Big 6 Research Big 6 Research ProcessProcess

Information Process ModelInformation Process Model

A school-wide information process A school-wide information process model allows students to gradually model allows students to gradually develop expert use patterns that develop expert use patterns that enable them to reduce reliance on enable them to reduce reliance on the scaffold and to use the model in the scaffold and to use the model in different contexts both in and out of different contexts both in and out of school.school.

Information Process ModelsInformation Process Models

The Dialogue ModelThe Dialogue Model I-SearchI-Search Pathways to KnowledgePathways to Knowledge Flip ItFlip It InfoZoneInfoZone Ws of Information InquiryWs of Information Inquiry Research CycleResearch Cycle Stripling and Pitts Research Process – REACTSStripling and Pitts Research Process – REACTS Carol Kuhlthau’s ISPCarol Kuhlthau’s ISP The Handy 5The Handy 5 The Savvy Seven Research ModelThe Savvy Seven Research Model Irving’s Study of Information SkillsIrving’s Study of Information Skills 5-As5-As

Step 1: What do you Step 1: What do you want your students to want your students to

learn?learn?

The The Essential QuestionEssential Question– Big ideaBig idea

– Constructed from information Constructed from information gatheredgathered

– How, Why, What If?How, Why, What If?

Essential Questions: Essential Questions: ElementaryElementary

How does the wind help and hurt How does the wind help and hurt usus??

How are animals alike and different from How are animals alike and different from usus??

Why are whales endangered and how Why are whales endangered and how can can we we protect them?protect them?

Why have Why have wewe, in our society, forced , in our society, forced animals to live in cities?animals to live in cities?

How can How can wewe accomplish our dream job? accomplish our dream job?

How will learning about the stars help How will learning about the stars help usus to learn more about the Earth?to learn more about the Earth? D.J. Midgett

Supporting QuestionsSupporting Questions

Help answer the Essential Help answer the Essential QuestionQuestion

Fact basedFact based

Who, What, Where, WhenWho, What, Where, When

1. What is city wildlife?1. What is city wildlife?

2. Where do they live in the city?2. Where do they live in the city?

3. What do wildlife in the city eat?3. What do wildlife in the city eat?

4. How does mankind "feed" these critters?4. How does mankind "feed" these critters?

5. What plants grow wild in the city?5. What plants grow wild in the city?

6. What wildlife is found in your backyard or 6. What wildlife is found in your backyard or on your school ground?on your school ground?

7. What changes have we caused in our 7. What changes have we caused in our environment that affect wildlife?environment that affect wildlife?

Why have we, in our society, forced animals to live in cities?

D.J. Midgett

How Do You Help How Do You Help Students Ask the Students Ask the Right Questions?Right Questions?

•Supporting Questions must be taught before research begins.

•http://bubbl.us = organizer

The Questioning The Questioning ToolkitToolkit

Jamie McKenzieJamie McKenzie

Kaleidoscope Kaleidoscope Questioning ResourcesQuestioning Resources

The Question The Question

Conjure-UpperConjure-Upper

Organizing QuestionsOrganizing Questions Group questions Group questions

into into categoriescategories

Align categories Align categories to supporting to supporting questionsquestions

Model Model how to how to categorizecategorize

Circle Circle keywordskeywords

D.J. Midgett

Step 2: Step 2: Information-Information-

SeekingSeekingStrategiesStrategies

What information sources can I What information sources can I use?use?

Which information sources are Which information sources are best?best?

With permission of Kathy Schrock

Who Owns the Who Owns the Site?Site?

www.easywhois.comwww.easywhois.com

Step 3: Location Step 3: Location and Accessand Access

Where can I find each source?Where can I find each source?

How can I find information in each How can I find information in each source?source?

Information Seeking Information Seeking SkillsSkills

Online catalog skillsOnline catalog skills

Italics/sub-headings/outlinesItalics/sub-headings/outlines

Captions for graphicsCaptions for graphics

Interviewing skillsInterviewing skills

Boolean strategiesBoolean strategies

Used with permission: Jerry King http://www.jerryking.com/

and From Now On http://fno.org.

BoolifyBoolify: An : An Educational Boolean Educational Boolean

Search ToolSearch Tool

http://Boolify.orghttp://Boolify.org

Step 4: Use ofStep 4: Use of InformationInformation

What information in each source is What information in each source is useful?useful?

How should I record my notes?How should I record my notes?

