A Guided Inquiry approach – the school library and the Victorian Essential

Learning Standards

A Guided Inquiry approach – the school library and the Victorian Essential

Learning Standards

Putting this into practice.Putting this into practice.

How do we implement these multiple modes of inquiry in our

school libraries?

How do we implement these multiple modes of inquiry in our

school libraries?We need to provide situations which; provide challenge and opportunity.

focus on identifying and solving intellectual and/or real-world problems

closely resemble the ways that students will be expected to use their knowledge and skills in the real world

give some choice over the specific questions they want to answer and how to present their new understandings.

We need to provide situations which; provide challenge and opportunity.

focus on identifying and solving intellectual and/or real-world problems

closely resemble the ways that students will be expected to use their knowledge and skills in the real world

give some choice over the specific questions they want to answer and how to present their new understandings.

We need to provide situations where;

an attempt is made to connect with students’ background knowledge.

instructional activities involve the students in thinking, acting, and reflecting, discovering and linking ideas

instructional activities model and provide opportunity to experience the knowledge construction process.

there are opportunities for sustained dialogue and feedback

We need to provide situations where;

an attempt is made to connect with students’ background knowledge.

instructional activities involve the students in thinking, acting, and reflecting, discovering and linking ideas

instructional activities model and provide opportunity to experience the knowledge construction process.

there are opportunities for sustained dialogue and feedback

Where do we start?Where do we start?

“Stages of backward design”

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instructions.

Paula Christophersen

“Stages of backward design”

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instructions.

Paula Christophersen

The Information Search Process

The Information Search Process

If we look at the Information Research Process (IRS), we see the seven stages of searching are named after the primary tasks to be accomplished at each point in the process.

The stages help us to develop specific intervention strategies that will assist students to do something they cannot do alone.

If we look at the Information Research Process (IRS), we see the seven stages of searching are named after the primary tasks to be accomplished at each point in the process.

The stages help us to develop specific intervention strategies that will assist students to do something they cannot do alone.

The first stage of the process is;Initiation: when confronted with an

information need, students contemplate what they already know, what they want and need to find out

Strategies that support this stage; Understanding how a discipline builds knowledge and modes of inquiry Establishing existing / prior knowledge: novice knowledge (what I know

about Mapping existing knowledge: Central concepts and relationships: concept

mapping and mind mapping Building engagement Developing curiosity and motivation Understand real world relevance and importance of the enquiry Dealing with the affective dimensions: doubt, uncertainty Time management, task organization, process and effort management Know when, where, and how to get help and guidance

The first stage of the process is;Initiation: when confronted with an

information need, students contemplate what they already know, what they want and need to find out

Strategies that support this stage; Understanding how a discipline builds knowledge and modes of inquiry Establishing existing / prior knowledge: novice knowledge (what I know

about Mapping existing knowledge: Central concepts and relationships: concept

mapping and mind mapping Building engagement Developing curiosity and motivation Understand real world relevance and importance of the enquiry Dealing with the affective dimensions: doubt, uncertainty Time management, task organization, process and effort management Know when, where, and how to get help and guidance

“Making a difference;Research Guide”

“Making a difference;Research Guide”

Defining/Preparing

Main Featuresunderstanding topicunderstanding key wordsidentifying exisiting knowledgeidentifying information scopefocussing on purpose of researchplanning the questionssetting the scope of the taskdeciding how work will be presented

Defining/Preparing

Main Featuresunderstanding topicunderstanding key wordsidentifying exisiting knowledgeidentifying information scopefocussing on purpose of researchplanning the questionssetting the scope of the taskdeciding how work will be presented

Questions;What do the students need to know?

What knowledge do the students already have?What do the students need to find out?How will the students present their research?What is the time frame?How will it be assessed?What questions will be set?How will individual students be catered for?What will the final product look like?

Possible strategiesbrainstormconcept mapgraphic organisersunderstanding the questiondesigning questionspresenting researchde Bono's six thinking hats

Questions;What do the students need to know?

What knowledge do the students already have?What do the students need to find out?How will the students present their research?What is the time frame?How will it be assessed?What questions will be set?How will individual students be catered for?What will the final product look like?

Possible strategiesbrainstormconcept mapgraphic organisersunderstanding the questiondesigning questionspresenting researchde Bono's six thinking hats

Developing Background Knowledge, Interest, Motivation

Developing Background Knowledge, Interest, Motivation

Read

View

Listen

Connect

Questions I have???

