Persuasive+Presentation+Discussion


 * Persuasive Presentation Discussion Page**
 * Partner: Ashley Weibling and Brenda Jenkins **
 * Email Communication (Ashley I cut and paste email from my sent box): **

**Let's plan what we are doing for our lesson plans. What time do you want to talk tonight. I will be traveling this afternoon, but will be free tonight and tomorrow night. Just let me know. :) I was thinking a social studies lesson, language arts lesson and a science lesson.** **We also need to decide if we are going to focus this towards students, teachers or administration. :) (3/2/12)** Guiding students' questions? How are students taught to ask worthwhile questions? || Record what we learned in this column. || If inquiry takes more time than traditional "research," how many students are actually experiencing inquiry learning in time crunched, testing-focused schools today? ||
 * ~ INQUIRY LEARNING ||~  ||~   ||~   ||
 * KNOW || WANT TO LEARN || LEARN || FUTHER QUESTIONS ||
 * Involves students in developing questions || What part do educators play in framing the topic?
 * ||  || The first step of the "Stripling Model of Inquiry" is to Connect. The student will connect to their previous knowledge and gain background and context. ||   ||
 * ||  || The second step of the Model is "Wonder". In this step the learner will develop questions and create predictions. ||   ||
 * ||  || The 3rd step "Investigate" is where the learner will find answers to their questions and test their hypothesis. ||   ||
 * ||  || The 4th step is "Construct". This is where the learner will construct new understanding connected to prior knowledge. They will also draw conclusions based on their learning. ||   ||
 * ||  || The 5th step is "Express". Here students will apply new knowledge to what they have learned. ||   ||
 * ||  || The 6th step is "Reflect". Here students will reflect on their learning and ask new questions. (2/22/12) ||   ||

Stripling, Barbara. "Assessing Information Fluency: Gathering evidence of Student Learning." School Library Media Activities Monthly 23.8 (2007): 25-29. Print.

Stripling, Barbara. "Teaching Students To Think In The Digital Environment: Digital Literacy And Digital Inquiry." //School Library Monthly// 26.8 (2010): 16-19. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 3 Mar. 2012.

Ashley I have searched the 12 inquiry models and I find the ones below to be the most durable: 1. FLIP IT! Framework (Yucht) 2. REACTS (search Stripling and Pitts) 3. Savvy 7 (Miller and Champlin) What do you think or which did you find most durable? Brenda, I think the "FLIP IT!" Framework is great because it is simple and the more complicated the model is, the more unlikely teachers are to use it. I also like how they use the Frayer Model for their thinking map.

FLIP IT! FRAMEWORK [] 2/22/12 Yucht, Alice H. "Alice in Infoland". http://www.aliceinfo.org/flip-it-handouts/ Accessed 2/27/12.
 * **Know** || **Want to Learn** || **Learn** || **Futher Questions** ||
 * There are 5 steps. || What are the steps for the learner within each step of FLIP IT? || Flip it! encourages students to continually reflect on their goal for learning. They will continually ask themselves "If I know this, then what do I need to do next?" (2003) || What strategies are used to teach students focusing techniques? ||
 * F= Focus ||  || In the"F" the learner is expected to "Focus" specific topics they've just been looking for. (2003) ||   ||
 * L=Links ||  || The "L" stands for "Links". This is where the learner will cite the sources they've used.(2003) ||   ||
 * I=Inputs ||  || The "I" stands for "Inputs" and this is where the learner addresses concepts they've learned and how they are useful to them in their research. (2003) ||   ||
 * P=Payoff ||  || The "P" stand for "Payoff" and this is the step where the student puts all of the information they have learned together and they decide how it will be presented. (2003) ||   ||
 * IT= Intelligent Thinking ||  || "IT" stands for "Intelligent Thinking" and it is not necessarily part of the learning process in this model, but helps the learner and teacher reflect on what type of learning they were doing.(1997) "Did I use my brain to the best of my ability?" (1999) ||   ||

"Information Age Inquiry". [] Accessed 2/29/12.

McCarthy, Cheryl A. "Alice Yucht’S FLIP IT! An Information Literacy Framework That Really Works For All Ages!." //School Library Monthly// 19.7 (2003): 22-51. //Library Literature & Information Science Full Text// //(H.W. Wilson)//. Web. 3 Mar. 2012.

Thomas, Nancy. "A Multiplicity Of (Research) Models: Alternative Strategies For Diverse Learners." //School// //Library Monthly// 17.1 (2000): 25-51. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 3 Mar. 2012. Alice H. "Flip It! For Information Skills." //Teacher Librarian// 26.3 (1999): 37-38. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 3 Mar. 2012.

Alice H. "Flip It! For Information Skills Strategies." //Book Report// 15.(1997): 17-18. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 3 Mar. 2012.

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