Persuasive+Presentation+-+Storyboard

Hey Jenifer....I dont know waht happened ....i went in to chamge the color of my font and the screen just went blank and i lost all information. I put most of everything back in from my word document except our conversations we were having about waht we were going to do. I left you a crazy message becuse i was freaking out...sorry...look over and check if i missed anything and i will try to locate it. I created a nota account...text me and i will give you the info I would like to start creating the presentation Storyboard Outline: Title Page: The Stripling Model of Inquiry by Jenifer Smith & Erin Daiz WORDLE: I created a wordle toput on this page but i could not get it in the presentation

wordle words: Research, inquiry, problem solving, investigation, exploration, question, deep understanding, information, seek, find, interest, challenge, ideas, process ,critical, thinking, learn, evaluate

1. Importance of research… **WHAT IS RESEARCH?** Finding Information **WHAT IS INQUIRY?** Seeking information by questioning **PUT THEM TOGETER AND**………. problem solving process / “creates a need to now” “students find and use a variety of information and ideas to increase their understanding of a problem, topic, or issue. It espouses investigation, exploration, search, quest, research, pursuit and study. It engages, interest, challenges students to connect their world with the curriculum (Stripling, 2007).

**// Inquiry places students at the heart of learning by empowering them to follow their sense of wonder into new discoveries and insights about the way the world works.” //**

**// — Barbara Stripling, 2003 //**

Guidance from teacher**


 * WHY IS IMPORTANT? **
 * So students to become effective users of ideas and information
 * Deep learning occurs
 * Become critical thinkers and problem solvers…… Teaches students how to learn not what to learn.
 * Independent/lifelong learners
 * Can apply information seeking skills others areas of their learning
 * The skills students acquire from inquiry learning and conducting research are skills they will carry with them throughout life.

- include TEKS

** Research/Research Plan **. (A) Generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) Generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. ** Research/Gathering Sources. ** (A) follow the research plan to collect information from multiple sources of information both oral and written, including: student-initiated surveys, on-site inspections, and interviews, data from experts, reference texts, and online searches; andvisual sources of information (e.g., maps, timelines, graphs)
 * use skimming and scanning techniques
 * take simple notes and sort evidence into provided categories or an organizer;
 * identify the author, title, publisher, and publication year of sources; and
 * differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

** Research/Synthesizing Information. ** ** Research/Organizing and Presenting Ideas. **

** - include examples of changing times (Eisenberg quote about technology advancing in 3-yr time frames...)...... did you have **
Specific **quote for this?**

How Traditional research differs from inquiry based research ….


 * ** Inquiry Research ** || ** Traditional Research ** ||
 * Student centered || Teacher centered ||
 * Students answer their own question || Predetermined questions ||
 * Can use web2.0 tools and many other tools for presenting research || Students write a paper ||
 * Student are engaged in the research process and it pushes students toward deeper understanding || Students are not engaging with the materials …. it is simply a fact finding mission ||
 * Lends itself to collaboration || isolating ||
 * Lends itself to collaboration || isolating ||

- CAN we use student pics if we contact parents? I have several teacher friends with kids that wouldn't mind if we "used" them....Sounds good2. Problems associated with teaching research- include examples of mistakes made by students and teachers...i think we should show pictures of studetns at each phase

2. Problems associated with teaching research- include examples of mistakes made by students and teachers **Teachers**……lack of planning and teaching time, being able to actually put it into practice, too much to do,

**ARE YOU FEELING**……how am I going to fit this in to what I already have to do? Im not sure how to go about the process? How am I going to get my kids to engage? Or learn not to plagiarize? **STOP**…… the first step is being aware and wanting change…… Then BABY STEPS…… this is a gradual process for you as and individual teacher, your team and the school and together we(the librarians ) will guide you along the way.

**Students**…..they do not want to engage with the material, plagiarize, cut and paste facts, boring, not learning, students get overwhelmed with the information, do not know how to plan

Gradual process…. little steps

- include teacher complaints (see discussion for this week!)

3. Motivation- motivational factors of research for students (technology, presentations, including parents, etc.) Engages students……
 * By using web 2.0 tools
 * It is Student centered
 * Put them in charge of their own learning.
 * They are seeking answers to their own questions
 * Can collaboration with other students

“**Research shows that today’s digital students learn more when engaged in meaningful relevant and intellectually stimulating school work and that the use of technology can increase the frequency for this type of learning (NCREL and the Metiri group 2003)**

- motivational factors of research for teachers/ school (include standardized testing info, TEKS, ) research

**4. HOW CAN ALL OF THIS BE ACCOMPLISHED?** THe Stripling In quiry Model by Barbara Stripling

IIntro.....is a learning cycle where students progress through 6 phases. It is recursive meaning students can revisit particular stages as the need arises. During each phases the learner constructs new knowledge through different thought processes. It encourages active participation, the use of technology, reflection and deep understanding. it can be used from Kindergarten through 12th grade

-Highlights

Lesson Plans . 5. Research Model………….. Stripling Inquiry Model by Barbara Stripling contains 6 phases consisting of:
 * Connect: observe, experience, connect a subject to self and previous knowledge
 * Wonder: predict, develop questions and hypotheses
 * Investigate: find and evaluate information to answer questions, test hypotheses
 * Construct: draw conclusions, arrive at new understandings
 * Express: apply understandings to a new context, share learning with others
 * Reflect: examine one’s own learning and ask new questions (Stripling 2003, 8).

