A+2.4+Prewriting+Page

**Pre-writing for A. 2.4 - K-W-L-Q for Inquiry Learning**
** Susan Norman **
 * Dana Brewster **

Super3 It's a way to model research steps. || How does it work? || "The Super3 is a way of doing things, a course of action, an approach, and a method for solving problems. It provides a framework for students to learn how to get things done. Like information literacy, the Super3 skills are not taught in isolation, but within context, current curriculum, and everyday experiences." (Robinson, p. 10) It's actually meant to be combined with Big6; however, since Big6 is difficult for kindergarten through second grade to embrace, Super3 gives the teacher an effective way of laying the groundwork for Big6 in a more primary-oriented way. It consists of three steps, instead of six: Plan, Do, Review. (Needham, p. 1) "This framework, though seemingly quite simplistic, is the crux of research no matter the grade level" (Glantz, p. 92) The creators of Big6 "take on younger students who are just beginning to use libraries, books, and other materials to gather information for research projects." (Glantz, p. 92) || How successful has this primary version of Big6 been? || Plan: This part is actually the Task Definition, the Information Seeking Strategies, and Location and Access steps from the Big6 Do: Use of Information and Synthesize steps from the Big6 Review: this is the Evaluate step of the Big6. (Needham, p. 2) || ||
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * || How does it compare to Big6? || Super3 is the primary version of Big6, and it has the Big6 steps embedded in it, as follows:
 * || Is it better structured for certain grade levels? || Yes, it's more for primary grades, since Big6 steps can be hard for them to remember. (Needham, p.1) || How much is the student able to do themselves? ||
 * || ​ How is it presented? || For example, the first step, Plan, looks like this: "What am I supposed to do? What will the result look like if I do a really good job? What do I need to make to show what I learned? What do I need to find out about in order to do the job?"( []) || Would graphic organizers created with the kids be viable option in Plan stage? ||

resistance to such learning and why? || Powerful questioning develops the ability to devise solutions, originate plans that are effective. (McKenzie 3) || ||
 * Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * "the goal of inquiry learning is not the accumulation of information, but the exploration of significant questions." (Stripling 50) || How much is the inquiry process used in elementary classrooms? || questioning is central to learning and growing (McKenzie 1) || ||
 * "inquiry is a process of learning that is driven by questioning." (Stripling 50) || What groups of educators pose the most
 * Inquiry is not just the application of skills, but also the ability to recognize what skills are needed. || || Students should devise a 'questioning toolkit' that includes essential, hypothetical, and planning questions, among others. (McKenzie 14-19) || What are examples of these question that would be applicable--regardless of the topic being researched? ||
 * Learning in the 21st century requires students to develop different skills than they previously did. (Standards In Action 5) || || Asking Smart Questions lays the foundations for students to have information power, engages learning and information literacy. (McKenzie 10) || ||
 * ​ I know that inquiry learning can look different, depending on the model you choose, but regardless of the model used, the point is that we're trying to give students life-long tools for finding information. || How knowledgeable about the research (information literacy) standards is the regular classroom teacher? || "In fact, as information explodes and teachers recognize that they can never deliver all the important information in thier subject area, a new consensus is forming about the necessity of teaching students how, rather than what, to learn" (Stripling 50-51) || ||
 * I know Big6 is considered an inquiry model. ||  || Most inquiry models follow the same general cycle in that they: 1. tap into prior knowledge; 2. generate questions or problems to investigate; 3. develop a plan for investigations; 4. select resources (and therefore select, analyze, and evaluate information found 5. create demonsration of learning and share; 6.reflect on the process (Stripling 51) ||   ||
 * students need to be able to succeed in rapid-paced global society (Standards in Action 5) ||  || old approaches to student research that required students to locate information and then create a presentation no longer meet the learning goals that we want students to achieve (McKenzie article 31) ||   ||
 * "All learners must be able to access high-quality information from diverse perspectives, make sense of it to draw their own conclusions or create new knowledge, and share their knowledge with others." (Standards in Action 5) ||  || Analysis & synthesis will take place if we make questioning a priority (McKenzie 6) ||   ||
 * ||  || Questions asked by students to find meaning from data and information are the most important questions. (McKenzie 10) ||   ||

