TLC3 Secondary Level Training

Focus on

Inquiry

Brought to you by the Washington State Library, a Division of the Office of the Secretary of State with funding from the Institute for Museum and

Library Services (IMLS).

Special thanks to OSPI and WLMA for their support.

Logistics

Restrooms

Breaks

Questions/Parking Lot

Standing

Clock Partners

TLC3 Secondary-Level Agenda

9:00 – 9:15 Welcome & Review9:15 – 10:00 Short v. Sustained Research10:00 – 10:45 Question Development BREAK10:55 – 11:50 Primary Sources11:50 – noon Resources & Wrap Up

The Big Ideas(CCSS introduction, page 7)

Demonstrate independence

Build strong content knowledge Respond to varying demands of audience, task, purpose and discipline

Comprehend as well as critique

Value evidence Come to understand other perspectives and cultures

Use technology strategically and capably

What has your building already done with CCSS?

librarydoor.blogspot.comPaige Jaeger: Think Tank

Library, Libraries Unlimited, Dec 2014

Open the door to collaboration with CCSS.

Task:

In groups of 3, examine 1 standard and look for the skills you believe students will need to meet it. Record your observations and be ready to share out with larger group.

• Writing 6 (grades 6-12)

• Writing 7 (grades 6-12)

• Writing 8 (grades 6-12)

• Speaking & Listening 5 (grades 6-12)

• RH 2 (6-8, 9-12)

• RH 9 (6-8, 9-12)

• RST 1 (6-8, 9-10, 11-12)

• RST 7 (6-8, 9-10, 11-12)

• WHST 7 (6-8, 9-10, 11-12)

• WHST 8 (6-8, 9-10, 11-12)

6thW.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Formal lessons necessary prior:- sources(databases, google searches, print,video)- determining relevancy- evaluating credibility of sources- quotes(picking the powerful statement)- paraphrasing lessons- drawing conclusions- plagiarism- citations -- in-text & bibliography

Lesson Template

INQUIRY

• Remember Levels 1, 2, 3 Questions and DOK Levels from day camp?

• Created by students• Core/Essential questions are critical

Structure Learning with Essential Questions

RST 7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Costello, Emily. "Turkey power: could turkey dung power your town?" SuperScience Apr. 2008: 12+. Science in Context. Web. 22 Mar. 2014.

Creating graphics – tools and sites:

Chartgo.com Flaming text

Visual.ly PowerPoint

Glogster Cool text

Powerpoint Chart Example #1

Powerpoint Chart #2

Created with Visual.ly

RST 7(9-10) Translate quantitative or technical information expressed in words in a text into

visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Part 1:Compare the data from two graphs in the next slide and write a summary of the differences between the two countries.

Comparison of Energy Consumption in US and China

RST 7 (9-10) Translate quantitative or technical information expressed in words in a text into

visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

Part 2:

Use this handout

for a short burst

assignment.

RST 7 (11-12) Integrate and evaluate multiple sources of information presented in diverse

formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Student-generated essential questions!

Provide Starters:“Which one” questions ask students to collect information and make

informed decisions. Instead of asking me to “do a report on Philadelphia,” ask me to decide which city in the Mid-Atlantic region is the best place to live. Instead of “Do a report on AIDS,” ask me which serious disease most deserves research funding.

“How” questions ask students to understand problems, to weigh options, perhaps from various points of view, and propose solutions. Instead of asking me to do a report on pollution, ask me to propose a solution to an environmental problem in my neighborhood. Ask me how I would invest a windfall of money.

More Starters“What if,” or hypothetical questions ask students to use the

knowledge they have to pose a hypothesis and consider options. “What if the Declaration of Independence abolished slavery?” or “What if the Germans hadn’t sunk the Lusitania?”

“Should” questions ask students to make moral or practical decision based on evidence. “Should we clone humans?” or “Should we discontinue trade with China?”

“Why” questions ask students to understand cause and effect. “Why” helps us understand relationships; it helps us get to the essence of an issue. “Why do people abuse children?” or “Why is the mortality rate higher in one Third World country than another?”

(Adapted from: Valenza, Joyce Kasman. “For the Best Answers, Ask Tough Questions.” The Philadelphia Inquirer 19 Apr. 2000. 20 July 2010. <http://pdfeb.pbworks.com/f/For+the+Best+Answers-Ask+Tough+Questions.pdf>)

RST 7(11-12) Integrate and evaluate multiple sources of information presented in diverse

formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Sample essential question for an alternative energy “short burst” research assignment:

What is the best form of alternative energy for wide use in the United States over the next 100 years? Support your claim using a variety of types of credible sources.

• Public Library – Science in Context, Opposing Viewpoints,

• Google Search tips - :gov (filters government sites only) .US narrows it to United States only

• Proquest and eLibrary

• You Tube

Writing 7: Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

Example #1 of a short research project:

Choose a county in WA state. Would you want to move to the county? Support your position using recreational, economic and geographic information. Use official county websites.

Skill– Note taking: extracting important information from sources.

• Cornell notes

• Three column notes

• Graphic organizers *essential question written at the top of the page

Whitman County, WA

Example #2 of a short research project:

Student search and seizure:

How are student’s individual right balanced with school safety?

Evaluate two-three sources. Choose two and why?

Skill – Website evaluation:

http://www.radcab.com/

http://infolit.keene.edu/2012/02/14/worksheet-c-r-a-p-website-evaluation-checklist/

Example #3 of a short research project:

What has been the environmental impact of dammed rivers in Washington

State?

Skill: In text citations:

http://www.nwcouncil.org/history/grandcouleeimpactsonfish/

Tool:

http://www.slideshare.net/McNairyLibrary/intext-citations-mobile-ipad-compatible

Your turn!

Your turn!

Develop an inquiry question that supports curriculum in your school. Choose a source and an appropriate note taking format.

RH 2: Determine the central ideas or information of a primary or secondary source; provide

an accurate summary of the source distinct from prior knowledge or opinions.

Example of Primary Source Analysis and Summary:

What can we learn about specific events in American History by examining primary source materials?

Library of Congress (LOC) Training: Teaching With Primary Sources

Group Task:

Primary Source Analysis activity

Brief (VERY) explanation of getting to LOC

I see I think I wonder

And summary

A closer look

http://www.jacl.org/edu/ExclusionPoster.pdf

Online PSA Tool

Work Time:

Find own document(s), create a lesson with template provided

• Library of Congress (LOC.gov)• UW Libraries Digital Collections• National Archives • Washington State Library Digital Collections• Chronicling America• Smithsonian

Further Investigation/Summary: Summarize your discoveries, using evidence from the text/source to support your ideas.

Choose one question you have that you may want to further investigate.

Other Ideas for Meeting RH 7

• Teachinghistory.org

• Thinking Like A Historian/Stanford History Education Group

• National Archives Docs Teach

WLMA_CCSS_overviewoptions_6.6.13

Common Core Supports:OSPI Lead Team:General Support / Overall CCSS Leadership:- General email: corestandards@k12.wa.us- Jessica Vavrus, jessica.vavrus@k12.wa.us

Math Support / CCSS Coordination Lead: -Anne Gallagher, Anne.Gallagher@k12.wa.us

ELA Support:- Liisa Moilanen Potts,

Liisa.moilanenpotts@k12.wa.us

•#tlc3•@wlmalit•Email exemplars to (trainer email)

Please fill out online. Your trainers will then give you your signed clock hours form.Training Evaluation

Contact Information:

Trainer: Ann Warner

awarner@cvsd.org Trainer: Morgen Larsen mlarsen@cvsd.org