Persuasive+Presentation+K-W-L-Q

Pre-writing for A.2.4 - K-W-L-Q for Inquiry Learning
Abby Hancock Cindi Yaddow =Inquiry Learning= more than the application of skills" (Stripling 50) || How can I as the librarian teach each of the steps of inquiry learning? || and by reflecting on and organizing the ideas that emerge from the experiences" (Stripling) ||   || It teaches the "how" rather than the "what" (Stripling 51) || What are specific approaches I as a librarian can take to ease the apprehensions of the teachers and ease them away from the traditional research paper? || It is a way for students to formulate questions and discover the answers to those questions. It is not confined to the traditional research paper, but includes projects, technology, etc. ||  || "The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources (Carnesi & DiGiorgio 32).  Relies heavily on higher-level thinking skills, synthesis, and evaluation (Carnesi & DiGiorgio 32).  __6 Steps__:  (1) Questioning - what they already know and what they need to know on the topic  (2) Planning - creating an outline with topics and subtopics, narrowing down the topic, and finding resources  (3) Collecting & Crediting - take, organize, and revise notes and bibliography  (4) Organizing - organize notes & decide what's missing  (5) Synthesizing - students review and revise the information into a presentation  (6) Communicating - project is turned in to the teacher and presented to the teacher and/or peers (Carnesi & DiGiorgio 32-36). || Are there specific resources for teachers to help teach the 6 stages. || they may not realize it (Thirteen) ||  ||
 * ==Know== || ==Want to Learn== || ==Learn== || ==Further Questions== ||
 * Inquiry involves students developing questions about their reserach topics and their own reserach plans || Specific examples of how inquiry has already been used in the classroom || "Inquiry, as defined by the new standards,is a way of learning that involves
 * Inquiry helps student engagement in research || HOW the librarian can help students use and promote inquiry ; how it's already been done || "learners draw meaning by connecting one experience to another and to the future
 * || If current teachers are apprehensive about using inquiry and why || "Students engaged in inquiry are more motivated to pursue learning on their own than students who are fed pre-organized information that they are expected to remember" (Stripling 50).
 * ||  || Creates a good avenue for school librarians to collaborate with teachers(Stripling) ||   ||
 * ||  || Inquiry is cyclical and knows no end (Stripling 51) ||   ||
 * ||  || "the traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes" (Thirteen)"The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered" (Thirteen) ||   ||
 * This process can be used across the curriculum and carried into life beyond high school.
 * ||  || Inquiry can provoke deeper learning (Stripling) || Is inquiry something new or can other reserach models be considred inquiry? ||
 * ||  || "Individuals carry on the process of inquiry from the time they are born until they die" even though

"Inquiry-based Learning: Explanation." //THIRTEEN - New York Public Media//. Web. 28 Dec. 2010. <@http://www.thirteen.org/edonline/concept2class/inquiry/index.html>.
(did I read somewhere that we have to supply the link for these with the access date?) I'm not sure...can't find that anywhere. Ok. We won't worry about that, then. :)

= Abby...I could be wrong, but under the "K" aren't we supposed to only write what we __already__ know about it, and then all the other learned information from the articles will go under the "L" section? Does that look better? Yes, I believe so. = = = =Savvy 7=
 * ==Know==

|| ==Want to Learn== || ==Learn== || ==Further Questions== || Once the question is chosen, it is then broken down in to "investigative" questions to identify what is already known in order to choose keywords or phrases for searches (The Savvy Seven Research Model online) ||  || 1. What is the question? 2. What resources should I use? 3. How do I find the information? 4. How do I gather the information? 5. Which information do I use? 6. How do I share what I learned? 7. How do I evaluate my work? (The Savvy Seven Research Model online) || How can I as the librarian teach each of the steps of Savvy 7? Is it best to teach these steps in conjunction with a classroom teacher? || 1. Overarching question - essential, elaborating, probing, or even irreverent Go beyond fact-finding or a topic to create a "smart question" that is investigative in nature 2. Primary & secondary resources that best suit the research question and are accessible Make sure sources are quality sources. 3. Need technical and thoughtful literacy skills are important. Interview, search through index, use a computer, access web portals/search engine, scan for appropriate content, then expand or narrow the search 4. Engage the information by reading, viewing, or listening more in depth. Make quality notes ( paraphrase), download images, print articles/files, and make citations and/or links if the information is useful. This is the first cut process. 5. Critically examine the information to determine its ultimate value to the research. Is it current? Valid? Credible? Biased? Pertinent? Do you have enough or too much information? Make sure information can be used legally. 6. How to communicate what was learned - research paper, booklet, article, essay, website, speech, mulitmedia presentation, video. etc. Target a specific audience, organize the information, synthesize ideas and draw defensible conclusions 7. Judge the process - ask if it was through & efficient Assess the product - guidelines, rubric, questions (The Savvy Seven Research Model online) || What process is used to decide on the overarching question? How can we be sure that the topics are ones that will connect to the students' lives and prior knowledge (motivating) yet will still remain academic and appropriate? Would it be appropriate to allow students to choose their own way to communicate the information? ||
 * I don't know anything about this research model except that it consists of seven investigative questions based on what is already known and what needs to be learned. || Is this a tool that is conducive to all courses and good for high school students? || This model goes "beyond a topic or 'factfinding' to create a 'smart question', one that is essential, elaborating, probing, or even irreverent" (The Savvy Seven Research Model online)
 * I have never heard of this model before. || Will it work across the curriculum, or is it something that works better for individual subjects? || The 7 Questions:
 * || What distinguishes this model from others? || 7 Questions (steps) broken down:
 * ||  || "It's all in the questions" ([]) ||   ||
 * ||  || "...learners themselves are engaged in asking questions and finding answers. Any time they are questioning, finding answers, discovering new ideas, and constructing their own meaning they are drawing upon their skills of inquiry" (AASL, 2009, 17). ||   ||