Newport News Public Schools Inquiry Process


 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * I know it's a research model that teaches research as a process. || How does it compare to models more well known, such as Big6? || It has six steps, as does Big6, and it's a continuous, cyclical process, as is Big6. (Carnesi, DiGiorgio 32, 35) || What are the differences between Big 6 and the NNPS? ||
 * ||  || The six parts of the NNPS inquiry process are: 1. Questioning 2. Planning 3. Collecting and Crediting 4. Organizing 5. Synthesizing 6. Communicating (Carnesi, DiGiorgio 35) || Are there sample lesson plans we could consult that use the NNPS? ||
 * ||  || "Integrated learning is also possible because the inquiry process can take one project through all of the major content areas" (Carnesi, DiGiorgio 32) ||   ||
 * ||  || Web quests are one way of taking students through the inquiry process. There are webquests available from WebQuest.Org, teAchnology, Best WebQuests. (Carnesi, DiGiorgio 34) || I would like to research these webquest sites to see how good they are for the elementary setting. ||

**The Research Cycle, J. McKenzie** How much guidance from teachers is considered "too much"? ||
 * KNOW || WANT TO KNOW || LEARNED || QUESTIONS ||
 * Research is time consuming || How does research cycle work || The Research Cycle (TRC) created by Dr. Jamie McKenzie || How appropriate is this cycle for young (K-2) students? ||
 * Traditional methods are narrow in focus and are basic ‘fact gathering’ exercises || How are children engaged in the process || TRC emphasizes questioning, exploration, synthesizing and wondering. (McKenzie 64-65) || ||
 * Prior knowledge not important || Are there high expectations for the students || TRC focuses strongly on essential and subsidiary questions early in the research process (McKenzie 65) || ||
 * || Why this process is the right one? || “TRC requires students to make up their own minds, create their own answers and show independence and judgement.” (McKenzie 65) ||
 * || || TRC calls for repeated cycling through the process of: questioning, planning, gathering, sorting & sifting, synthesizing, evaluating, and then reporting. (McKenzie 65-66) || ||
 * || || Reporting is done only after multiple times in the other steps. (McKenzie 65-66) || ||
 * || || Research questions should require “problem-solving or decision-making questions that cause students to make up their own minds and fashion their own answers.” (McKenzie 67) || ||
 * ||  || "McKenzie's model helps students to become independent users of information as it requires more intensive research efforts and more critical evaluation of results before the product is finalized." (Milam 22) ||   ||

Stripling, Barbara. "Inquiry: Inquiring MInds Want to Know." //School Library Media Activities Monthly// Sept. 2008: 50-52. Print.

McKenzie, Jamie. //Beyond Technology: Questioning, Research and the Information Literate School//. Bellingham, WA: FNO, 2000. Print. //Optional:// comment for page history Eisenberg, Michael, and Robert Berkowitz. "The Big6 Super3." //The Big6 Super3.// 1987 1987.Web. Eisenberg, Michael; Berkowitz, Robert. The Big6 Super3. Oct. 11, 2009 <@http://www.big6.com/kids/site/2002/05/29/the-super-3/>. Glantz, Shelley. "Review: Super3: The Information Skills for Young Learners." //Library Media Connection// 26.4 (2008): 92. //Academic Search Complete.// Web. Oct. 11, 2009. Needham, Joyce. "The Big6 Or Super3." //Library Talk// 15.4 (2002): 20--22. //Academic Search Complete.// Web. Oct. 11, 2009. Robinson, Laura Eisenberg. "Information Literacy + Early Learners." //Library Media Connection// 27.2 (2008): 10-1. //Academic Search Complete.// Web. Oct. 11, 2009.

//Standards for the 21st Century Learner//. Chicago: American Association for School Librarians, 2007. <http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm >

Milam, Peggy. "A Road Map for the Journey." //Library Media Connection// 22.7 (2004): 20-23. Print.