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Leveraging Digital Tools for Guided Inquiry
- 1. leveraging digital tools to scaffold the guided inquiry process
- 3. Reflect on use of tools at different points Modeling of metacogni6ve processes Beginning: Community should have inquiry stance Journaling at the beginning Log (helps them track their reading)—Explore, examine resources Immerse—building background knowledge Explore Log comes back in gather, to track sources to decide which are best for ques6ons Char6ng—between explore & iden6fy—also in create and share for organiza6on and synthesis Circles—Iden6fy, but begins in immerse (can start earlier) get into groups to help them collaborate, bringing in different sources, talk about their sources, help each other move forward Taking these tools to inform level of conversa6on—bringing it back to the community —to inform the overarching topic Each group brings components back to community How can I intervene to support the learning, and their thinking about thinking, support self awareness and consciousness about the process
- 4. G. P. Quackenbos A.M. A Natural Philosophy: Embracing the Most Recent Discoveries in the Various Branches of Physics, and Exhibiting the Application of Scientific Principles in Every-day Life (New York: D. Appleton and Company, 1859) 95 How are we leveraging our (new) tools to Guide inquiry? inquiry circles pair share protocols inquiry journals inquiry logs inquiry community inquiry charts
- 7. content learning Information literacy/metaliteracies learning how to collaborate & share learning how to learn learning how to contribute/participate
- 8. Learning is social: Conversation & collaboration Are essential
- 9. Writing as thinking, Journaling to share the challenges
- 10. Intervention strategies: Collaborating, conversing, Continuing, choosing, Composing, charting
- 13. The SAMR Model Explained by Ruben R. Puentedura hNps://www.youtube.com/watch?v=_QOsz4AaZ2k
- 14. Tim Holt: SAMR vs. laNe hNps://www.youtube.com/watch?v=jgGVieLWPWo
- 17. affordances https://www.youtube.com/watch?v=NK1Zb_5VxuM Don Norman "Defending Human Attributes in the Age of the Machine.” 1994
- 18. Guided inquiry design process
- 20. Get the students excited about the inquiry topic • Invitation • Open minds • Stimulate curiosity
- 23. Students get the BIG picture about the theme & select topic • Build background knowledge • Connect to content • Discover interesting ideas
- 30. Suraya Paksad, Voices of Women, founder
- 32. Students build background knowledge • Explore interesting ideas • Look around • Dip in
- 41. hNp://mentormob.com Learning playlists
- 44. hNp://gibbon.com
- 48. Brenda Boyer
- 49. …or other curricular area courses: Curated resources & Produc6vity tools All embedded into online course rooms using API u6lity
- 51. The mobile device will be the primary connection tool to the internet for most people in the world in 2020. (Rainie & Anderson, Pew Internet & American Life. Future of the Internet III hDp://www.pewinternet.org/Reports/2008/The-‐Future-‐of-‐the-‐Internet-‐III.aspx)
- 59. CuraNon tools as search tools! hNp://sdst.libguides.com/aecontent.php?pid=184760&sid=1558486
- 67. Fast trend: ShiP to deeper learning approaches: Project-‐based learning, problem-‐based learning, inquiry-‐based learning, challenge-‐based learning, and similar methods foster more acNve learning experiences, both inside and outside the classroom. As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools, which students already use, to connect the curriculum with real life applica6ons. These ac6ve learning approaches are decidedly more student-‐centered, allowing learners to take control of how they engage with a subject and to brainstorm and implement solu6ons to pressing local and global problems. hNp://www.nmc.org/publica6ons/2014-‐horizon-‐report-‐k12
- 68. “The network is the learning.” George Siemens Big problems are solved not by individuals, but by networks. hNp://www.youtube.com/watch?v=rpbkdeyFxZw&feature=related
- 72. Bartke, Cornelius. “Walking a Thin Line.” Flickr. Web. hNp://www.flickr.com/photos/cbmd/3353321853/
- 74. online learners vs. networked learners
- 79. Inquiry conferences: Process check-in, formative feedback, modeling strategies
- 87. Our Learners are Less alone than ever Image CC from http://thedailyenglishshow.com
- 92. hNps://drive.google.com/previewtemplate?id=1O9tclwCb8imFtnyNOHk8HozbMNRy_zdXlMK2-‐PIpFQo&mode=public Teresa Diaz Susan Hennessey
- 103. hNp://flipgrid.com Formative assessments/Reflections/check-ins
- 106. Knowledge Compass Students choose research question & focus • Pause and ponder • Identify question • Decide direction
- 108. citelighter notability audionote Students collect detailed information from a variety of sources • Gather important information • Go broad • Go deep
- 115. INADEQUATE!
