1. Part III of IDM: Sources Dr. John Lee | NCSU Dr. Kathy Swan | UKY Arkansas 6.2015

2. This session What is the nature of sources? What are sources? What makes a source disciplinary? What is the relationship between sources and tasks? How do sources support work with knowledge and skills? What are the instructional uses of sources? Spark curiosity/Build knowledge/Construct arguments What should teachers think about when using sources? Selecting sources/Scaffolding /Adapting sources Part III: Sources

3. What are sources? Sources provide information that is useful in answering questions. Three characteristics of sources –Information contained in a source –Composition of a source –Perspective or bias of a source This session What are sources?

4. What makes a source disciplinary? Sources have features that are distinctive within the disciplines. Examples of disciplinary sources and processes include: Political Science – Legislation evaluating public policies Economics – Data and statistics quantitative reasoning Geography - Maps and GIS data spatial reasoning History - Oral history and diaries perspective This session What makes a source disciplinary?

5. What is the relationship b/with sources & tasks? IDM tasks are anchored by sources Sources and tasks must work in tandem

6. SOURCES Source work follows C3 Inquiry Arc If students are asked a COMPELLING question…… Students answer in the form of a SUMMATIVE ARGUMENT In the middle are the FORMATIVE TASKS (Content and Skills)

7. Sources can be used to: Spark curiosity Build knowledge Construct arguments Part II – The Instructional Uses of Sources What makes a source disciplinary?This session Part II: What are the instructional uses of sources?

8. Sparking Curiosity Using sources for the purpose of curiosity & engagement. Focus on relevance and what we know students care about. Can be used throughout the tasks but often used within Staging Activities in IDM. This session Sparking Curiosity

9. Uncle Tom’s Cabin Inquiry “Words – so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them.” American Note-Books of Nathaniel Hawthorn, May 18, 1848

10. Uncle Tom’s Cabin Inquiry http://www.speaktruthvideo.com/2014-winners.html Kailash Satyarthi

11. Discussion: Do you use sources to spark students’ curiosity? If so, how? If not, how might you start?

12. Building Knowledge Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks. Students use disciplinary skills when building knowledge. Students gather information from the sources during an inquiry. This session Building Knowledge

13. How do the sources support the building knowledge?

14. Constructing Arguments with Evidence Inquiries result in arguments. Sources contain information that can be used as evidence in an argument. Students need support determining what information should be used in an argument. This session Constructing Arguments w/ Evidence

15. How do the sources support the argument?

16. Featured Source from 4 th Formative

17. Part III – Working with Sources When using sources in an inquiry teachers should consider the following: –Selecting sources –Scaffolding –Adapting sources This session Working with Sources

18. Selecting Sources Selection of sources requires deep knowledge of content. Where can we find the sources? Archives, libraries, collections Online Through collaboration and sharing Students should encounter a variety of source types. This session Selecting Sources

19. Adapting sources Excerpting: using just a portion of the source. Modifying: inserting definitions or changing words in the text. Annotating: additional descriptions or notes added alongside the text. Part III – Working with SourcesThis session Adapting Sources

20. Discussion: Where do you stand with modifying, adapting, excerpting sources?

21. Summary: Fugitive slave Eliza is speaking with a friendly white woman who has taken her in after escaping Kentucky and crossing the Ohio River into the free state of Ohio. Eliza left after she found out that her master was going to sell her son Harry to an unscrupulous slave trader. Eliza and Harry are eventually joined by her husband George in Canada. "I have lost two, one after another,--left 'em buried there when I came away; and I had only this one left. I never slept a night without him; he was all I had. He was my comfort and pride, day and night; and, ma'am, they were going to take him away from me,--to sell him,--sell him down south, ma'am, to go all alone,--a baby that had never been away from his mother in his life!" Harriet Beecher Stowe, Uncle Tom's Cabin, Ch. 9 Featured Source for Formative Task 1 Annotation Excerpt

22. Summary: In this illustration, Eliza comes to tell Uncle Tom and his wife Chloe, that Tom and Eliza’s son Harry have been sold to a slave trader. Eliza had just overheard the news from her master Mr. Shelby that the trader would arrive in the morning to take Tom and Harry away. In a panic, Eliza plans that night to run away. Annotation

23. Sources require scaffolding Scaffolds provide novices with support for complex academic work. Toolkit scaffolds were designed to support formative and summative tasks. Analyzing sources in an inquiry involves literacy work. Again, source work is not easy. Adapting sources Part III – Working with SourcesThis session Sources require scaffolding

24. Scaffolds throughout to help guide students reading

27. Questions Tasks Sources

28. Summary of Session 3: Sources IDM features three instructional uses of sources. –Sparking curiosity, –Building knowledge, and –Constructing arguments with evidence. When using sources in an inquiry teachers should consider the following. –Selecting sources –Scaffolding –Adapting sources Sources require scaffoldingAdapting sources Part III – Working with SourcesThis session Summary: Sources

29. IDM Lab™

30. Your task Find a source that would help stage your compelling question. Find “featured sources” to help support your formative performance tasks. –Ask yourself: What sources would help students become curious, build background knowledge, construct arguments? Modify/Excerpt/Scaffold sources to better engage students. Use the IDM Quick Guide to Gathering and Using Disciplinary Sources.