navigating new courses for deeper learning through inquiry and participatory learning

Navigating New Courses for Deeper Learning Through Inquiry and Participatory Learning

Presented by Buffy J. Hamilton June 2012 Florida State University

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how are we helping students navigate, evaluate, share, and create in today’s complex world of information?

how do we provide learning experiences that provide students more ownership and increased participation in conversations for learning?

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inquiry driven learning spaces

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10557450@N04/

Fall 2002: Read 8100 Inquiry Based Literacy,

Dr. Bob Fecho, University of Georgia

Kristin Fontichiaro, “Nudging Toward

Inquiry” series for School Library Monthly

Stripling’s Model of Inquiry

values dis-ease--there are many questions raised without answers

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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

establishes more than the teacher as validator of knowledge/ work

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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

nurtures a feeling of responsibility to oneself and to the class

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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

recognizes classroom as a complicated, non-laboratory place filled with complex, caring

human beings

Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

fights culture of school that wants THE right answer

Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

exercises patience- doesn't give up too quickly and realizes community/learning/inquiry doesn't happen overnight

Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

values transparency and make the class part of determining what is occurring

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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

the inquiry approach to learning can disrupt what paulo freire terms the “banking” system

of education

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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html

Participatory Culture and

Learning

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Project New Media Literacies: The 5 Characteristics of Participatory Learning (CPLs)

Source: http://playnml.wikispaces.com/PLAY!+Framework

Create Circulate

Collaborate Connect

Source: http://playnml.wikispaces.com/PLAY!+Framework

Project New Media Literacies 4 C’s: Practices of Participation

communities formed around content and information literacy standards

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communities formed around passions, interests, wonderings, and curiosity

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Graphic used with permission from Dr. Barbara Stripling

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backwards design

learning outcomes

assessments

learning experiences and instruction

Stripling Model of Inquiry

Connect

Wonder

Investigate

Construct

Express

Reflect

connect

1

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“awakening prior knowledge” Kristin Fontichiaro

Connecting

providing context and background

knowledge/building schema

providing focus to deal with information overload (big idea

thinking)

Connecting

Provide choices

Collaborative knowledge

building

Scale/share constructed knowledge

Co

nn

ect

ing Mindmapping Google Docs

Touchstone Texts PreSearch

KWL Graphic Organizers

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KW

L

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Pre

Sear

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Min

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Original photo by Buffy Hamilton

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Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/

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Cro

wd

sou

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Touchstone Texts

Fiction

Nonfiction

Primary Sources

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Original photo by Andy Plemmons http://barrowmediacenter.wordpress.com/2012/02/06/connecting-students-to-primary-sources/

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What We Think We Know

Questions

What We Learned/New

Learnings Misconceptions

File Folder Schema Lesson with Sticky Notes

Sources: Fontichiaro, K., & Green, J. (2010). Jump-Start Inquiry: How Students Begin When They Don't Know. School Library Monthly, 26(5), 22-23 and Varner, E. (n.d.). File Folder Schema Lessons. Cornerstone Literacy. Retrieved from http://www.cornerstoneliteracy.org/newsletter-archive/file-folder-schema-lessons

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Thoughts for Nudging Strategies for Connecting

Move from individual to

collective knowledge building

Move from solo to collaborative

knowledge building

How might we use technology to

engage student learning?

What types of resources might we include for building prior knowledge?

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

wonder

2

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Wo

nd

er

Developing questions

Small/whole group brainstorming

Scale/share constructed knowledge with larger “classroom”

collective knowledge and curation as we wonder

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Wo

nd

er

Fishbowl/Group Discussions

Skype Blogs

Wikis Polling Learning

Community Networks

Google Docs

Wo

nd

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Original photo by Buffy Hamilton

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Original photo by Buffy Hamilton

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Original photo by Buffy Hamilton

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Thoughts for Nudging Strategies for Wondering

Move from teacher generated questions

to student generated questions

Move from solo to collaborative

knowledge building

How might we use technology to

engage student learning?

Shifts in formats for differing learning

modalities?

