1. Big 6 Research Process

2. Information Process Model A school-wide information process model allows students to gradually develop expert use patterns that enable them to reduce reliance on the scaffold and to use the model in different contexts both in and out of school. A school-wide information process model allows students to gradually develop expert use patterns that enable them to reduce reliance on the scaffold and to use the model in different contexts both in and out of school.

3. Information Process Models The Dialogue Model The Dialogue Model I-Search I-Search Pathways to Knowledge Pathways to Knowledge Flip It Flip It InfoZone InfoZone Ws of Information Inquiry Ws of Information Inquiry Research Cycle Research Cycle Stripling and Pitts Research Process – REACTS Stripling and Pitts Research Process – REACTS Carol Kuhlthau’s ISP Carol Kuhlthau’s ISP The Handy 5 The Handy 5 The Savvy Seven Research Model The Savvy Seven Research Model Irving’s Study of Information Skills Irving’s Study of Information Skills 5-As 5-As

4. Step 1: What do you want your students to learn? The Essential Question –Big idea –Constructed from information gathered –How, Why, What If?

5. Essential Questions: Elementary How does the wind help and hurt us? How does the wind help and hurt us? How are animals alike and different from us? How are animals alike and different from us? Why are whales endangered and how can we protect them? Why are whales endangered and how can we protect them? Why have we, in our society, forced animals to live in cities? Why have we, in our society, forced animals to live in cities? How can we accomplish our dream job? How can we accomplish our dream job? How will learning about the stars help us to learn more about the Earth? How will learning about the stars help us to learn more about the Earth? D.J. Midgett

6. Supporting Questions Help answer the Essential Question Help answer the Essential Question Fact based Fact based Who, What, Where, When Who, What, Where, When

7. 1. What is city wildlife? 2. Where do they live in the city? 3. What do wildlife in the city eat? 4. How does mankind "feed" these critters? 5. What plants grow wild in the city? 6. What wildlife is found in your backyard or on your school ground? 7. What changes have we caused in our environment that affect wildlife? Why have we, in our society, forced animals to live in cities? D.J. Midgett

8. How Do You Help Students Ask the Right Questions? Supporting Questions must be taught before research begins. http://bubbl.us = organizerhttp://bubbl.us

9. The Questioning Toolkit Jamie McKenzie

10. Kaleidoscope Questioning Resources The Question Conjure-Upper

11. Organizing Questions Group questions into categories Group questions into categories Align categories to supporting questions Align categories to supporting questions Model how to categorize Model how to categorize Circle keywords Circle keywords D.J. Midgett

12. Step 2: Information-Seeking Strategies What information sources can I use? Which information sources are best?

16. With permission of Kathy Schrock

17. Who Owns the Site? www.easywhois.com

18. Step 3: Location and Access Where can I find each source? How can I find information in each source?

19. Information Seeking Skills Online catalog skills Online catalog skills Italics/sub-headings/outlines Italics/sub-headings/outlines Captions for graphics Captions for graphics Interviewing skills Interviewing skills Boolean strategies Boolean strategies

20. Used with permission: Jerry King http://www.jerryking.com/ and From Now On http://fno.org.

21. Boolify: An Educational Boolean Search Tool http://Boolify.org

22. Step 4: Use of Information What information in each source is useful? How should I record my notes?

23. Career What do you do in your job? What did you have to learn? What is your work setting? What are the good/hard things? How do you use your pay? Careers Information

24. Gina Webster, Walkertown MS Winston-Salem Forsyth Schools

25. Copyright for All Copyright Kids - http://www.copyrightkids.org/cbasicsframes.ht m Copyright Kids - http://www.copyrightkids.org/cbasicsframes.ht m http://www.copyrightkids.org/cbasicsframes.ht m http://www.copyrightkids.org/cbasicsframes.ht m Copyright with Cyberbee - http://www.cyberbee.com/cb_copyright.swf Copyright with Cyberbee - http://www.cyberbee.com/cb_copyright.swf http://www.cyberbee.com/cb_copyright.swf Visit to Copyright Bay - http://www.stfrancis.edu/cid/copyrightbay/ Visit to Copyright Bay - http://www.stfrancis.edu/cid/copyrightbay/ http://www.stfrancis.edu/cid/copyrightbay/ NCDPI Copyright video and Carol Simpson book NCDPI Copyright video and Carol Simpson book

26. Notes NO complete sentences in notes! Make this required. NO complete sentences in notes! Make this required. –Will cut down on plagiarism.

28. Step 5: Synthesis How should I organize the information to meet the requirements of my task?

29. Second Grade Dinosaur Triceratops Trading Card Description Description –15-20 feet tall –25 feet long –5-7 tons Diet Diet –Plants such as palms and cycads Fossils Found Fossils Found –Western Canada & U.S. D.J. Midgett

30. Kaleidsoscope TechKnow Park – Week 27

31. Step 6: Evaluation Is my project complete? How can I do things better?

32. Rubrics Presentation Rubric – NCDPI Presentation Rubric – NCDPI http://www.ncsu.edu/midlink/rub.pres.ht ml http://www.ncsu.edu/midlink/rub.pres.ht ml Rubrics 4 Teachers Rubrics 4 Teachers http://www.rubrics4teachers.com/

33. So You Think Weather is a Breeze? PRESENTATION CHECKBRIC Scoring Guide 3 - exceeds requirements 1 – falls short of requirements 2 - meets requirements 0 – does not address requirements RequirementsScore Teacher Comments The presentation answers the question: Where in the world can the best weather be found? The presentation includes reasons for selecting the location. The presentation includes evidence as to why you believe the location has the world’s best weather. Used with permission - Intel Teach to the Future, www.intel.com/education

34. Reflection Most helpful/least helpful source? Most helpful/least helpful source? Activity most challenging? Activity most challenging? Most important thing learned? Most important thing learned? Do differently next time? Do differently next time? One new research skill? One new research skill? Downers Grove North High School Library

35. CommentMy GroupMe 1. I / my group asked good questions.   2. I/ my group did good work.   3. I/ my group can answer questions about our career.   4. I/my group worked well with others/ each other.   5. I/my group enjoyed learning about this career.   6. What would I/my group do differently next time? Michelle Palmer-Weaver, NCDPI

36. Scaffolding the Process! Provide easy access to resources at first Provide easy access to resources at first Start with whole class modeling, then small group/pairs before individual research Start with whole class modeling, then small group/pairs before individual research Focus on one part of the process at a time Focus on one part of the process at a time IN2EDU: Information Literacy

37. So Much To Do! It’s About Collaboration Regularly scheduled time to plan Regularly scheduled time to plan Structure designed to focus discussion on curriculum objectives, instructional strategies, and outcomes Structure designed to focus discussion on curriculum objectives, instructional strategies, and outcomes Team participant roles (team leader, recorder, time keeper) Team participant roles (team leader, recorder, time keeper)