Link+to+Heather's+Notes+on+Inquiry+and+Research+Process+Models


 * Big6 Notes **

**It all Starts with Task Definition** Eisenberg, Michael B. "It all Starts with Task Definition." //Library Media Connection// 23.5 (2005): 33. //Education Research Complete.// Web. 1 Mar. 2010.
 * Whether students are conscience of it or not, students go through the Big6 when faced with finding information.
 * Task definition gives the students the most difficulty
 * Ways to help teach Task Definition:*students need to analyze various assignments trying to figure out what information is needed, how much time and effort may need to be put into the assignment (but they don’t have to necessarily complete them).
 * “Have students apply Task Definition to non-school situations.”
 * Students need to be familiar with formats of assignments they are expected to do (state tests, etc.)
 * Students need to learn the planning tools that can help them with this process.

**Information Seeking Strategies** · When students try to determine all possible sources they need to: “Generate a list of all potential information sources and recognize the full range of technology resources.” · “Students also need to select the best possible information sources.”

Eisenberg, Michael B. "Information Seeking Strategies." //Emergency Librarian// 25.2 (1997): 22. //Education Research Complete//. Web. 1 Mar. 2010.

**Robinson** · “Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” · “Information literacy instruction needs to begin with our youngest learners and information literacy updates should continue throughout life as information needs develop and change.” · “It is widely known that a child’s early years are a time of tremendous growth and development and children’s early learning experiences have profound implications for their later success in school and in life.” · “Teachers must also encourage primary and elementary students to reflect on their work.” · “The Super3 and Big6 integrate information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks.” · “Super3 is geared towards the younger audience.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Skills are not taught in isolation, but in context. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The Super3 helps young children to: Improve their thinking and problem solving skills; Recognize exactly what stage they are in as they complete tasks; Become more efficient and effective at completing tasks; and Label and talk about actions while they solve problems.”

Robinson, Laura Eisenberg. "EARLY LEARNERS. (Cover Story)." //Library Media Connection// 27.2 (2008): 10-1. //Education Research Complete.// Web. 1 Mar. 2010.

**Milam** · This article compares gives information on 8 various models for information literacy skills. It defines each model and this gives a brief discussion on the model. I really enjoyed this article. About Big6 <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “This widely used model represents a non-linear process that is applicable to a variety of information problem-solving situations.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The popular Big6 model supports critical thinking skills and is based on the six levels of Bloom’s taxonomy.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Every two steps in the Big6 model roughly relate to one of Piaget’s three stages of cognitive development.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Students achieve information literacy skills with the Big6 model based on their level of cognitive development.”

Milam, Peggy. "A Road Map for the Journey." //Library Media Connection// 22.7 (2004): 20-3. //Education Research Complete//. Web. 1 Mar. 2010.

<span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· This article discusses how parents and students can use the Big6 to help students get their homework completed. It began by listing and defining the six steps. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step One: Task Definition: In the task definition stage, students need to determine what is expected from the assignment.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step Two: Information Seeking Strategies: Once students know what’s expected of them, they need to identify the resources they will need to solve the task as defined.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step Three: Location and Access: Next, the students must find potentially useful resources.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step Four: Use of Information: Requires students to engage the information and decide how to use it.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step Five: Synthesis: Synthesis requires the students to repackage the information to meet the requirements of the task as defined.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Step Six: Evaluation: Students need to evaluate their work on two levels before it is turned in. The two areas are: will it meet their teacher’s expectations and efficiency.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The table below shows the parents and students role in the process. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Why Assignments? Assignments provide students with an opportunity to review and practice new material, to correct errors in understanding and production, and to asses levels of mastery.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· This may help with a student who doesn’t understand what is being asked, but understand the content being taught. Maybe hearing them say it in their own words, lets the parents (and then teachers) know that they weren’t sure of what is being asked.
 * Berkowitz**
 * <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Big6 || <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Parent’s Role-They are the “coach.” || <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Student’s Role-They assume the role of “thinker and doer.” ||
 * Task Definition || Ask child to explain assignment in their own words. || Student explains task/assignment. ||
 * Information Seeking Strategies || Discuss possible sources of information || Student think about what resources would help them. ||
 * Location and Access || Help them find the useful information (parents can brainstorm a list of resources that people use and narrow down from there) || Student chooses resources. ||
 * Use of Information || Once information is found, discuss if information is relevant. || Discuss the information and how it could be used to solve the task. ||
 * Synthesis || Have child give you a summary of the information they have found. || Summarize (in your own words) what you have learned. ||
 * Evaluation || Discuss whether their product/answer answers the original question. Also, does it meet the teacher’s expectations and could you have done something differently to make it more effective. || <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">Look to make sure you have answered what the teacher wanted. ||

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.

