Se ng Your Sights on Inquiry: Strategies for Launching ...fontichiaro.com/uploads/2014/infohio-starting-research.pdf · resources. C. A li le bit, with print and digital resources

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Se�ng Your Sights on Inquiry: Strategies for Launching Research Projects that Promote Inquiry in Students

Kris�n Fon�chiaro @ac�velearning University of Michigan School of Informa�on INFOhio Boot Camp – Mon., 8/4/2014, 10:15-‐11:15am

“Telescope” by Ryan Wick on Flickr. CC-‐BY-‐2.0. h�p://flickr.com

/photos/

ryanwick/3461850112

This session’s agenda

  Where you’re coming from   Where I’m coming from   Quick overview of inquiry process   Strategies for frontloading the inquiry process for success

Today’s slides: h�p://bit.ly/fontblog @ac�velearning -‐ [email protected]

“Hubbell’s V

iew of a Changing Fan” by NASA Goddard Photo and Video on Flickr.

CC-‐BY-‐2.0. h�p://flickr.com

/photos/gsfc/8683442383

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Poll #1: What grade levels are represented in today’s webinar?

A.  Elementary B.  Middle C.  High D.  Central Office E.  Other

“Cold Front Cools the Eastern U.S.” by NASA Goddard Photo and Video on Flicr. CC-‐BY-‐2.0. h�p://flickr.com/photos/gsfc/14670630632

Poll #2: How much did you learn in your teacher training courses about doing research with K-‐12 students?

A.  Nothing. It wasn’t covered at all. B.  A li�le bit, but it was with print resources. C.  A li�le bit, with print and digital resources. D.  A fair amount. E.  I received comprehensive educa�on on this

topic.

“Cold Front Cools the Eastern U.S.” by NASA Goddard Photo and Video on Flicr. CC-‐BY-‐2.0. h�p://flickr.com/photos/gsfc/14670630632

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Poll #3: How o�en did you do research projects when you were in the grade(s) that you now teach? A.  Never. It wasn’t covered at all. B.  One project per year. C.  One project per marking period. D.  One project per month. E.  More than one project per month.

“Full Moon” by NASA Goddard Photo and Video on Flickr. CC-‐BY-‐2.0. h�p://flickr.com/photos/gsfc/5836482263

Poll #4: How o�en do students in your class(-‐es) do research projects under your tutelage?

A.  Never. B.  One project per year. C.  One project per marking period. D.  One project per month. E.  More than one project per month.

“Full Moon” by NASA Goddard Photo and Video on Flickr. CC-‐BY-‐2.0. h�p://flickr.com/photos/gsfc/5836482263

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In the chat (last survey Q!) What do you dislike about your current student research projects? Please start your answer with

one of these codes: EL (elementary) MS (middle school) HS (high school) OTHER (other)

“Star Trek: McCoy” by JD Hancock on Flickr. CC-‐BY-‐2.0. h�p://flickr.com/photos/jdhancock/11793065705

Where I’m Coming From

“Space” by Swee�e187 on Flickr. CC-‐BY-‐2.0. h�p://flickr.com/photos/58782395@N03/5519580228

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We All Came From Research Projects Like These:

  What was his early childhood like?   What is the country’s greatest export?   What are its top tourist a�rac�ons?   What did this mathema�cian discover?   Report on one of the planets.

“Solar system” composite by Royalty-‐free image collec�on on Flickr, based on a series of NASA photos. CC-‐BY-‐2.0. h�p://flickr.com/photos/royalty-‐free-‐images/145118335

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MY OSTRICH REPORT!! By Kristin

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The Ostrich

  Bird   Feathers   Long legs

Lives

  Africa   Sandy

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  Nuts   Seeds   Insects (ew!)

Eats

Fascina�ng facts

  Plumage   Taller than a man!!!!   Eggs

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The End.

In the chat: What explicit evidence of learning did you see?

“Winter constella�ons and zodiacal light” by Computer Science Geek on Flickr. CC-‐BY-‐2.0. h�p://flickr.com/photos/pchee/521027252

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h�p://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

h�p://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

In the cha

t,

which wo

rds

jump out at

you?