- 116. PLE
- 117. # books journal ar6cles mobile apps aggregated content infographics google docs ebooks presenta6ons student work museum collecNons So much stuff!!
- 131. Students put all of their ideas together to create their products • Reflect on learning • Go beyond facts to make meaning • Create to communicate
- 133. Making stuff is the killer app.
- 137. http://blogs.slj.com/neverendingsearch/2014/04/21/alan-levines-ds106-assignment-bank/ DS106 Assignment Bank Notre Dame’s Remix-T Project Gallery
- 138. CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. hNp://sdst.libguides.com/aecontent.php?pid=192765&sid=2300953 hNp://sdst.libguides.com/infographicsprojects
- 139. Annotate historical or newsreel video with Mozilla Popcorn Maker to include & evaluate varied perspective around historical issues. CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Mozilla Popcorn Maker ThingLink for Video
- 141. From Shannon Miller
- 143. Students present their ideas and communicate what they have learned to others • Learn from each other • Share learning • Tell your story
- 151. The globally literate individual possess current knowledge about the world, has the ability to connect people to places, and can develop informed decisions regarding contemporary issues. (89)
- 155. hNp://blogs.slj.com/neverendingsearch/2013/12/06/remixing-‐ted-‐with-‐popcorn-‐maker/ CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. CCSS.ELA-Literacy.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 here for specific expectations.)
- 156. flipgrid kidblog Students reflect on their learning • Evaluate achievement of learning goals • Reflect on content • Reflect on process
- 164. Students learn about How they journey through The inquiry process
- 165. Students learn about How to make tech decisions That solve problems in inventive, creative ways
- 166. Attila Magyar, Flickr | CC-BY-SA | via Wylio
- 167. hNps://vimeo.com/71498033 AppSmash Round 1, Greg Kulowiec
- 168. hNp://edtechteacher.org/unleashing-‐crea6vity-‐with-‐app-‐smashing-‐with-‐greg-‐kulowiec-‐from-‐kate-‐wilson-‐2/ Kate Wilson, Unleashing Crea6vity with App Smashing with Greg Kulowiec
- 171. content learning Information literacy/metaliteracies learning how to collaborate & share learning how to learn learning how to contribute/participate
- 173. In process!
- 174. game changer Your picks?
- 175. My blog: hDp://blog.schoollibraryjournal.com/ neverendingsearch/ My tweets: @joycevalenza My deets: hDp://aboutme.com/jvalenza This preso: hDp://Nnyurl.com/leveragingdigitaltools
- 176. Just because it’s hands-‐on doesn’t mean it’s minds-‐on. . .Just because work is hands-‐on does not mean it is minds-‐on. Many projects, problems, situa6ons, and field trips do not yield las6ng and transferable learning because too liNle aNen6on is given to the meta-‐cogni6ve and idea-‐building work that turns a single experience into insight and later applica6on. Years ago when I worked as a consultant at School Without Walls in Rochester NY (one of the first really interes6ng alterna6ve High Schools to emerge from the 60s and a member of the Coali6on of Essen6al Schools), they put it very succinctly in their cau6on about all the independent projects students rou6nely did. If you were going to learn carpentry to build a chair, then “The learning is not the chair; it is the learning about learning about chairs, chair-‐ making and oneself.” I have also osen used the following soccer example, because it makes the same point beau6fully and prac6cally. Merely playing the game over and over need not cause understanding and transfer. It takes a deliberate processing of the game experience, as summarized in the powerful approach used by my daughter’s high school coach a few years back. Instead of talking on and on at players at half-‐6me, Griff asked 4 key ques6ons of players: What’s working for us? What’s not working for us? What’s working for the other team? So, what do we have to do in the 2nd half? Grant Wiggins, “An Example Of Experien6al Learning. TeachThought. 5 July 2014. hNp://www.teachthought.com/learning/example-‐experien6al-‐learning/