Teaching Productive Inquiry

Assessing Sources and Revising Questions

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Objectives for this Session

• Participants will be able to Emphasize questioning, inquiry, and explaining

in a productive way. Work with sources: gather, assess, synthesize,

integrate, analyze. Follow the inquiry process.

• Teach research as iterative and cyclical process.

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Research to Build and Present Knowledge

• CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple

authoritative print and digital sources, using advanced searches effectively;

assess the strengths and limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

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Research to Build and Present Knowledge

• CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple

authoritative print and digital sources, using advanced searches effectively;

assess the strengths and limitations of each source in terms of the task, purpose, and audience;

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• Why are they important, how do they connect to the subshifts, and how do they help students build knowledge?

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The Assessing Sources Handout

• Credibility

• Accessibility

• Interest Level

• Relevance

• Richness

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Assessing Sources

• Select one of the research questions you assessed.

Make sure everyone doesn’t pick the same question (it’s okay if some are the same).

Try to pick one the group thought was fairly solid.

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Assessing Sources

• Read the following two texts independently. The Negative Impact of Social Networking Sites on

Society The Positive Impact of Social Networking Sites on

Society

• For each text, use the following two tools The Assessing Sources handout The Potential Sources handout

• Using the handout as a guide, assess each of the texts, entering the appropriate information on the Potential Sources Tool.

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Discuss

• How did you assess the articles? How well did they fare with your different questions in terms of

Relevance Credibility Accessibility Interest Richness

• How does this activity address Standard 8?

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Revising Inquiry Questions: Teacher Hat

1. Using these two texts, return to the inquiry questions you developed.

2. As teachers and coaches, create two sample revisions to each question you could use to show students how this works.

3. For each question, write a short rationale for the changes you made. What about the text made your perspective change?

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Reflection: Discuss

• How does teaching students to assess sources help students achieve Standard 8?

• Where are potential pitfalls for teachers and students in teaching this as an iterative process? How will you deal with those and help students continue moving forward purposefully and productively?

Tweet one takeaway

with hashtag #NTI

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DRAFT-DO NOT CIRCULATE

Online Parking Lot

Please go to engageny.org/maynti and select “Online Parking Lot” for any NYSED

related questions.

Thank You!

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