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Fact-‐based reports are no longer enough. We need research projects that are … Frequent Do more than list facts Build toward understanding (e.g., construct an argument) Use mul�ple sources

"Spiral Galaxy NGC 3982 by Hubble Heritage on Flickr. CC-‐BY-‐SA-‐2.0. h�p://flickr.com/photos/hubble-‐heritage/5122914727

And maybe that means they’re harder on us to organize. They’ll require more �me on comprehension and synthesis and less �me on crea�ng a product. {gulp}

"Spiral Galaxy NGC 3982 by Hubble Heritage on Flickr. CC-‐BY-‐SA-‐2.0. h�p://flickr.com/photos/hubble-‐heritage/5122914727

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Quick Overview of Inquiry Process


Source: h�p://bit.ly/Clquote Forma�ed by: recitethis.com

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"A light bulb but no (good) ideas... (17/365)” by LifeSupercharger on Flickr. Used with a Crea�ve Commons A�ribu�on 2.0 Generic License. h�p://www.flickr.com/photos/8047705@N02/5366637592

h�p://www.loc.gov/teachers/tps/quarterly/inquiry_learning/ar�cle.html

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In Chat: f you only had �me to make one change to your current work, which of these would yield the most impact?


For me, it’s “Wonder” and “Construct.” In this webinar, let’s focus on Connect and Wonder.

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For me, it’s “Wonder” and “Construct.” In this webinar, let’s focus on Connect and Wonder.

REMEMBER:

INQUIRY ISN’T LINEAR.

IT’S ITERATIVE.

Image: canada.com

.

-‐  Inquiry, though�ulness, problem-‐solving -‐ Using and evalua�ng informa�on -‐ Social, collabora�ve teaching and learning -‐ Authen�c work tasks, products, and audiences -‐ Librarian as instruc�onal partner throughout process

-‐  “Dump and go”: finding answers to specific close-‐ended, teacher-‐generated ques�ons -‐  Finding informa�on -‐ Isolated, individual learning -‐ Contrived tasks without resonance to student -‐ Librarian as an accessory to learning (“a clerk could do it”)

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But how can we navigate this unknown universe with kids without telling them where to

go?


“How do we get students on the road to good ques�ons?

Whenever I ask students to write their own ques�ons, I get queries

like, ‘What does it eat?’ or, ‘When did she live?”’


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How do you eat an elephant?

“Plate” by Brennan Novak for TheNounProject.com. Public Domain. h�p://thenounproject.com/term/plate/12611/. “Elephant” by Sean Henderson for TheNounProject.com. CC-‐BY-‐3.0. h�p://thenounproject.com/term/elephant/12446/

Image: TheNounProject.com CC-BY.

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Some overriding ideas

  Give the same care to students approaching research as you do to reading comprehension exercises   Overscaffolding removes the job of discernment from the student   Not linear; itera�ve   Inquiry-‐oriented research = knowing a li�le about a topic but being driven to want to know more; student centered

Nudging Toward Inquiry

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Connect ~ Wonder ~ Inves�gate ~ Construct ~ Express ~ Reflect

It’s All About Prior Knowledge

 Awakening it  Building it

Connect h�p://www.geniustechs.com/news-‐a-‐robot-‐on-‐earth-‐connected-‐interplanetary-‐internet-‐from-‐interna�onal-‐space-‐sta�on.html


Connect

-‐  Skeletal framework of people, places, influences, etc., that we need to know before we can build good ques�ons

-‐  Domain-‐specific styles or procedures

-‐  Vocabulary needed in order to research effec�vely

h�p://www.geniustechs.com/news-‐a-‐robot-‐on-‐earth-‐connected-‐interplanetary-‐internet-‐from-‐interna�onal-‐space-‐sta�on.html

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Prior Knowledge Has a Lot to Do With How We See the World …

h�p://www.nasa.gov/mission_pages/shu�le/sts1/gagarin_anniversary.html

Wikipedia can be an ally for students in this (if they can read it)

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Do you know what this zone is for?

h�p://www.flickr.com/photos/slambert/3536495055/

Milwaukee Airport: Where you go a�er going through security to put

your belt/shoes/jacket back on h�p://4.bp.blogspot.com

/_S1W3JqHGyUQ/SS54xItTDhI/AAAAAAAAJyw/fvyWKAGJQ3M

/s1600/discom

bob1070908.jpg

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Is this funny? If so, why?

h�p://bit.ly/doodlebyandre


What ques�ons do you have about Higgs boson?

Ummm, what movies has he been

in?

K W L

Ogle 1986

What do I know?

