Notes+For+Module+2

by Sabrina Carnesi and Karen DiGiorgio The inquiry process is an interactive cycle used to teach research in any content area. It is an active process. This process is applicable to solving problems throughout life. This method works well with different learning styles. Utilizes the entire Blooms taxonomy Using technology such as web quests can help guide students as they navigate inquiry. Technology is also a preferred method for teaching the inquiry process because it is a high interest area for students. Steps for inquiry: 1. Questioning: Be sure to encourage more than a simple yes/no question, open ended is the goal. 2. Planning: In this stage students create a schedule for completion and begin researching for answers to their questions. 3. Collecting and crediting: This stage is the documentation of data that has been collected, technology such as email, wikis, and collection of url's for information that they have viewed on the internet. 4. Organizing: Revise questions and plan, organize and analyze data that is there. Follow up on missing information or additional questions. 5. Synthesizing: Determine a format for the final project. Use a rubric to evaluate the product, determine the shape and content of the product. 6. Communicating: This is self evaluation and/or teacher evaluation. New goals are set in this stage. This six step process can be aligned with the AASL Standards.
 * Teaching the Inquiry Process to 21st Century Learners**

Developed by Michael Eisenberg and robert Berkowitz The Big6 skills approach is a stystematic process to problem solving. There has been an explosion in the amount of information available. Information overload is common. As children progress through school, they search less and less for their own purposes, rather the searching that they do is in response to imposed needs. The Big6 utilizes six stages (Successful information problem-solving encompasses these stages) 1.1 Define the problem 1.2 Identify the information needed 2.1 Determine all possible sources. 2.2 Select the best sources. 3.1 Locate sources. 3.2 Find information within sources. 4.1 Engage (e.g., read, hear, view). 4.2 Extract relevent information. 5.1 Organize information from multiple sources. 5.2 Present the result. 6.1 Judge the result (effectiveness). 6.2 Judge the process (efficiency). People go through these stages whether they realize it or not, when they seek to solve an information problem. These skills are best learned when integrated with classroom curriculum and activities. The Super3 is the early K-1st grade version of the Big6
 * The Big6**
 * **Task definition**
 * **Information seeking strategies**
 * **Location and access**
 * **Use of information**
 * **Synthesis**
 * **Evaluation**

Evidenced-Based Practice and School Librairies: From Advocacy to Action By Ross J. Todd