Persuasive+Presentation+Notes

Michelle is maroon LaMetra is blue

Audience: JH students Topic: Model of Inquiry Presentation Tool/s used:

Links: Prewriting K-W-L-Q Four research or inquiry methods Storyboard Persuasive Presentation Final Project



"Inquiry-based Learning: Explanation" website

quotes from the website:
 * "The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling."
 * "Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions."
 * "Inquiry implies a "need or want to know" premise. Inquiry is not so much seeking the right answer -- because often there is none -- but rather seeking appropriate resolutions to questions and issues. "
 * "For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind..."
 * "An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds."
 * "...students should not be focused only on content as the ultimate outcome of learning, neither should they be asking questions and searching for answers about minutiae. Well-designed inquiry-learning activities and interactions should be set in a conceptual context so as to help students accumulate knowledge as they progress from grade to grade. Inquiry in education should be about a greater understanding of the world in which they live, learn, communicate, and work."

* This page explains the concept of IBL and how it has meaning in our lives. We all inquire about life from an early age, but lose the ability to ask questions as we get older. We tend to learn fact and repeat the facts back, but IBL allows learners to want to understand the world.

How does it differ from the traditional approach?

> Further on, the author discusses the types of questions, including inference questions interpretation questions transfer questions - how can the information learned be used elsewhere? questions about hypothesis - predictive thinking. when there is direct or indirect knowledge, this questions how we know what we know.
 * "Use of technology is focused on learning about the technology rather than its application to enhanced learning."
 * "The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills."
 * "Assessment is focused on determining the progress of skills development in addition to content understanding."
 * "Traditional learning focuses more on LEARNING ABOUT THINGS, while inquiry learning focuses more on LEARNING THINGS!"
 * "Appropriate questioning techniques are important in an inquiry-based classroom, especially in the lower grades where they become a foundation for self-initiated questioning. "


 * Notes** (LaMetra):

1. 21st century skills are needed for students to thrive in today’s world. Educators are challenged to designed authentic lessons that includes higher levels of thinking.

2. Authentic learning allows all students to expand and acquire new information from prior background knowledge.

3. “…the tasks are multidimensional: they involve generating meaningful questions, collecting, collecting and analyzing information related to the questions, organizing the information to make an effective argument, and persuasively communicating all of this information to a real audience” (Harada and Yoshina 10).

4. Inquiry models are used to take the learning process to a deeper level.

5. The LMS can assist students by providing information in a variety of formats.

6. Authentic learning offers real-world skills to solve problems and issues beyond the classroom.

7. “The critical point is that school library media specialists must seize the opportunity to show how our teaching reinforces and enhances classroom learning. By noting both the content as well as information literacy standards in our instructional plans, we make visible the synergistic relationship between student engagement in both the classroom and the library media center. The bottom line is that teachers need to see how the classroom-library partnership targets their own goals and priorities” (Harada and Yoshina 13).

8. “The critical purpose of gathering the information is not to grade a final product, but to provide the supplrt and guidance needed for students to reach the highest levels of performance” (Harada and Yoshina 17).

9. Todd states, “In order for school libraries to play a key role in the information age school and be perceived to add value to the learning agenda and learning outcome of a school, there needs to be a fundamental shift from thinking about the movement and management of information resources through school library structures and networks, and from information skills and information literacy, to key focus on knowledge construction and human understanding, implemented through constructivist, inquiry-based frameworks” (Todd 62).

10. Learning outcomes of all students should be the focus or the school librarianship.

11. Evidence for practice, evidence in practice, and evidence of practice are interrelated and integrated phases of principles of evidence-based practice.

12. As mentioned in Evidence-based Practice and School Libraries, there are six guiding principles for building an evidence-based practice framework in the school library: **Traditional vs. Inquiry-based Research**
 * Know the research
 * Make known the research practice in your school
 * Student learning outcomes should be the center of your evidence
 * Integrate evidence-generating strategies in your practice that focus on student outcomes
 * Mesh results with other evidence to build a continuous improvement plan
 * Disseminate and build together on the outcomes

**Traditional** 1. Pre-determined questions 2. Assigned 3. Template approach / Report Style

**Inquiry-based:** 1. Students identify questions 2. Process driven 3. Sharing of new knowledge

**Works Cited**

Berger, Pam. “Student Inquiry and Web 2.0” //School Library Monthly// 26.5 (2010). Web. 22 February 2014.

Harada, Violet H., and Joan M. Yoshina. “Assessment in the Library Media Center.” //Assessing Learning//: //Librarians and Teachers as Partners//. Westport, CT: Libraries Unlimited, 205. 10-18. Print.

Kublthau, Carol Collier. “Inquiry Inspires Original Research” //School Library Monthly// 30.2 (2013). Web. 22 February 2014.

Todd, Ross. “Evidence-based Practiced and School Libraries: From Advocacy to Action.” //School Reform// //and the School Library Media Specialist//. Eds. Sandra Hughes-Hassell and Violet H. Harada. Westport, CT: Libraries Unlimited, 2007. 57-58. Print.

"Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 28 Dec. 2010. < @http://www.thirteen.org/edonline/concept2class/inquiry/index.html >.