Voice Meaning How were the 1930s and 40s an era of New World - - PowerPoint PPT Presentation
How do environmental agents Thoreau- and genetics affect Where I health and survival? lived and what I Lived for. Question Wonder Passion Voice Meaning How were the 1930s and 40s an era of New World forced Symphony
Thoreau- “Where I lived and what I Lived for.” How were the 1930’s and 40’s an era of forced change? How do environmental agents and genetics affect health and survival?
Question Wonder Passion
Meaning
New World Symphony
Narrative Voice
“DO what works. Do not do what doesn’t work.” Ross Todd, Rutgers University
leads to low motivation, TRANSFER of facts, sometimes plagiarism, short term factual information without connections, depth, or new understanding.
engagement, depth, internalization of inquiry process skills, understanding, originality, TRANSFORMATION of text, formative knowledge in the content areas.
research projects state in their own words what they are finding interesting, what questions they are trying to explore, what connections they are making to draw conclusions?
a bureaucratic exercise uninspired and uncommitted to the struggle to construct knowledge?
illusion.
questioning, thoughtful investigating, making sense of information, and developing new
the result of inquiry is not simply answers but deep understandings that often lead to new questions and further pursuit of knowledge.” The goal of inquiry is the exploration of significant questions and deep learning in a learner centered climate of critical engagement, social interaction, diverse information resources, and assessment to improve learning. Barbara Stripling
Student responsibility Energized, motivated Strategic, apply, connect knowledge Collaborative Challenging Performance based Generative Empathetic
National School Boards Association
meaningful, intelligent, authentic communication and knowledge creation in web environments
motivated, and connected to meaningful communities via technology after the school day ends
EXPLORERS COGNITIVE APPRENTICES DISCOVERERS INNOVATORS QUESTIONERS PRODUCERS of KNOWLEDGE THINKERS
America can only assure its economic future by educating children to be creators, innovators, thinkers, collaborators, discoverers.
Thomas Friedman. The World is Flat. Farrar, 2006
,
“This is a story about the big public conversation the nation is not having about education… w hether an entire generation of kids w ill fail to m ake the grade in the global econom y because they can’t think their w ay through abstract problem s, w ork in team s, distinguish good form ation from bad, or speak a language other than English.” How to Build a Student for the 2 1 st Century, TI ME Decem ber 1 8 , 2 0 0 6
Overview
Conclusion
“There is remarkable consensus among educators and business and policy leaders on
need to bring what we teach and how we teach into the 21st century.” TIME Magazine, December 18, 2006
philosophy responding directly to national emphasis on high standards, brain research, 21st Century Skills, and productive pedagogy. Students are involved in a cycle of questioning, investigating, verifying and generating.
Harada and Yoshina
manage, integrate and evaluate information
world
Daniel Callison. The Blue Book on Information Age Inquiry, Instruction and Literacy. Libraries Unlimited. 2006
Inquiry is like berrylicious pie. It is full of good things!
Connections to PRIOR KNOWLEDGE, BACKGROUND KNOWLEDGE, affective area, QUESTIONING, FOCUS, personal meaning and relevance. Collaboration of teacher and school library media specialist, social interaction with teachers and peers, substantive conversation.
Products that incorporate original
conclusions, conclusions, thinking, transformation of text vs. transfer of text, deep understanding, mastery of content knowledge, reading and writing as tools.
Ongoing assessment for improvement Ongoing assessment for improvement, reflection, intervention at critical points for target skill development, instruction in information literacy.
The construction of meaning, synthesis of new understandings, and sharing of products that demonstrate new learning.
Formational student achievement Formational student achievement embraces knowledge creation, knowledge use, knowledge production, knowledge dissemination, knowledge values, and reading literacy.
Inquiry dynamics include six steps: Inquiry dynamics include six steps:
Paradigm Shift from Problem Solving to INQUIRY
Information problem solving shifts to INQUIRY Information problem solving shifts to INQUIRY Inquiry implies attitude of questioning, reflecting Inquiry implies attitude of questioning, reflecting with cognition with cognition Inquiry means start with a question Inquiry means start with a question Inquiry means open investigation Inquiry means open investigation Inquiry is student centered Inquiry is student centered Goal is new understanding in the student Goal is new understanding in the student Answers involve messy, recursive building of ideas Answers involve messy, recursive building of ideas Open-ended, leads to future questions, experiences Open-ended, leads to future questions, experiences
Information Fluency Curricula
Capital Region and QUESTAR III BOCES SLS
“Keep your eye on the ball!”
Information to knowledge journey- Ross Todd
Informational base –
Exchange information, transfer, locate, access, evaluate
Transformational base-
New knowledge, meaning constructed
Formational base-
Knowledge produced, disseminated with critical engagement
BIG IDEAS! Select what is meaningful for YOU. Reflect, share. Find common ground. Reaffirm local capacity already established Frame elements of an action plan.
INQUIRY Based Learning- INQUIRY Based Learning- BIG IDEAS IG IDEAS
“You can’t grow sunflowers in “You can’t grow sunflowers in marigold pots.” marigold pots.” M. Ratzer
ardener
Engage with kids to build deep knowledge deep knowledge, to develop questions develop questions, to communicate communicate and share share new knowledge, to sustain kids sustain kids as thinking, knowledgeable, intelligent people, to apply technology and information skills for deep knowledge and understanding.
Ross Todd- February 2008
Information Inquiry Curriculum Basics
knowledge, questions, constructs meaning from text, evaluates process and products, draws
creates, expresses and shares new understanding.