I agree / disagree I wonder ….

I didn’t know that!I didn’t know that!

Teaching strategies for Initiation/Defining stage from

“TLP”

Teaching strategies for Initiation/Defining stage from

“TLP”

Question Matrix Question types, (Fat and Thin) De Bono’s Thinking Hats Clustering of ideas to form headings. Task analysis. Search plan or Pathfinder.

Question Matrix Question types, (Fat and Thin) De Bono’s Thinking Hats Clustering of ideas to form headings. Task analysis. Search plan or Pathfinder.

Planning TemplatePlanning Template

What curriculum outcomes are to be developed? Identify a VELS standard statement

What does deep knowledge and deep understanding look like in each of the disciplines: i.e. what does deep knowledge of science information, historical information, geographical information actually look like?

How do students go about developing deep knowledge and deep understanding of a discipline? Knowledge about a topic, concepts and relationships, knowledge of how to use learning tools, knowing how to research;

Locating, engaging, selecting, recognising, verifying, understanding, structuring, reflecting.

What curriculum content (themes or VELS standards) lend themselves to inquiry research through the school library?

What are the instructional interventions that enable the development of deep knowledge and deep understanding?

What curriculum outcomes are to be developed? Identify a VELS standard statement

What does deep knowledge and deep understanding look like in each of the disciplines: i.e. what does deep knowledge of science information, historical information, geographical information actually look like?

How do students go about developing deep knowledge and deep understanding of a discipline? Knowledge about a topic, concepts and relationships, knowledge of how to use learning tools, knowing how to research;

Locating, engaging, selecting, recognising, verifying, understanding, structuring, reflecting.

What curriculum content (themes or VELS standards) lend themselves to inquiry research through the school library?

What are the instructional interventions that enable the development of deep knowledge and deep understanding?

Knowledge Construction: some examples.

What curriculum outcomes are to be developed? For example:VELS Science knowledge and

understanding.Level 3 Students identify and describe the structural

features of living things, including plants and animals. They identify how these features operate together to form system which support living things to survive in their environments.

Knowledge Construction: some examples.

What curriculum outcomes are to be developed? For example:VELS Science knowledge and

understanding.Level 3 Students identify and describe the structural

features of living things, including plants and animals. They identify how these features operate together to form system which support living things to survive in their environments.

What does deep knowledge and deep understanding look like in each of the disciplines: i.e. what does deep knowledge of science look like?

Develop curiosity and use scientific methods to establish generalizations

Discovery of truth: what is asserted is either true or false Describes the world through activity of measurement Establish existing understanding – truth claims: generalisations, laws To understand methods of scientific inquiry, need to understand how

generalizations are obtained from data of observation Formulate hypotheses / questions based on available facts Design and pursue investigation related to hypothesis / question Develop systematic approach to data collection Record observations from sources, environment, testing Generate, validate, analyse, critique and interpret evidence Draw valid conclusions: aim for generality Explain how scientific knowledge is used Construct working models to demonstrate scientific ideas Present results using data appropriate formats

What does deep knowledge and deep understanding look like in each of the disciplines: i.e. what does deep knowledge of science look like?

Develop curiosity and use scientific methods to establish generalizations

Discovery of truth: what is asserted is either true or false Describes the world through activity of measurement Establish existing understanding – truth claims: generalisations, laws To understand methods of scientific inquiry, need to understand how

generalizations are obtained from data of observation Formulate hypotheses / questions based on available facts Design and pursue investigation related to hypothesis / question Develop systematic approach to data collection Record observations from sources, environment, testing Generate, validate, analyse, critique and interpret evidence Draw valid conclusions: aim for generality Explain how scientific knowledge is used Construct working models to demonstrate scientific ideas Present results using data appropriate formats

How do students go about developing deep knowledge and deep understanding of a discipline? Knowledge about a topic, concepts and relationships, knowledge of how to use learning tools, knowing how to

research; Locating, engaging, selecting, recognising, verifying, understanding, structuring, reflecting.

