A.2.4+Notes

> Inquiry is more recursive and not linear > Has a focus on background knowledge. > Some may feel it takes up too much time because it is not linear enough. > > ** 1. FLIP it! Framework (Yucht) ** > [] > [] > > __ Know __ > Model for Inquiry Learning > > > __ Want to Know __ > How would this work with elementary or middle school students? > How long has this program been around? Is this a well-established model? > How does this engage students in content? > Can this be used for all subjects? > How are teachers involved? > How is this model assessed? > > __ Learned __ > Will work with any age group. > Developed in 1988. > Engages students. > Can be used for all subjects. > Teachers are a guiding force, but students do the exploration. > Teachers create assignment stating how material will be put together. > found. > “The four steps did not always have to be sequential, since the process could move both backwards and forwards as needed. Reminds the kids that they will need to flip back and forth (evaluating, > rethinking, revising) as they work through their info-problem.” > > learner-centered > flows naturally from step to step, and back within itself**.** > generic problem-solving framework > uses every-day language > > __ Further Questions __ > How does this compare to other models? > Is this truly the best model for elementary students? > > > > > ** 2. I-Search ** (Macrorie) > > > > __ Know __ > > __ Want to Know __ > How would this work with elementary or middle school students? > How long has this program been around? > How does this engage students in content? > Can this be used for all subjects? > How are teachers involved? > How is this model assessed? > > __ Learned __ > > __ Further Questions __ > > > ** 3. REACTS (Stripling) ** > ** [] ** > > The REACTS Taxonomy includes the following elements: > Stripling and Pitts designed a 10-step process to help students develop their term paper > 10. ** Create and present final product ** > > > ** 4. Big6 (Eisenberg and Berkowitz) ** > [] > > > > ** QUOTES/REFERENCES FOR WORDING ** > > ** Stripling - **** Inquiry: Inquiring Minds Want To Know ** > > “Both experience and research tell us that students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember.” (50) > > “Inquiry is a process of learning that is driven by questioning, thoughtful investigating, making sense of information, and developing new understandings. It is cyclical in nature because the result of inquiry is not simple answers but deep understandings that often lead to new questions and further pursuit of knowledge” (50) > > “students are empowered to ask meaningful questions and follow a path of discovery to construct their own understandings, draw conclusions, create new knowledge, and share their knowledge with others.” (50) > > > ** Cochran-Smith and **** Lytle (in Stripling) ** > The goal of inquiry-based teaching is that all students develop an "inquiry starts with more emphasis on asking good questions than finding the answers (Cochran-Smith and Lytle 1999). > > ** Audet and Jordan **** (in Stripling) ** > "Students can and do learn about subjects in teacher-centered class- rooms, but they learn best in a learner- centered environment that emphasizes inquiry" (Audet and Jordan 2005, xiii). > > ** Ogle - **** Creating Contexts for Inquiry: From KWL To PRC2 ** > > “students' questions are the starting point for their engagement and thinking.” (57) > > “As they get older they become more circumspect in how they reveal their lack of knowledge, but they are still eager to make sense of their worlds.” (58) > > “//.\// key to stimulating questioning is creating contexts where inquiry and exploration are nurtured and respected.” (59) > > Thirteen – > > [] > > “ The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals. ” > > [] > > “ Traditionally, schools stressed the accumulation of information, and did not emphasize skill development or nurturing inquiry-based habits of mind.” > > “Our modern society is faster paced, globally networked, technologically oriented, and requires workers who can problem solve and think critically.” > > > > > BUZZ WORDS > Constructivism > Inquire > Use > Think Critically > Apply > Create > Share > Read > Pursue, > Develop > Evaluate > Make Sense Of > Demonstrate > Organize > Listen > Collaborate > Conclude > Connect > Respond > Seek > Work Smarter > 21st century learner > Inquiry > Explore > Non-linear > Messy > Show > Display > Active Discovery > Question > Investigate > Credibility > Lifelong Learning Skills > > > > >  Works Cited – **__NOT IN MLA YET__** > American Association of School Librarians. //Standards for the21st-Century Learner.// American Library Association, 2007. > > American Association of School Librarians and Association for Educational Communications and Technology. //Information Literacy Standards for Student Learning,// American Library Association, 1998. > > Audet, Richard H., and Linda K. Jordan (eds.). //Integrating Inquiry across the Curriculum.// Corwin Press, 2005. > > Cochran-Smith, M., and S.Lytle. "Relationships of Knowledge and Practice: Teacher Learning in Communities.' //Review of Research in Education//24, no. 8 (1999): 249-305. > > "Inquiry-based Learning: Explanation." //THIRTEEN - New York Public Media// . Web. 28 Dec. 2010. < []  >. > >  Stripling, Barbara. "Inquiry: Inquiring Minds Want To Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. //Academic Search Complete//. Web. 8 Apr. 2012.  >  Ogle, Donna. "Creating Contexts for Inquiry: From KWL To PRC2." //Knowledge Quest// 38.1 (2009): 56-61. //Academic Search Complete//. Web. 8 Apr. 2012.  > > > >
 * ** Dr. M Email Oct 3 **
 * ** Focus ** - guideposts for the quest I'm on (specifying) Define the specific problem.
 * ** Links ** - connections to help me proceed (strategizing) Identify and locate likely resources.
 * ** Input ** - implementing the information I find (sorting, sifting, storing) Gather information: take notes; organize, analyze, and summarize the information
 * ** Payoff ** - putting it all together for a profitable solution (solving, showing, sharing) Put together and present the findings.
 * ** IT ** ! - Have I demonstrated Intelligent Thinking throughout the process? IF I know . . . THEN I should**:**
 * ** Recalling **
 * ** Explaining **
 * ** Analyzing **
 * ** Challenging **
 * ** Transforming **
 * ** Synthesizing **
 * 1) 1. ** Choose a broad topic **
 * 2) 2. ** Get an overview **
 * 3) 3. ** Narrow the topic **
 * 4) 4. ** Develop thesis statement **
 * 5) 5. ** Formulate questions **
 * 6) 6. ** Plan for research **
 * 7) 7. ** Find, analyze, evaluate **
 * 8) 8. ** Evaluate evidence **
 * 9) 9. ** Establish conclusions **
 * ** Task definition **
 * ** Information seeking strategies **
 * ** Location and access **
 * ** Use of information **
 * ** Synthesis **
 * ** Evaluation **