<span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;"> **Eisenberg** <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students need to know the skills of the 21st century. These skills are recognized by all types of employers. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· More meaningful use of technology in schools needs to be applied. Instead of teaching in isolation, they need to be integrated into the content areas. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Library professionals have “found that information skills can be integrated effectively when the skills (1) directly relate to the content area curriculum and to classroom assignments, and (2) are tied together in a logical and systematic information process model.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “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.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The Big6 does not have to be in order. All of the steps will be completed, they may just not be completed in order every time.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “For teachers, the Big6 provides a definitive set of skills that students must master in order to be successful in any learning context.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· For students, the Big6 provides a guide to dealing with assignments and tasks as well as a model to fall back on when they are stuck.” “Lessons Learned Regarding Information Problem-Solving and the Big6 <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Big6 is not just for kids and can be applied in all grade level in every content area. Students are always facing problems. “As students get older, the reflecting and questioning at each stage may get more complex, but the process is the same.” “The bottom line is that the Big6 skills are useful whenever someone has an information problem or a decision to make based on information.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Information problem solving should be adaptable and flexible; it should be able to be applied to any information situation.” Not only is the Big6 useful for academic reasons, but you can use it to make everyday decisions-like what to watch for TV. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Information problem-solving is non linear; i.e., the Big6 is not necessarily a step-by-step process.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· When using technology in a problem solving process, it has more meaning. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Information problem-solving relates to all subject area curricula at all grade levels.” “The skills that are required to successfully solve information problems in science are the same skills needed in social studies, language arts, art, or any of the other content areas.” Big6 is basic and adaptable. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Information problem-solving is essential for student success.” Conclusion <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Regardless of the situation, information problem-solving skills can affect the total outcome of education.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Looking at various research models, “teachers can see the full range of skills that students will need in coping with the vast amount of information and the increasingly complex social and political environment.” <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· With the rate that information sources multiply, students need a way to process the information. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· This helps recognize all learning styles. <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Flexibility of Big6 makes this perfect for any problem, not just academic.
 * Big6 || Technology that can be used ||
 * Task Definition || Email, chat, listservs, newsgroups, chat, video conference to clarify assignments and brainstorm, Software that can generate timeline to plan assignment ||
 * Information Seeking || See below ||
 * Location and Access || Online catalogs, periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools. ||
 * Use of Information || Learn how to take the information and learn how to store them electronically or use the information ||
 * Synthesis || Present information in a variety of formats. (word processing, blog, email, wiki, etc.) ||
 * Evaluation || <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 10pt;">They will evaluate how technology helps in finding the information they need. ||

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.

** Berkowitz, Bob, and Ferdi Serim ** <span style="color: #ff00ff; font-family: 'Verdana','sans-serif'; font-size: 9pt;">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.
 * This article is about how a social studies teacher was upset because only 53 percent of his students passed the regents exam. He decided he needed to change his teaching so he went to his librarian for help. The librarian figured out that he was teaching the facts, but the students weren’t learning the process or how those facts connect, so they were going to collaborate to begin using the Big6 in his classroom.
 * After changing his style of teaching from a content-driven approach to a Big6 information-process-driven approach his scores rose. They went from being 53 percent passing to 91 percent passing. The next year they were 99 percent passing.
 * This did require time and effort.
 * “We knew that to move from a content-drive to an information-process-driven basis of instruction, we needed to learn more about the characteristics of high-quality instruction, which include the following: Higher-order thinking skills; Repetition of good practices; Moving from teacher-dependent to independent student learning behaviors; and Levels of learning: literal, interpretive, and applied.”
 * “In a content driven model, we focus on standards, what is taught (teacher behavior).” We don’t always focus on what is being learned. “Providing the tools and skills to build meaning gives them the foundation they need for understanding, not just regurgitation of short-term factoids.”
 * “Scott Hopsicker notes, “What I like about the Big6 is that you assume nothing and that it’s really common sense. You just apply the common sense you use in every day life to school things.”
 * One thing they found is that students were having a hard time with the vocabulary in the instructions. This relates to the Homework article where parents are asked to have students explain what they are to do. Students may know the task, but can’t do it, because they do not know what is being asked of them.
 * Two kinds of assessments are used: formative and summative. Formative is diagnosing the performance during the learning process and making adjustments if necessary. Summative is the overall project or goal.
 * From what I gathered, he not only used it as a guide for his students, but used it to plan his lessons. (Very cool-I thought!) He then goes on to give samples of his work.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 9pt; line-height: 150%;">[] [] [] [] []
 * Useful Websites **

<span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-size: 9pt; line-height: 150%;"><span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">These cites were found through the following: "HOT Stuff & Other Things." //Library Media Connection// 21.4 (2003): 56. //Education Research Complete.// Web. 1 Mar. 2010. Junion-Metz, Gail. "Teaching the Big6." //School Library Journal// 50.4 (2004): 30-. //Education Research Complete//. Web. 1 Mar. 2010. Troutner, Joanne. "Web Wonders." //Teacher Librarian// 28.5 (2001): 33. //Education Research Complete//. Web. 1 Mar. 2010. "Web Sources for Teaching Library Skills." //School Libraries in Canada// 22.4 (2003): 41. //Education Research Complete//. Web. 1 Mar. 2010.