What do I want to know?

What have I learned?

KWL a la Sandy Buczynski

What do I think I know?

What do I wonder?

What have I learned?

Tip: Make a K-‐W-‐L template on your

wiki or as a GoogleDoc, and

you’ll always have it ready to go!

If I don’t know anything, I can’t build good ques�ons.

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Connect: What Can Go Wrong?

  Time – Try: A reading the night before – Try: A primary source image in a discussion forum for homework

– Try: A 2-‐minute video/audio clip or a photo discussion in class

– Try: A 3D object   Note: problems with Connect may not show up un�l the next phase, which is…

  Ques�ons   Hypotheses   Class graphic organizer based on discussion

Wonder

 Brainstorming in groups   Outline objec�ve, then give ques�ons


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h�p://life.�me.com/history/world-‐war-‐ii-‐color-‐photos-‐from-‐nazi-‐occupied-‐poland-‐1939-‐1940/?iid=lf%7Cmostpop#10

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Pool Your Knowledge!   Analog – Whiteboard (bansho) – S�cky notes

  Digital – Padlet.com (formerly Wallwisher) – Titanpad.com – Wiki page – Google Docs

Red Light Ques�ons (Levitov; Fon�chiaro & Johnson, et al)

  STOPS research from going further   Require a single factual answer   O�en start with who, what, where, when, how many

  Who did George Washington marry?   What happened in the story a�er Winnie refused to drink the immortality water?   Where did the Confederate Army surrender?   When did Marie Curie report her findings on radium?   How many people live in Tennessee?

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Green Light Ques�ons (Levitov; Fon�chiaro & Johnson, et al)

  May require collec�on and synthesis of informa�on

  May have words in them like why or how

  May be focused around finding solu�ons to ar�culated problems (see next slide)

  Similar to “essen�al ques�ons,” “thema�c ques�ons” (stay tuned for Paige Jaeger’s session)

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Scenarios Project-‐ or Problem-‐Based Learning Real-‐World Situa�ons Keep outcomes open even as you focus their approach

h�p://farm2 sta�c flickr com/1278/3270435022 b5ddc1e5fc jpg

Frame the Project

Select a lighthouse. Tell us the history of the lighthouse, its first keeper, the kind of lens it has, where it is located, and whether it is on the mainland or an island. Spelling and grammar count! OR The Governor of Michigan has proposed selling off ten lighthouses in order to reduce state costs. Iden�fy an exis�ng lighthouse that could be turned into a new kind of business to profit our state. Use PowerPoint to create a proposal you can share at her next open mee�ng. Think about your audience when planning!

Frame the Project

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Framing Strategies   Situate the topic in the student’’s

home, work, school, or social life.   How would this impact your family?   What if this were in your backyard?   How should the principal react to ____?

  Tell a story. Ask students to do

  The three pigs want to build another house. The hardware store is out of straw, wood, and brick. What would be another good insulator? Why?

  Flip history.   How might the U.S. be different today if the war ended at Ge�ysburg instead?

If We Have Time (and we probably won’t!): In Chat   Situate the topic in the student’’s

home, work, school, or social life.   Tell a story. Ask students to do

  Flip history.

How would you revamp? §  Research a medieval guild. §  Describe an alterna�ve energy. §  Research a pet you would like. §  Describe one of the ancient ci�es along the Nile.

§  Describe

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Wonder: What Can Go Wrong?

  Time – Try: not every project needs to follow each step

  Low level ques�ons – Try: More background knowledge – Try: Non-‐textual modali�es (e.g., video, audio, images)

  Lack of engagement – Try: Group work, team brainstorming challenges a la Boggle

Your turn … in the chat, tell us about how your research projects are changing to meet CCSS and digital learners.

“Plate” by Brennan Novak for TheNounProject.com. Public Domain. h�p://thenounproject.com/term/plate/12611/. “Elephant” by Sean Henderson for TheNounProject.com. CC-‐BY-‐3.0. h�p://thenounproject.com/term/elephant/12446/

Or ask ques�ons!

Slides: h�p://bit.ly/fontblog

Kris�n:

[email protected], @ac�velearning

That’s all we have �me for, folks!

Documents

Se ng Your Sights on Inquiry: Strategies for Launching ...fontichiaro.com/uploads/2014/infohio-starting-research.pdf · resources. C. A li le bit, with print and digital resources