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Presentation Format ** : ??? use Voicethread with slide presentation
 * Dana **
 * Susan
 * Audience** : I would like to format it as a presentation to elementary ed. teachers. Critical that we show them how we can 'lift the burden' a little, not make more work for them. For example -- include TEKS, making it an integrated lesson, not a stand alone, something that builds, etc. If we can do that, then we can persuade them to use the research method we have chosen, ie Super3.

I love your presentation format idea, and your audience choice. We could also put in wordles on the transitions in the slide show. Are you thinking a Powerpoint slideshow? Let me try and plan pictures that I can take that can go with the different processes. I know we haven't decided yet on which research model, but I can try and plan.

 ​ ** PRESENTATION/PAPER OUTLINE Introduction - The purpose of the presentation, maybe why we are targeting K-2/3 teachers (our audience) **

In the 21st century, learners must be prepared to keep pace with our rapidly moving, ever-expanding global society. Developing the skills that will ensure proficiency in accessing, dissecting, and comprehending the volumes of information that are being created is of extreme importance for students. Educators have an obligation to create opportunities for students to develop these skills. The goal of educators is to enable students be life-long learners. This goal cannot be met be teaching students only how to locate answers. In other words, 21st Century Learners should not be taught what to learn, but rather how to learn. (Stripling 50-51)

Our focus today will be on inquiry learning, a process that is driven by questioning (Stripling 50), which is essential to learning and growing. People who develop the ability to question are empowered to challenge others and work through problems so that solutions can be reached that produce positive outcomes. (McKenzie 1, 3) In other words, we want to help students extend their understanding and deepen their thinking through questioning. By making questioning a priority, analysis and synthesis occur. (McKenzie 6)

**Background on inquiry learning why it is important what the research says**

“The goal of inquiry learning is not the accumulation of information, but the exploration of significant questions.” (Stripling 50) Students are faced with a technologically rich world that requires them to be sifters of knowledge. They must be able to not only accumulate information, but evaluate it as well so they require instruction in how to be independent thinkers with highly developed questioning skills.

"It is never too early for students to learn about information needs and information solutions." (Robinson 10) to wait until fifth grade to introduce research skills and the utilization of information literacy tools would be a huge disservice to our students. "Even young children tackle tasks, make decisions, and solve problems on an academic and personal level every day." (Robinson 10) It is our responsibility, as their teachers, to guide them from the very beginning in the best ways to become adept at understanding when the need for information is present, and what to do to find that information.

The Big6, created by Michael Eisenberg and Robert Berkowitz has become pretty familiar with most educators. The steps of Task Definition, Information seeking strategies, location and access, use of information, synthesis, and evaluation, have become a recognized way of teaching our students how to be information literacy. (add a citation from research). However, when it comes to translating these steps to the primary grade levels, both the teachers and their students may find these steps to be a little intimidating. Rather than coming up with a totally different way of guiding research, however, the creators of the Big6 have designed a primary model of it that keeps the main components of the research process without watering down the information seeking skills that the students need to master. In fact, using Super3 will help facilitate the teaching of Big6 when those same students reach the upper grades.

Our goal for this presentation is to show how invaluable it is to teach information literacy, and that the Super3 can and should be utilized for the primary grade levels. We'll examine how the Big3 can be used with a second grade research TEK, such as the history of pioneers in America. First, let's review the stages of the Big6, so more easily show how Super3 compares. Those stages are: 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluation (Robinson 10) The creators of Big6 have now formatted this for the primary grades by creating the Super3, which only has three basic stages in it, but those three stages encompass the information literacy skills the students will need to be lifelong seekers and finders of information: 1. Plan (Beginning): a. Understand the task b. Decide on the information and resources needed to complete the task c. Develop an action plan 2. Do (Middle): a. Locate and gather the sources b. Use the information and resources c. Do the work. 3. Review (End): a. Check progress b. Seek help if necessary c. Decide when the task is complete d. Reflect on the process and results.

what is it? how do you implement it? an example using Super 3
 * Super3 research process (Dana, I think I've answered the first two questions, but want to play around with the story board before answering the second 2 questions) **

Audience: ** Second Grade Students ** Relevance: **Include examples of types of research second grade students would do as they research about the life of the pilgrims.**

Persuasion: Via technology tool/sounds/images and why this process will be used over and over again throughout students' lives ( Animoto? Photo Story? VoiceThread? )

Beginning: Images and Questions Middle: Inquiry Steps – based on a car Ending: Why process is important? Other examples…


 * What? || Images/Text || Sound || Relevance ||
 * pioneer house

clothing

gravestones

what a pioneer made have looked like

Horses--main means of transportation || [] example of an early pioneer house

[] example of a dress

[] gravestones

[] pioneer

[] horses || Narration: voicethread || Pioneer 2nd grade TEKS Inquiry Steps a. Understand the task b. Decide on the information and resources needed to complete the task c. Develop an action plan
 * Plan** (**Beginning):**

2. Do (Middle): a. Locate and gather the sources b. Use the information and resources c. Do the work.

3. Review (End): a. Check progress b. Seek help if necessary c.Decide when the task is completed. d. Reflect on the process and results. ||  ||

All images: Morguefile.com. 21 Oct. 2009. <… >.