KWLQ+Prewriting+Chart

=**K-W-L-Q Chart for Persuasive Presentation Pre-writing**=

** Inquiry Learning **
active learning rather than passive || What are some strategies to ensure that every student is working to their fullest potential? || Use guides or worksheets to help students formulate open-ended questions and plan their project; provide school library media center training on using print and electronic resources; introduce students to resources such as NoteStar or other graphic organizers for taking and organizing notes; provide citation instructions, examples, and electronic aides; utilize electronic presentation resources such as web pages or blogs; guide student research by utilizing webquests (Carnesi & DiGiorgio) || Does this have to be a collaborative process for each lesson? What about teachers who are comfortable teaching the inquiry process themselves after the initial teacher-librarian collaboration? || memorizing facts, it is learning how to find and apply knowledge || How does the inquiry process help develop information seeking skills? || Students are actively engaged in performing tasks that require higher order thinking. The inquiry process requires the student to be an active participant in learning and acquiring knowledge (Harada & Yoshina). || How do we ensure that each student participates to their fullest advantage? || different learning styles (Carnesi & DiGiorgio, 32). || How each style can benefit from using this process || The inquiry process "encourages students to work together and allows for the realization of that there can be more than one way of solving a problem or question" (Carnesi & Digiorgio 32). || Are there specific examples of how this process is successful for every learning style? Plus, taking into consideration students with special needs or modifications? || ways of solving a problem or question (Carnesi & DiGiorgio 32) || How do we get teachers involved in collaboration lessons when time is constrained due to TAKS skills? || "As library and information professionals, it is our job to fight for true education reform (e.g., focusing on higher level thinking skills)" (Eisenberg 45) "At the same time, we need to help students succeed at whatever has been set before them" (Eisenberg 45) "That means focusing on standardized tests and the relationship between information literacy skills instruction and student performance on these standardized tests" (Eisenberg 45) || How do we compete with TAKS when this is the primary focus of our administrators? || thinking and relates to life (Carnesi & DiGiorgio 32) || What exactly are the student benefits of using the inquiry process in schools? || "Active engaged learners; student oriented and teacher facilitated; flexible and collaborative; standards-driven; student negotiated; thematic or problem-based; depth emphasized; assessment is ongoing; diverse responses are encouraged; students and teachers assess; goal is improving learning and teaching; asks, 'How do we come to know?'; expands to resources beyond school; use of technology as a tool for learning" (Harada and Yoshina 60). || Are there any statistics available that show the difference between schools that integrate the inquiry process and those schools that do not? || Taxonomy (Carnesi & DiGiorgio 32) || How each level of Bloom's Taxonomy applies to the inquiry process || "Figure 2: The Six Step Inquiry Process" from the Carnesi and DiGiorgio article shows how to implement AASL 21st Century Standards in the inquiry process. For example, under the questioning phase of the inquiry process, 1.1.2 from the AASL standards states, "use prior knowledge as context for new learning" (35) || What is a suitable amount of standards that should be applied in an inquiry process lesson? || at each step (Carnesi & DiGiorgio 32) || What actually takes place during the inquiry process? || #1 Questioning is at the center of the learning experience (Harada and Yoshina 56-57) || How does the information from Harada and Yoshina compare with the actual steps of the inquiry process? (Carnesi and DiGiorgio) || evidence to solve problems or answer questions" are skills that can be used throughout life (Carnesi & DiGiorgio 32) || How to integrate the 21st-century Learner Standards and the Texas Standards || The bottom line is that if you follow the inquiry process from start to finish and truly implement each step, then it is guaranteed that you are integrating the standards. According to Harada and Yoshina, an "inquiry-focused school is standards driven" (60). Standards for the 21st Century Learner: 1.1 Skills 1.1.1 Follow and inquiry-based process in seeking knowledge in curricular subjects, and make the real world connection for using this process is own life. Texas Standards: Standard I: Learner-Centered Teaching and Learning Standard 1.1B Integrated a research process model, such as Big6, IIM, or other research process model, into at least 90% of the research projects by collaboratively developing plans, activities, and assessments for large group, small group, and individual learning experiences. (Harada and Yoshina 60) || Are there examples of proper documentation of these different standards within a lesson to show what standards have been taught? ||
 * ~ Know ||~ Want to Learn ||~ Learn ||~ Questions ||
 * The inquiry process promotes
 * Inquiry learning is more than
 * The inquiry process accommodates
 * Working together allows different
 * The inquiry process promotes critical
 * The inquiry process utilizes Bloom's
 * Students reflect, revise, and evaluate
 * 1) 2 Students help to negotiate the direction of the learning
 * 2) 3 Learning is social and interactive.
 * 3) 4 Solving problems is an integral part of the process.
 * 4) 5 Students learn by doing.
 * 5) 6 Products and performances reflect application and transfer of learning.
 * 6) 7 Assessment is ongoing.
 * 7) 8 Learning is authentic.
 * 1) 1 Questioning
 * 2) 2 Planning
 * 3) 3 Collecting and Crediting
 * 4) 4 Organizing
 * 5) 5 Synthesizing
 * 6) 6 Communicating
 * "Learning a process of gathering
 * Inquiry enhances the learning process. || In what ways does the inquiry process facilitate learning? || Since the nature of the inquiry process is learning through research, the process often generates additional questions that spark further research which in turn broadens knowledge (Stripling). || How do you keep students on the knowledge-seeking path and not not let them be satisfied with following only the path of least resistance? ||