 * Inquiry Learning **

** “A Guide to Inquiry-Based Learning” ** Advantages of IBL <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “It is a good approach for giving kids an opportunity to learn with more freedom while reinforcing and imparting basic skills.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· It is flexible and words well for many types of projects. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Reaches different type of learners. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Different curriculums can be intertwined. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Works with any age group <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “An inquiry-based approach validates the experience and knowledge that all kids bring to the learning process.”
 * “Asking questions is at the heart of inquiry-based learning. The goal is not to ask just any questions, but the ones that kids honestly care about. Your role is to guide the kids in finding the answers themselves and encourage them to ask new questions along the way.”
 * A key principal is that it is learner driven.
 * Inquiry based learning projects are student driven whereas with the traditional method, the curriculum and teacher lead the way. In this approach, teachers can act as guides facilitating the students’ learning.

The art of the question (Students need to learn these, they also need to see this done so modeling is important) <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Be aware of how a question can either shut down or open up a conversation by the words you choose and the prejudices you reveal.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Questions must be answerable.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The answer cannot be a simple fact.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The answer can’t be already known.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The questions must have some objective base for an answer. Questions based on value judgments don’t work for similar reasons.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The questions cannot be too personal.”

How to create an Inquiry Based Project <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pre-planning is a must. The following factors need to be though of: scope, amount of time, other projects, topical focus, skills, resources, etc. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Help students form their questions by brainstorming topics and questions then narrowing it down.

Step by Step Through the techniques

Posing Real Questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “What do I want to know about this topic? What do I need to know? What do I already know and how do I know it? and What might possible answer be?” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">* Inquiry must relate to students’ question. You may have to guide and model how to do this. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Questions must be answerable.

Finding Relevant Resources <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The key distinction in this phase is that the learner must be kept focused not on finding the answer but on finding sources that might have the information that can lead to the answer.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· This must be modeled! How to find these is not easy. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students can keep track of the information they learned. This will help them in remembering what they have read.

Interpreting Information <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students need to see if and how the information can help them answer their question. Is it relevant? <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students need to also understand that quality is better than quantity.

Report Findings <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The emphasis should be on telling a particular audience the personal story of the ‘learning journey.’” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “The objective is not to state the answer but to tell how this student arrived at this answer.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Products can be presented in various ways.

The Art of Asking Good Questions

Types of Questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Factual Questions-only one answer. These can be inquiry based questions as long as they aren’t real simple (like dates of something, etc.). <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Interpretive Questions-have more than one answer. Evidence must support the answer though. “Interpretive questions are effective for starting class discussions, for stimulating oral and written language exercises and, some times, for leading to good inquiry based learning projects.” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Evaluative Questions-opinions, belief or point of view. No wrong answers. These do not make for good inquiry-based projects.

The structure of questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· How? What? Where? Why? When? These are good beginnings. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Try to avoid “Tell me about…” “Describe for me…” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Open ended questions are best. They “invite opinions, thoughts and feelings; encourage participation; establish rapport; stimulate discussion; and maintain balance between facilitator and participant.”

Leading a discussion (Some suggested ground rules-I liked this, can apply to different group settings). <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Must be prepared <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Know the goal <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Support your opinions with evidence <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “Leaders only ask the questions; they do not answer them” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Have a purpose for your questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Positivity <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· It is okay to have spontaneity in asking questions. You must still have some prepared though. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Set limits. Questions tend to lead to more questions <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Mapping and such can lead to a deeper understanding and lets others know they are being heard

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

Planning and Assessing <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “What should students learn?” –learning objectives, -needed skills, -is focus skill building or performance task?, -teachers role, -“How will learning strategies be provided or reinforced?” <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “How will students learn?” –independently, -actively engaged, -create essential questions, -apply information, -summarize what they have learned, -collaboratively, -peer feedback, -reflection, -transfer knowledge <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· “How will educators know if students learned the information?” –demonstrate skills, -demonstrate understanding, -evidence of learning, -self assessment, -assessment of process and product

"Planning and Assessing Inquiry-Based Learning." //School Library Monthly// 26.1 (2009): 2-. //Education Research Complete//. Web. 4 Mar. 2010.

Links: Persuasive Presentation K-W-L-Q Chart Storyboard, Outline, or Draft for Project