Persuasive+Presentation+2.1+to+2.4

My partner is: June Jacko http://junereads.wikispaces.com/

Lisa's contributions June's contributions

Big6/Super3
I love this! This seems to obvious, but you nailed it here. ||  || Addresses National Library __Standard 1__: The student who is information literate accesses information efficiently and effectively. ||  || __Standard 2__: The student who is information literate evaluates information critically and competently. ||  || //Resources used to date:// American Association of School Librarians. Empowering learners: Guidelines for school library media programs. (p. 21). Chicago: American Library Association(2009). Eisenberg, Michael B. and Robert E. Berkowitz. Teaching information and technology skills: The Big6 in elementary schools. Worthington, Ohio: Linworth Publishing, Inc. (1999).
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||  ||
 * There are 6 steps-to teach children information literacy skills : [Identify problem-plan action-locate &access resouces- evaluate value of the info collected- share new knowledge- reflect on the inquiry process] identified by Milam (2004) as a Problem-Solving Model || How would students in Kindergarten or primary grades use this approach? || Record what we learned in this column. || How can I best help students with Step 1: defining their task? ||
 * promotes social relationships through collaboration concrete steps--very appealing, defined || How do we move teachers from traditional teaching practice to allowing students to direct their own learning? How can teacher-librarians support classroom teachers in making the leap from teacher directed to student-directed inquiry? What is the balance between the two approaches? || process takes time and active involvement from all parties || How does Inquiry-based teaching affect student outcomes? ||
 * *encourages children to ask questions notions of "location and access" are built-in to the inquiry process || How is the Super3 related to the Big6 What is the Super 3????? || Super3 is the Big6 simplified for students in grades K-2(Plan-Do- Review) ||  ||
 * *encourages children to initiate action to find answers. || How do the Big6/ Super3 align with other inquiry models such as UBD or IB? || teacher/ librarian must be flexible and demonstrate adaptability ||  ||
 * *helps young children develop research skills and, shows that research is, indeed, a process! || How do we teach students how to find, synthesize, use and evaluate the information they find? || teacher/ librarian needs to closely monitor on-task behaviors and continually interact with small groups or individual students ||  ||
 * *children must be active participants in learning process
 * *supports life-long learning skills Big 6 is really "common sense" to people who have conducted any sort of research. It is transferable to multiple situations in school and in life. ||  || Addresses National Library
 * ||  || Addresses National Library __Standard 3:__ The student who is information literate uses information accurately and creatively. ||   ||
 * ||  || Evidence of learning includes: demonstrating independence, self-motivation, productive time management, and flexibility ||   ||

Eisenberg, Michael B. and Robert E. Berkowitz. Information problem solving: The big six skills approach to library and information skills instruction. Norwood, NJ: Able. (1990). Milam, Peggy. A Road Map for the Journey. Library Media Connection. NOT COMPLETE, WILL FINISH

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 * Inquiry Learning- Understanding by Design (UBD)**

expectations for evidence of learning? ||  || If inquiry learning takes more time than traditional "research,' how many students are actually experiencing inquiry learning in time crunched, testing-focused schools today? || pre-assessments and formative assessments ? ||   ||   || open-ended questions || How does the  learning environment change to meet the specific goals of inquiry? ||   ||   ||
 * ** Know ** || ** Want to Learn ** || ** Learn ** || ** Further Questions ** ||
 * Involves students in developing questions || How are students taught to ask worthwhile questions? ||  || What part do educators play in framing the topic? ||
 * developing a trans-disciplinary theme or central idea || What are the
 * relates curriculum content to bigger concepts and ideas || How to create
 * Inquiry is directed toward
 * assessments are developed prior to the initiation of any learning activities ||  ||   ||   ||
 * Requires specific plans for engaged learning that target skills and learning behaviors || What skills and learning behaviors are enhanced by the inquiry method? ||  ||   ||
 * students and teachers reflect on the quality of the learning experience and additional connections, or challenges ||  ||   ||   ||
 * Learning is related to significant the acquisition of knowledge ||  ||   ||   ||
 * Learning is relevant to the central theme ||  ||   ||   ||
 * teacher looks for and documents observations of learning that are pre-determined ||  ||   ||   ||

McTighe, J., & Thomas, R. S. (2003). Backward design for forward action. //Educational Leadership, 60//(5), 52-55.

Stripling, Barbara. "Assessing Information Fluency: Gathering Evidence of Student Learning." School Library Media Activities Monthly 23.8 (2007): 25-29. Print.