1. Connect: observe, experience, connect a subject to self and previous knowledge 2. Wonder: predict, develop questions and hypotheses
 * Teachers will guide students through the process by helping them make connection build background knowledge and connect it to their own interests.
 * KWL charts
 * Teachers will guide student’s questions and integrate the curriculum along the way.
 * The teacher will push for deeper understanding
 * Can use Scaffolding for younger students
 * Challenge students
 * Brainstorming, peer question, and Anticipation guide

3. Investigate: find and evaluate information to answer questions, test hypotheses
 * The research process
 * comprehension
 * Using techniques such skimming, scanning, main idea, paraphrasing summarizing, note taking, organizing information (TEKS).
 * Generate new questions
 * make connections

4. Construct: (One of the most important phases) draw conclusions, arrive at new understandings
 * High level of thinking involved
 * Making inferences, finding relationships, and patterns
 * Testing predictions

5. Express: apply understandings to a new context, share learning with others
 * Use Writing process….prewrite, write, revise, edit and publish
 * Can use graphic organizers to help organize ideas and rubrics

6. Reflect: examine one’s own learning and ask new questions (Stripling 2003, 8). (Stripling, 2004)
 * Use prompts like “I used to think-but know I know” or “My favorite part of the inquiry was…because….?

http://infolearningnexer.edublogs.org/files/2010/09/Enlarged-Stripling-Model1.- break down steps of model

- reiterate motivational features - include sample lesson for each grade level/ tweak project for each grade level????

I think we should turn this into a handout by using glogster. this way teacher can have it fro a quick refernce

I tried changing this chart to purple and thats when i lost all the information.....So i left it black Pam Berger and Barbara Stripling 2009
 * ** The Phases of Inquiry ** ||  ** Teaching and Learning Strategies **  ||  ** Technology Tools/Resources **  ||
 * ** Connect ** Connect to self, previous knowledge Gain background knowledge to set context for new learning Observe, experience || Conversing Facilitated conversation Small group discussion and dialogue Research journals Learning logs Charting the Inquiry/Information Searching Process Webbing Pre-reading aids (visual organizers, structures overviews, semantic maps) Engagement and exploration activities || EduBlogs, Ning, Wikispaces, Skype GoogleDocs, Zoho Suite Mindmeister, Bubbl.us, Mind42, LooseStitch Google Earth, Teacher Tube, Flickr ||
 * ** Wonder ** Develop questions Make predictions, hypotheses || Class brainstorming Peer questioning Question stems Anticipation Guide || GoogleDocs templates,Mindmeister, Bubbl.us ||
 * ** Investigate ** Find and evaluate information to answer questions, test hypotheses Think about the information to illuminate new questions and hypotheses || Find information Two column note taking  Notes/Reflection  Main Idea/Details, Examples Ideas from Text/ Connections to Prior Knowledge Guided Practice Organize sources; Evaluate information || Google, Clusty, Ask, Kartoo, Exalead, Intute Google Docs, Zoho Notebook, iOutliner, SpringNote Wikispaces (pathfinders) Jing, Voicethread Google Reader, Diigo, Delicious, SimplyBox Netvibes, Pageflakes, 30 Boxes, TaDaList Mindmeister, Bubbl.us ||
 * ** Construct ** Construct new understandings connected to previous knowledge Draw conclusions about questions and hypotheses || Charting, Mindmapping Composing Questioning: teacher-to-student, student-to-teacher, student-to-student || Edublogs, Wikispaces, PBWorks, GoogleDocs, Zoho Suite Polleverywhere, GoogleDocs, Zoho Suite Edublogs, E-mail, Instant Messenger, Skype, Twitter ||
 * ** Express ** Express new ideas to share learning with others Apply understandings to a new context, new situation || Use of rubric with specific criteria Select format based on needs of topic and audience Teacher and peer conferencing || Google Docs, Zoho Suite Voicethread, Glogster, Podcast, Animoto, Flickr, TeacherTube Skype, Blogs, Nings ||
 * ** Reflect ** Reflect on own process of learning and on new understandings gained from inquiry Ask new questions || Feedback from teacher and peers Reflection Log: I Used to Think/Now I Know || EduBlogs, Wikispaces, E-mail, Ning GoogleDocs, Voicethread, Podcast ||

Works Cited Berger, P. (2010, January). Student Inquiry and Web 2.0. //School Library Monthly, 26//(5), pp. 14-17. Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database.

Stripling, Barbara. "Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry." //School Library Monthly// 26.8 (2010): 16-19. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 8 Oct. 2011.

Stripling, Barbara. "Inquiry-based Teaching and Learning--The Role of the Library Media Specialist." //School Library Media Activities Monthly// 25.1 (2008): 2. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 8 Oct. 2011.

Stripling, Barbara K. "Using Inquiry to Explode Myths about Learning and Libraries." //CSLA Journal// 28.1 (2004): 15-17. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 8 Oct. 2011.

__Stripling, B. (2008, September). Inquiry: Inquiring Minds Want to Know. //School Library Media Activities Monthly//, //25//(1), 50-52.__ Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database