Career

What do you do in your job?

What did you have to learn?

What is your work setting?

What are the good/hard things?

How do you use your pay?

Careers InformationCareers Information

Gina Webster, Walkertown MS

Winston-Salem Forsyth Schools

Copyright for AllCopyright for All

Copyright Kids - Copyright Kids - http://www.copyrightkids.org/cbasicsframeshttp://www.copyrightkids.org/cbasicsframes.htm .htm

Copyright with Cyberbee - Copyright with Cyberbee - http://www.cyberbee.com/cb_copyright.swf http://www.cyberbee.com/cb_copyright.swf

Visit to Copyright Bay - Visit to Copyright Bay - http://www.stfrancis.edu/cid/copyrightbay/ http://www.stfrancis.edu/cid/copyrightbay/

NCDPI Copyright video and Carol Simpson NCDPI Copyright video and Carol Simpson bookbook

NotesNotes

NO complete sentences in notes! NO complete sentences in notes! Make this required. Make this required. – Will cut down on plagiarism.Will cut down on plagiarism.

Step 5: Step 5: SynthesisSynthesis

How should I organize the How should I organize the information to meet the information to meet the

requirements of my task?requirements of my task?

Second Grade Dinosaur Second Grade Dinosaur Triceratops Trading CardTriceratops Trading Card

DescriptionDescription– 15-20 feet tall15-20 feet tall– 25 feet long25 feet long– 5-7 tons5-7 tons

DietDiet– Plants such as palms Plants such as palms

and cycadsand cycads

Fossils FoundFossils Found– Western Canada & Western Canada &

U.S.U.S.D.J. Midgett

Kaleidsoscope TechKnow Park – Week 27

Step 6: EvaluationStep 6: Evaluation

Is my project complete?Is my project complete?

How can I do things better?How can I do things better?

RubricsRubrics

Presentation Rubric – NCDPIPresentation Rubric – NCDPI

http://www.ncsu.edu/midlink/http://www.ncsu.edu/midlink/rub.pres.htmlrub.pres.html

Rubrics 4 TeachersRubrics 4 Teachers

http://www.rubrics4teachers.com/http://www.rubrics4teachers.com/

So You Think Weather is a Breeze?So You Think Weather is a Breeze? PRESENTATION CHECKBRIC PRESENTATION CHECKBRIC Scoring Guide

3 - exceeds requirements3 - exceeds requirements 1 – falls short of requirements1 – falls short of requirements

2 - meets requirements2 - meets requirements 0 – does not address requirements0 – does not address requirements

RequirementsRequirements ScoreScore Teacher CommentsTeacher Comments

The presentation The presentation answers the answers the question: Where question: Where in the world can in the world can the best weather the best weather be found?be found?

The presentation The presentation includes reasons includes reasons for selecting the for selecting the location.location.

The presentation The presentation includes evidence includes evidence as to why you as to why you believe the believe the location has the location has the world’s best world’s best weather.weather. Used with permission - Intel Teach to the Future,

www.intel.com/education

ReflectionReflection

Most helpful/least helpful Most helpful/least helpful source?source?

Activity most challenging?Activity most challenging?

Most important thing Most important thing learned?learned?

Do differently next time?Do differently next time?

One new research skill?One new research skill?Downers Grove North High School Library

Comment My Group Me

1. I / my group asked good questions. 2. I/ my group did good work. 3. I/ my group can answer questions about our career. 4. I/my group worked well with

others/ each other. 5. I/my group enjoyed learning

about this career.

6. What would I/my group do differently next time?

Michelle Palmer-Weaver, NCDPI

Scaffolding the Process!Scaffolding the Process!

Provide easy access to resources at Provide easy access to resources at firstfirst

Start with whole class modeling, then Start with whole class modeling, then small group/pairs small group/pairs beforebefore individual individual researchresearch

Focus on one part of the process at a Focus on one part of the process at a timetime

IN2EDU: Information LiteracyIN2EDU: Information Literacy

So Much To Do! So Much To Do! It’s About CollaborationIt’s About Collaboration

Regularly scheduled time to planRegularly scheduled time to plan

Structure designed to focus Structure designed to focus discussion on curriculum objectives, discussion on curriculum objectives, instructional strategies, and instructional strategies, and outcomesoutcomes

Team participant roles (team leader, Team participant roles (team leader, recorder, time keeper)recorder, time keeper)