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

investigate

3

Inve

stig

ate

Search Skills Organizing

Information

Evaluating Information

Reflection/

Metacognition

Information dashboards

Ethical use of information

Inve

stig

ate

Netvibes or Symbaloo

EasyBib/ NoodleTools

Evernote, Diigo,

Delicious

Speed Dating for Articles

Wikis and Blogs

Small group mentoring

Large group discussion

Inve

stig

ate

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stig

ate

Original photo by Buffy Hamilton

Inve

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ate

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Original photo by Buffy Hamilton

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Video available at http://www.youtube.com/watch?v=PG8oCE_aIzE

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Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities-research-reflections-roundtable/

Inve

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ate

Thoughts for Nudging Strategies for Investigating

Modeling of information

evaluation and resource gathering

Move from solo to collaborative knowledge

building

How might we use technology to

engage student learning?

Types of information sources for

research

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

construct

4

Co

nst

ruct

Synthesis

Finding patterns/ relationships

Developing conclusions

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Co

nst

ruct

CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/

Co

nst

ruct

Mindmaps Graphic

Organizers

Small group mentoring/

coaching

Fishbowl/ Group

Discussions

Option of working in

groups

Self-assessment/

reflection

Co

nst

ruct

Co

nst

ruct

Co

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ruct

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ruct

Research Reflections Roundtable: http://theunquietlibrarian.wordpress.com/2012/04/23/inquiry-formative-assessment-and-student-learning-communities-research-reflections-roundtable/

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ruct

Thoughts for Nudging Strategies for Constructing

Peer mentoring and teacher mentoring

Move from solo to collaborative

knowledge building

How might we use technology to

engage student learning?

Graphic organizers and similar tools for

helping students “connect the dots”

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

express

5

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Exp

ress

Shared Learning

Authenticity/ Digital Rigor

Creativity

“Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.”

Brian Mathews, Assistant University Librarian at UC Santa Barbara

90

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a collection of pieces written in a variety of genres that presents one or more perspectives on a research question(s)

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Original photo by Buffy Hamilton

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Original photo by Buffy Hamilton

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Thoughts for Nudging Strategies for Expressing

Choices for learning products

Move from solo to collaborative knowledge

building

How might we use technology to

engage student learning?

Changing the original product selected by the

teacher

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

reflect

6

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Ref

lect

process product

Ref

lect

Formative

Summative Self

Standards for the 21st Century Learner in Action

Original photography by Buffy J. Hamilton

formative assessment:

Source: Stripling, 2007/2009, pp. 167-68

the measurement of knowledge

and skills during the process of

learning

summative assessment is the

measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning

Source: Stripling, 2007/2009, pp. 167-68

Ref

lect

Benefits of Student Self-Assessment

Encourages participatory learning

Increases intrinsic motivation

Helps students construct new meanings

Helps cultivate a sense of ownership of learning and agency over learning environment

Source: Harada, 2010

Ref

lect

Ref

lect

Ref

lect

Presentations/ Performance

Portfolios

Text Compositions

Digital compositions

Ticket out the door

Ref

lect

Large/small group

discussion

Reflective narratives

Rubrics Checklists

Tests

Ref

lect

Source: http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/

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lect

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Thoughts for Nudging Strategies for Reflecting

How to incorporate more formative

assessment Self-Assessments

How might we use technology to share

student learning?

How do we encourage and share new questions/lines

of inquiry

Adapted from http://blog.schoollibrarymedia.com/index.php/2009/12/22/more-nudging-toward-inquiry-topics-need-your-help/

Ref

lect

Think

Small Group Share

Large Group Share/Questions

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139

Q&A/Share

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contact information

buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com

http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton

Works Cited

Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/‌articles/‌Berger2010-

v26n5p14.html>. Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American

Association of School Librarians National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct.

2011. http://vimeo.com/‌7715376>. - - -. “Rigorous Learning with 21st-Century Technology.” Vermont

Dynamic Landscapes Conference. Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011.

<http://www.fontichiaro.com/‌uploads/‌2011/‌VT-rigor-web.pdf>.

Works Cited

Harada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu-sche.galileo.usg.edu/‌login?url=http://search.ebscohost.com/‌ login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.

Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/‌blognetwork/‌theubiquitouslibrarian/‌2011/‌09/‌26/‌what-it-takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.

Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.

- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/‌articles/‌Stripling2010-v26n8p16.html>.