K-W-L-Q+Chart

Amy's contributions Heather's contributions

Heather, what model should we use? Big6? Amy-I am okay with Big6, I also like Savvy Seven. However, Looking at it further, I think I like the Big6 better.

Big6 What do I **Know** There are 6 steps || **W** What I **Want** to Learn || **L** What Did I **Learn** "1. Task Definition-define the problem and identify information needed; 2. Information Seeking Strategies-determine all possible sources and select the best sources; 3. Location and Access-locate sources and find information within sources; 4. Use of information-Engage and extract relevant information; 5. Synthesis-organize information from multiple sources and present information; 6. Evaluation-judge the result and judge the process (Eisenberg)." || **Q** What Further **Questions** do I Have || How else can it be applied? || Parents can use this model to help guide their child through the homework process. In this case they become the coach who helps their child through this process (Berkowitz). Not only can students use this for research and for everyday assignments, teachers could use the Big6 as a guide for their lesson planning (Berkowitz and Serim). "The Big6 is an approach that can be used whenever people are faced with an information problem or with making a decision that is based on information (Eisendberg, "Implementing Information" 20). ||  || Berkowitz, Robert. "Helping with Homework: A Parent's Guide to Information Problem-Solving." //Emergency Librarian// 25.4 (1998): 45. //Education Research Complete//. Web. 1 Mar. 2010.
 * **K**
 * It involves inquiry and not old school research. || Is it research based? Does it have evidence that it works? || When a social studies teacher designed his teaching so that students were learning the process of information literacy as well as the facts, his students passing the state regents exam went from 53% to 91% in just one year (Berkowitz and Serim). I read that article too and thought that was amazing! That is definitely shows that it works. || I wonder if other teachers at that school had success with it as well. ||
 * Students actively seek information to their questions. || How long does it take to teach children how to do the Big 6? || I didn't find exactly how long it takes to teach children the Big6, but I did find that the process doesn't have to go in a linear progression (Eisenberg). If students want to start in different places, then that's fine, they just have to have all of the components in it. I think that answers the question right there-they will learn the process at different rates! ||  ||
 * Teachers need to model or teach the students the steps. || What are some ways to helps students learn about Task Definition? || Teachers can give students various assignments and have them analyze them trying to figure out what the assignment is asking, how much effort may be needed, etc. The students would not be required to complete the assignments, just analyze them. Students may also apply Task Definition to non-school situations, such as watch to watch on television, etc (Eisenberg, "It All Starts" 33). || How can the Task Definition stage be turned more into so that the students are creating the questions? ||
 * This is a method that students use to research. || Is the Big6 only used for students and their research projects?

Berkowitz, Bob, and Ferdi Serim. "Moving Every Child Ahead: The Big6 Success Strategy." //Multimedia Schools// 9.3 (2002): 16. Education Research Complete. Web. 1 Mar. 2010. Eisenberg, Michael B. "Implementing Information Skills: Lessons Learned from the Big6 Approach to Information Problem-Solving." //School Libraries in Canada// 22.4 (2003): 20-23. //Education Research Complete//. Web. 1 Mar. 2010.

Eisenberg, Michael B. "It all Starts with Task Definition." //Library Media Connection// 23.5 (2005): 33. //Education Research Complete.// Web. 1 Mar. 2010.

Inquiry Learning

What do I **Know** Learner needs to feel motivated || **W** What I **Want** to Learn Will students be engaged while doing this inquiry? || **L** What Did I **Learn** Yes! Students will be motivated by what they are learning because they thought of the question. If the whole class is doing the inquiry, then the whole class needs to be interested in the question (A Guide to Inquiry-Based Learning). || **Q** What Further **Questions** do I Have || How do we get the students to begin asking those questions? || Students are learning a process (discovering how to find answers) instead of trying to recall facts that they heard three weeks ago. It is effective, because the students are learning how to "attack questions and problems encountered in various content areas (Wai Lun Anthony 235). The article "A Guide to Inquiry-Based Learning" discusses how teachers must model questioning (5). It also gave what type of questions make for Inquiry-base learning projects (6). Through the indexes it also gives examples of the types of questions and the structure of the questions (10). ||   || Would students need a rubric to help them in their reflection? ||
 * **K**
 * Asks questions || Is it effective?
 * || Is it research based? ||  ||   ||
 * || How are grades given? || I came across a table in //Inquiry Learning in Primary Classroom// and it was interesting because the main focus was on the process that the students went through while they were doing their inquiry. Very few was on the curriculum content itself, but focused on how they got their content. For example, what multimedia did the student use, what collaboration was used with their peers, and who was the audience (Wai Lun Anthony 238). It is also going to vary from teacher to teacher because they are all looking for different information. A rubric is needed so that students will be able to determine what the teacher expects of them and so that they can do well on the inquiry. Student reflection also played an important role in the process. || I wonder what a rubric for a 2nd grade class would look like?
 * Can be used as a research method || Do teachers have to take their lessons they have already planned and change them? || As librarains we can help teachers tweak their already planned lessons. It helps to tweak in small places and having students ask questions is a good place to start (Fontichiaro 18). || How receptive will the teachers be? ||

Works Cited: "A Guide to Inquiry-Based Learning." //Agora// 44.1 (2009): 4-11. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.

Fontichiaro, Kristin. "Nudging Toward Inquiry: Re-Envisioning Existing Research Projects." //School Library Monthly// 26.1 (2009): 17-9. Education Research Complete. EBSCO. Web. 5 Mar. 2010.

Wai Lun Anthony, Leung. "Inquiry Learning in Primary Classroom." //International Journal of Learning// 12.8 (2005): 235-240. //Education Research Complete//. EBSCO. Web. 5 Mar. 2010.

Links to: Persuasive Presentation Home Notes Pages: Link to Amy's Notes on Inquiry and Research Process Models Link to Heather's Notes on Inquiry and Research Process Models Storyboard, Outline, or Draft for Project