How do students go about developing deep knowledge and deep understanding of a discipline? Knowledge about a topic, concepts and relationships, knowledge of how to use learning tools, knowing how to

research; Locating, engaging, selecting, recognising, verifying, understanding, structuring, reflecting.

locating, accessing, selecting sources of information to build background knowledge

engaging with multiple viewpoints and dealing with conflicting knowledge

selecting, evaluating and interacting with ideas in these sources to develop understandings

recognizing uncertainties, doubts, frustrations and knowing how to use them creatively and positively

verifying new knowledge through arguments, evidence, reflection understanding how to build and represent new knowledge in safe,

ethical and responsible ways structuring and organizing and representing new knowledge in

meaningful and appropriate ways reflecting on new knowledge: what have I learned and what

opportunities does this open up for further learning

locating, accessing, selecting sources of information to build background knowledge

engaging with multiple viewpoints and dealing with conflicting knowledge

selecting, evaluating and interacting with ideas in these sources to develop understandings

recognizing uncertainties, doubts, frustrations and knowing how to use them creatively and positively

verifying new knowledge through arguments, evidence, reflection understanding how to build and represent new knowledge in safe,

ethical and responsible ways structuring and organizing and representing new knowledge in

meaningful and appropriate ways reflecting on new knowledge: what have I learned and what

opportunities does this open up for further learning

Science; Level 3

Establish existing understanding;describe,classify explain information

Formulate hypotheses/questions. Design and pursue investigations related to their questions.

Develop systematic approach to data collection. Record observations from sources, environmental testing. Generate validate, analyse, critique, and interpret evidence

Draw valid conclusions. Explain how scientific knowledge is used. Construct working models to demonstrate scientific ideas. Present results using data appropriate formats.

Science; Level 3

Establish existing understanding;describe,classify explain information

Formulate hypotheses/questions. Design and pursue investigations related to their questions.

Develop systematic approach to data collection. Record observations from sources, environmental testing. Generate validate, analyse, critique, and interpret evidence

Draw valid conclusions. Explain how scientific knowledge is used. Construct working models to demonstrate scientific ideas. Present results using data appropriate formats.

What curriculum content (themes or VELS standards) lend themselves to inquiry research through the school

library?

What curriculum content (themes or VELS standards) lend themselves to inquiry research through the school

library?

ICT for visualizing thinking At Level 3, students use ICT tools to list ideas, order them into logical

sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.

ICT for communicating At Level 3, students initiate and compose email messages to known

and unknown audiences and, where appropriate, send replies. Students create folders in their mailbox to organise the storage of email messages they wish to keep. They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information.

ICT for visualizing thinking At Level 3, students use ICT tools to list ideas, order them into logical

sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.

ICT for communicating At Level 3, students initiate and compose email messages to known

and unknown audiences and, where appropriate, send replies. Students create folders in their mailbox to organise the storage of email messages they wish to keep. They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information.

Thinking processes - Reflection, evaluation and metacognition

At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

Thinking processes - Reflection, evaluation and metacognition

At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

Zone of Intervention

Knowledge building: Collecting sources that are pertinent, complex information rather than superficial information matched to specific focus: Collecting data from disciplinary specific modes of inquiry: interviews, surveys, experiments, observation, journaling Identification of central ideas and mapping of relationships: Use of a variety of analytical methods: cause/effect; pro/con; error analysis; compare/contrast to sort, organize and structure ideas: Identification of arguments and evidences, counter arguments and counter evidences: Use of questioning and strategies for exploring alternative perspectives and ideas: Develop conclusions, positions, posit actions, implications, solutions: Reflect on position, implications and actions:

Zone of Intervention

Knowledge building: Collecting sources that are pertinent, complex information rather than superficial information matched to specific focus: Collecting data from disciplinary specific modes of inquiry: interviews, surveys, experiments, observation, journaling Identification of central ideas and mapping of relationships: Use of a variety of analytical methods: cause/effect; pro/con; error analysis; compare/contrast to sort, organize and structure ideas: Identification of arguments and evidences, counter arguments and counter evidences: Use of questioning and strategies for exploring alternative perspectives and ideas: Develop conclusions, positions, posit actions, implications, solutions: Reflect on position, implications and actions:

What are the instructional interventions that enable the development of deep knowledge

and deep understanding?

These are the specific strategies that students learn to use that will help them not only for this inquiry but whenever that are at this particular stage of research or inquiry.

What are the instructional interventions that enable the development of deep knowledge

and deep understanding?

These are the specific strategies that students learn to use that will help them not only for this inquiry but whenever that are at this particular stage of research or inquiry.

