwave for too long. She called out to her horse Ace, who she had trained to move haystacks under her window in emergencies, and he did so allowing her to escape the burning house by jumping into the haystacks to safety. Ace's actions saved Brooklyn's life in the fire.
Sharing the Planet Unit Overview 2013
This unit explores how power affects relationships, access to opportunities, and peace and conflict. Students will investigate how those in power make choices and the consequences of their actions. They will develop an understanding of how power can be used positively or negatively, and how it influences people's behavior and global management of peace and conflict. The unit aims to help students think about personal responsibility when wielding power and consider multiple perspectives on its use and misuse. Parents can support learning through facilitating discussions about real-world examples of power and its effects.
Wwp4 fd.nicolec
1) The narrator is bullied by a classmate named Marissa for living in poverty with her single mother and two brothers after her parents' divorce.
2) Fed up with the bullying, the narrator steals and sells Marissa's necklace for money but comes to regret it.
3) They argue but realize they both come from broken homes and apologize and become friends, learning that everything happens for a reason.
The future Sarah
1) A girl named Future was born to parents Lawyer and Teacher who did not want to control her future, so they named her Future.
2) Future discovered at a young age that she had the power to change the future through her wishes. With help from an older person also named Future, she learned to control this power.
3) After Future unwittingly caused damage through a wish, the older Future tried to convince her parents to change her name to avoid future harm. They refused, believing in her ability to learn control. Future committed herself to training with the older Future to safely use and manage her power.
WWP4 rough draft
Bob and his friend Harry build a time machine in Harry's secret science room. They test the time machine and successfully travel to the future, where they find that fashion has not changed much. While in the future, they park and hide the time machine so they can explore the city. However, when they return to where they parked it, the time machine is gone. Panicked, they decide to build another time machine from scraps they find. After building a rough new machine, they activate it and travel, but end up in an unknown forest instead of back home.
Wwp4 fd jason 15:05:13 pdf
Charles discovers a way to access other worlds but accidentally opens a portal to Hell. Demons begin crossing over and wreaking havoc. As the only one who can see the demons, Charles fights to close the portal and save the world. However, in doing so he breaks a deal with the devil and must face punishment. Charles sacrifices himself to lead the demons away from his girlfriend Stephanie, but manages to defeat the demons' leader and return home, collapsing from exhaustion.
Tuning in stp investigation
The document discusses power dynamics within a household. It notes an interest in understanding how to abuse power and who holds the most power. It is believed that parents and older siblings normally have more power than younger ones. Key questions raised include whether age correlates with power, who generally has the most power in a household, and if younger individuals can wield any power.
More from class6b812 (20)
Inquiry process guide 1.30.13
- 1. Name ______________________ p. 1 Inquiry Cycle Guide Adapted from the Kath Murdoch Model Tuning In What interests me about this? (Engage in the topic/area of focus/C.I./T.T.) What do I already know and believe? (Share prior knowledge and beliefs) What do the words/phrases about my topic mean? (Clarify language; “guess”, then find definitions) What do I want to know more about? What questions do I have? (Exercise curiosity) How could I find out more about this? (Brainstorm ways/sources to answer your questions) Finding Out What’s my purpose? (This is the “Big Inquiry Question” to prove the C.I./Lines of Inquiry) What do I need to find out? (I need to create Supporting Questions that will answer the Big Inquiry Question & then Research Questions that will answer the Supporting Questions) How will I find out? (Resources, e.g., engaging w/ experts, interviews, film, observations, etc.) What type of solid evidence will I collect? (E.g., notes, recordings, photographs, etc.) What is my plan for finding out information? (Student Inquiry Planner) Investigate. Sorting Out How will I organize what I have learned so far? (E.g., Use a graphic organizer to put the information in order using criteria that will help you make meaning out of it) How will I analyze what I have learned so far? (Break down information into parts and carefully/thoroughly examine the key information. Possible questions: How can I separate the info into categories? Is any info similar? Does any info connect with other info? What info is relevant to my supporting/research questions? What parts support my answers? How does it relate to what else I know? What parts do not support my inquiry? Does it raise any new questions? What meaning can I make of this data? Are there key words that help me understand better? Are there patterns to the info?) How well did I find out? -Do I have enough information to answer my supporting questions? -Do I have the right information? -Can I answer my Research Questions, Supporting Questions, & the Big Inquiry Question? How will I share what I have learned so far? (I.e., What are we learning? How will I T.T. = Transdisciplinary Theme; C.I. = Central Idea; Sources: Kath Murdoch Inquiry Cycle; Focus on Inquiry, Jeni Wilson and Lesley Wing Jan, 2009; & Pauline Doolette-Cox; Updated 1/30/13
- 2. Name ______________________ p. 2 communicate that?) Do I need more questions? Inquiry Cycle Guide (cont.) Adapted from the Kath Murdoch Model Going Further (an independent inquiry) What else would I like to learn? Why? How is this linked to the topic/understandings/concepts? When I revisit old questions, what do I notice? What are my new questions? How will I find out? (Plan) Find Out. (Also, I can make my own Big Inquiry Question; or I can first make my own Central Idea, Concepts, Lines of Inquiry and then make a Big Inquiry Question (like I will have to do for the Exhibition)) Drawing Conclusions (stating understandings) What have I learned? (Synthesize/bring it all together) What do I now think and know? What is the main point I want to make? How can I generalize what I have learned? (As if I were in a discussion explaining my findings to someone) What connections can I make? -to the Central Idea and the Transdisciplinary Theme -to new or developed skills -to values Taking Action (Choose Act Reflect) What choices will I make as a result of what I’ve learned? What have I learned that I can use elsewhere? (Choose to Act) What should I do now? (My Plan to Act) Take action. (Act) How did this action come about voluntarily as a result of the inquiry/learning process? How did my actions make a difference in and to the world? (E.g., to self, family, classroom, hallways, playground, city, country, and/or planet) Did I witness an outcome? (Reflect on these Actions) T.T. = Transdisciplinary Theme; C.I. = Central Idea; Sources: Kath Murdoch Inquiry Cycle; Focus on Inquiry, Jeni Wilson and Lesley Wing Jan, 2009; & Pauline Doolette-Cox; Updated 1/30/13
- 3. Name ______________________ p. 3 Reflecting What, How and Why has learning come about? What did I learn about this topic? Most significant? Most interesting? What did I learn about myself? T.T. = Transdisciplinary Theme; C.I. = Central Idea; Sources: Kath Murdoch Inquiry Cycle; Focus on Inquiry, Jeni Wilson and Lesley Wing Jan, 2009; & Pauline Doolette-Cox; Updated 1/30/13