** Big 6 Model **
have access to technology that will accommodate meaningful lessons like these? || out learning the inquiry process with a method that is linear? || involved in this model || To examine each step and how to apply each step. || Step 1: Task definition (defining the problem and identifying its information Step 2: Information-seeking strategies (determining possible sources and evaluating their priority) Step 3: Location and access (locating the sources and then locating information in them) Step 4: Information usage (reading information and then extracting details Step 5: Synthesis (organizing and presenting information) Step 6: Evaluation (judging the product and the process) (Milam, 31) || Is it necessary for each step to be applied during the Big6 process? Should the focus for each level be distributed evenly for each lesson? || for each grade level? || Super3 is used for the younger grades (K-2) Big is used for 3rd grade and up. || Is it acceptable to use Super3 for older students with special needs or accommodate Big6 to meet their needs? || methods for teaching Big6 with students? || Carnesi and DiGiorgio mention different technology variations within their article. They mention the following technology types: Web Quests, Exploratree, ThinkQuest, Think Tank, NoteStar, Carmun, Easy Bib, BrainyQuote, TeAchnology, ReadWriteThink, Angelfire, PowerPoint, blogging, Tech Trainer, digital porfolios, etc. (Carnesi and DiGiorgio 32-36) || Are there types of technology that are more suitable for certain lessons? Can we experiment with any technology tool that is needed at the time to suit student needs? || apply to each step? || Task definition = knowledge Information-seeking strategies = comprehension Location and access = application Information usage = analysis Synthesis = synthesis Evaluation = evaluation (Milam, 31) || What is the best way to integrate technology using the Big6 method and making sure that each level of Bloom's in reached? || standards and the Texas Standards fit within Big6? || Bloom's taxonomy will fit within the Big6 the same way it does with the inquiry process. It promotes critical thinking skills by touching each step of this process and utilizing technology to achieve this goal. (Carnesi and DiGiorgio 34) || What is the best approach for integrating 21st century learner standards within a lesson? Are curriculum maps suggested to ensure that all the skills are reached within a reasonable amount of time? || students are meeting crucial information literacy standards and critical inquiry through research. || How are these needs met for students with special needs? || Children with special needs usually have difficulty with basic school skills: completing homework and assignments, learning new content material, remembering important facts and information, preparing tests, and carrying research projects and reports (Eisenberg and Berkowitz). the Big6 web site under, "Special Education and Big6" explains how student needs are met in special education learners for each step of Big6. || Does the Big6 specifically meet IEP's for special needs students? ||
 * ~ Know ||~ Want to Learn ||~ Learn ||~ Questions ||
 * One information literacy problem for schools is providing meaningful learning opportunities || How can the Big 6 help solve this problem? || Meaningful learning builds upon prior knowledge. By systematically using the Big 6 information literacy process throughout the educational program will enhance student learning (Eisenberg). || What happens if you do not
 * The Big 6 process is not linear. || Are there certain steps that must be completed in a particular order? || Information problem solving is not always a linear process - steps may be out of order or even repeated, but all steps must be completed (Eisenberg). || Would it be easier for students to start
 * I know there are six steps
 * || How does Big 6 work successfully
 * || What are the most successful
 * || How does Bloom's Taxonomy
 * || How do the 21st-century learner
 * I know that Big6 was created to ensure that

**Works Cited**
American Association of School Librarians. //Standards for the 21st Century in Action//. Chicago: American Association of School Librarians, 2009. Print.

//The Big6//. Ed. Michael B. Eisenberg and Robert E. Berkowitz. 2009. University of Washington. 11 October 2009 [|__http://www.big6.com__]

Carnesi, Sabrina, and Karen DiGiorgio "Teaching the Inquiry Process to 21st Century Learners." //Library Media Connection// 27.5 (2009): 32-36. //Academic Search Complete//. EBSCO. Web. 8 Oct. 2009.

Eisenberg, Mike. "Information Literacy: The Most Basic of Basics." //Mike Eisenberg on Information Literacy//. June 2009. Web. 6 Oct. 2009.[].

Eisenberg, Mike. "It's All About Learning: Ensuring That Students Are Effective Users of Information on Standardized Tests." //Library Media Connection// 22(6) 22-30. Rpt //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 45.

Harada, Violet H. and Joan M. Yoshina. “Moving from Rote to Inquiry: Creating Learning That Counts.” //Library Media Connection//, 23(2), 22-24. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 56-59.

Harada, Violet H. and Joan M. Yoshina. “Tools of the Trade: Comparison of Conventional and Inquiry-Focused Schools.” //Library Media Connection//, 23(2), 25. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 60. Milam, Peggy. “Destination Information: A Road Map for the Journey.” //Library Media Connection//, 22(7), 20-23. Rpt. in //School Library Management//, 6th ed., Eds. Judi Repman and Gail Dickinson. Columbus, OH: Linworth Publishing. 31-34. Stripling, Barbara "Inquiry: Inquiring Minds Want to Know." School Library Media Activities Monthly 25.1 (2008): 50-52. Library, Information Science & Technology Abstracts with Full Text. EBSCO. Web. 11 Oct. 2009.