Instructional InterventionsInstructional Interventions

Note taking and making.Writing a bibliographyVenn diagramData gridGraphic organisersCause and effectFishboneQuestion matrix

Note taking and making.Writing a bibliographyVenn diagramData gridGraphic organisersCause and effectFishboneQuestion matrix

Assessment PlanningAssessment Planning

AssessmentThe use of Thinking and ICT tools including Venn diagram or data chart showing comparison of information from different sources and from opposing viewpoints to structure ideas into a coherent, integrated body of knowledge. Use of appropriate tools to construct appropriate representations of new knowledge. Notetaking and making strategies that show synthesis of gathered information. The use of tools, techniques and critical thinking skills to communicate new knowledge in appropriate ways. Demonstrated use of visual and textual modes of representation to present a point of view on a national or global issue, presented with recognition of alternative viewpoints, and supported by appropriate evidence from a range of sources, including the mass media. Monitoring of the implementation of an action plan to address a social or environmental issue, which includes strategies for raising public awareness of the issue

AssessmentThe use of Thinking and ICT tools including Venn diagram or data chart showing comparison of information from different sources and from opposing viewpoints to structure ideas into a coherent, integrated body of knowledge. Use of appropriate tools to construct appropriate representations of new knowledge. Notetaking and making strategies that show synthesis of gathered information. The use of tools, techniques and critical thinking skills to communicate new knowledge in appropriate ways. Demonstrated use of visual and textual modes of representation to present a point of view on a national or global issue, presented with recognition of alternative viewpoints, and supported by appropriate evidence from a range of sources, including the mass media. Monitoring of the implementation of an action plan to address a social or environmental issue, which includes strategies for raising public awareness of the issue

Evidence Based PracticeEvidence Based Practice

Checklist of skills demonstrated showing pre and post testing to demonstrate new learnings.

Rubric of personal learning.

Conference with students to identify skills learned.

Examples of data charts and notetaking strategies

Checklist of skills demonstrated showing pre and post testing to demonstrate new learnings.

Rubric of personal learning.

Conference with students to identify skills learned.

Examples of data charts and notetaking strategies

Bibliography

Bendigo Senior Secondary College (2005) Researching together: Engaging minds, Carlton, School Library Association of Victoria, BSSC

Boyko, Denise, Davey, Sandy & Macdonald, Joanne (2004) Teacher Librarian Program P-6. Carlton, School Library Association of Victoria

Burgess, Lesley. & Melissas, Shirley (2003) Making a difference. Carlton, School Library Association of Victoria

Kuhlthau,Carol (2006) Information literacy through guided inquiry: Preparing students for the 21 st century. Lisbon, Portugal, IASL

Manning, Mary (2006) Expert learning; It’s essential or Teacher-Librarians write new curriculum at http://www.slav.schools.net.au

Mary Manning,(2007) Inquiring minds! Approaches to the Victorian Essential Learning Standards. Conference introduction.

Todd, Ross J. & Gordon, Carol (2007) A guided inquiry approach for learning in the school library: Transforming information into deep knowledge and deep understanding. Rutgers, New Jersey, CISSL.

Todd, Ross J. (2006) ‘School libraries and the VELS: Great minds at work’ in Synergy, 4 (2) pp 5-6.Todd, Ross J. (2006) School libraries and the VELS: Great minds at work at http://www.slav

.schools.net.au Victorian Essential Learning Standards at http://vels.vcaa.vic.edu.au/

Bibliography

Bendigo Senior Secondary College (2005) Researching together: Engaging minds, Carlton, School Library Association of Victoria, BSSC

Boyko, Denise, Davey, Sandy & Macdonald, Joanne (2004) Teacher Librarian Program P-6. Carlton, School Library Association of Victoria

Burgess, Lesley. & Melissas, Shirley (2003) Making a difference. Carlton, School Library Association of Victoria

Kuhlthau,Carol (2006) Information literacy through guided inquiry: Preparing students for the 21 st century. Lisbon, Portugal, IASL

Manning, Mary (2006) Expert learning; It’s essential or Teacher-Librarians write new curriculum at http://www.slav.schools.net.au

Mary Manning,(2007) Inquiring minds! Approaches to the Victorian Essential Learning Standards. Conference introduction.

Todd, Ross J. & Gordon, Carol (2007) A guided inquiry approach for learning in the school library: Transforming information into deep knowledge and deep understanding. Rutgers, New Jersey, CISSL.

Todd, Ross J. (2006) ‘School libraries and the VELS: Great minds at work’ in Synergy, 4 (2) pp 5-6.Todd, Ross J. (2006) School libraries and the VELS: Great minds at work at http://www.slav

.schools.net.au Victorian Essential Learning Standards at http://vels.vcaa.vic.edu.au/