Presentation on theme: "TLC3 Secondary Level Training Focus on Inquiry. Brought to you by the Washington State Library, a Division of the Office of the Secretary of State, with."— Presentation transcript:
Brought to you by the Washington State Library, a Division of the Office of the Secretary of State, with funding from the Institute for Museum and Library Services (IMLS). Special thanks to OSPI and WLMA for their support.
Find this PowerPoint on the TLC3 Moodle: http://tinyurl.com/TLC3Moodle Resources Posted in the TLC3 Secondary Livebinder:Livebinder http://tinyurl.com/tlcbinder
The Big Ideas (CCSS introduction)CCSS introduction Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose and discipline Comprehend as well as critique Value evidence Understand other perspectives & cultures Use technology strategically and capably
“Basically, if you are aiming to increase your collaboration, you'll want to bait your hook. Know the reasons teachers should be opening your doors. You should need a revolving door... or devices connected to your virtual library door. These are information, or ‘evidence,’ reasons for which classrooms should be visiting your library if you are operating within Common Core Standards.” librarydoor.blogspot.com Paige Jaeger: Think Tank Library, Libraries Unlimited, Dec 2014
Why short bursts of inquiry? Students lack basic research skills Builds capacity with frequent practice (student growth!) Collaboration opportunities Flexibility with resources/planning Not a massive research project
Unpacking RST 9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Table Group Task: Unpack this standard and look for skills that students will need and that invite collaboration with your classroom teachers. Record your observations and be ready to share out with larger group. Student pre-assessments/skills:Team with:
Share your Table Talk RST 9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Student pre-assessments/skills:Team with:
Research Burst 1: Infographics, charts, graphs, etc.
RST.6-8.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) Example: Select a high interest text that connects to curriculum: Costello, Emily. "Turkey power: could turkey dung power your town?" SuperScience Apr. 2008: 12+. Science in Context. Web. 22 Mar. 2014. Words to Charts
RST 9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Charts to Words
Comparison of Energy Consumption in US and China Example: Compare the data from two graphs and write a summary of the differences between the two countries.
Sample CCSS for note taking CCSS.ELA-LITERACY.RST.6-8.2 CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RST.11-12.9 CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-LITERACY.RH.6-8.8 CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-LITERACY.RH.9-10.6 CCSS.ELA-LITERACY.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.RI.8.9 CCSS.ELA-LITERACY.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Writing 6-8.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Writing 6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Example: short research project: Choose a county in WA state. Would you want to move to the county? Support your position using recreational, economic and geographic information. Use official county websites.
Sample note taking resources: Cornell notes Three column notes
Work Time: How do you teach note taking? What is a discreet, high interest topic students can research in one sitting? What topics would pull in your teachers who avoid the research process? What is an inquiry question that avoids the cut and paste mindset? Online Note taking Tools: EvernoteFlashcard Machine SimplenoteSimplenote Google DriveGoogle Drive Quizlet
CCSS History Standards, grades 6-8 CCSS.ELA-LITERACY.RH.6-8.1 CCSS.ELA-LITERACY.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-LITERACY.RH.6-8.2 CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.9 CCSS.ELA-LITERACY.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
RH 6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Student Skills: Identify important facts/details in a primary source document (PSD) Comprehend key information in a PSD Distinguish between personal opinions, prior knowledge, factual information
I see I thinkI wonder And summary Online PSA Tool From the Library of Congress, Teacher Resources at LOC.gov
Observe: What do we see in the picture? Reflect: Where/when was this taken? Why was this photo taken? By whom? What do we learn about this historical time period? The people? Attitudes, events? Question: What else do we want to find out? What questions does this raise?
Further Student Investigation/Summary: Summarize your discoveries, using evidence from the text/source to support your ideas. Choose one question you have that you may want to further investigate. Compare how two documents present the same event.
Work Time Explore Primary Source resources on a popular research topic: Library of Congress (LOC.gov)Library of Congress UW Libraries Digital Collections National Archives Washington State Library Digital Collections Chronicling America Smithsonian Teachinghistory.org Reading Like a Historian, Stanford History Education GroupReading Like a Historian National Archives Docs Teach
WLMA_CCSS_overviewoptions_6.6.13 Common Core Supports: OSPI Lead Team: General Support / Overall CCSS Leadership: - General email: firstname.lastname@example.org - Jessica Vavrus, email@example.com Math Support / CCSS Coordination Lead: -Anne Gallagher, Anne.Gallagher@k12.wa.us ELA Support: - Liisa Moilanen Potts, Liisa.firstname.lastname@example.org
Training Evaluation Please fill out online. Your trainers will then give you your signed clock hours form.
Contact Information Trainer: Ron Wagner email@example.com Trainer: Shana Ferguson firstname.lastname@example.org