Persuasive+Reading+Notes

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 * Assignment Link**

K-W-L-Q Page Storyboard Page Final Product Page
 * Persuasive Presentation Collaboration Links**

Irene Kistler 210-452-9095 / email: ikistler@yahoo.com / IKistler@twu.edu Linzy Mathew - 214-334-5128 / email: LMathew4@twu.edu / LinzyMathew@hotmail.com
 * Collaborators:**


 * Audience Selected for this Project:** Classroom teachers
 * Topic: ** Inquiry Learning
 * Possible Presentation Tools: **Xtranormal or Powtoon.
 * Assessing and Turning in Your Work: **
 * Use the [|A.2.4 Rubric] to self-assess your work.
 * One partner will submit the URL to the prewriting K-W-L-Q. ** Irene ** (Irene, would you like to do this? -Linzy) Yes, that would be fine.
 * The other partner will submit the rubric with the top portion completed, including the link to the persuasive presentation. (Linzy Mathew)
 * FORMAT ** for submitting rubrics via BB Assignment Tool: Last Name_Last Name_Assignment Number_Rubric
 * Example: ** Moreillon_Evans_A.2.4_Rubric

 ** Topic: Understanding by Design **** Focusing Question: ** What are the components of an effective lesson plan and how do they play out in classroom-library collaborative planning? One of the components of an effective lesson plan is to be clear about your objective, i.e. beginning with the end in mind. You, and the students, need to know the end goal at the beginning, otherwise there's floundering around. For collaboration, the teacher and librarian need to agree on the end goal and then work backward, i.e. which product will show the required understanding, and **then** determine lessons to get to the end goal. I also think the rubric needs to be written by both the teacher and the librarian as one of the starting points for collaboration.
 * Module 2.1 (2-11 to 2-17) **

Prior knowledge, content knowledge, product, and assessment are the components of an effective lesson plan. A strong objective that comes from the TEKS is the base of each lesson. That must be the first thing listed that guides the rest of the plans. With classroom-library collaborative planning the teacher may be more familiar with the certain components and the librarian may be better at certain parts so together they can cover everything more comprehensively.

Works Consulted: Moreillon, Judi. Lesson Planning 101 PowerPoint. 23 Aug. 2009. PPT. Web. (Both of us used this source.) Moreillon, Judi. Instructional Strategies PowerPoint. 23 Aug. 2009. PPT. Web. Wiggins, Grant P., and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998. Print. **Module 2.2 (2-18 to 2-24)**  ** Topic: Inquiry and Other Research Models: Related Methods of Information Problem-Solving **** Focusing Question: ** What are the similarities and differences between inquiry learning and other research models? I'm learning that one big difference is student involvement in their own understanding. An important component of inquiry is that students are involved in crafting the questions and also have the opportunity to **revise** the questions as they learn. I think many research models don't allow for this revision time, partly because so many classrooms are driven by district scope and sequences. The march is **through** the curriculum to reach the **the end date.** Then, it's onto the new unit, ready or not!

So...is question revision a luxury? Can this truly be applied in today's data driven, march through the scope paradigm which exists in many schools today, particularly in Texas?

The main difference between the two is the that with research models its dependent upon "the mastery of the material" versus the process of discovering knowledge. There is a skill involved in seeking and finding answers and research does not really focus on that. With inquiry there is a longevity of results for skills and knowledge that stays with them for life. Inquiry is "student centered".

Works Consulted: On the Web: "Inquiry-based Learning: Explanation." THIRTEEN - New York Public Media. Web. 28 Dec. 2010. <@http://www.thirteen.org/edonline/concept2class/inquiry/index.html>.

**Module 2.3 (2-25 to 3-3)**  ** Topic: Inquiry into Inquiry: Benefits and Challenges of Inquiry Learning ** **Focusing Questions: ** What are the benefits and challenges of inquiry learning in the school environment? How does inquiry transfer to lifelong learning?

When a school or district chooses one inquiry process to support, then they are handing their students a tool to solve not just a research problem, but any problem. The steps to inquiry are transferable outside the realm of direct research. Inquiry is a life skill.

**Topic: Children's Literature/Publishing Industry** I am hoping to one day be a published children's author. I joined SCBWI to better understand the industry and make connections. I attend SCBWI conferences. I read an abundance of children's books to understand the patterning within successful books.
 * Here is my application of IIM to a personal life issue: **

**Goal Setting: Become Published** To reach my goal, some of my resources are critique groups and writer's forums. I also write daily and ask myself questions about the industry. What is a query? Which picture books are selling right now? How do I create rhythms which hook a reader?

**Research: Interview an Author** Whenever possible, I interview children's authors for advice on writing and the industry. Lisa Wheeler gave me a fabulous sentiment: "I sent out over 250 queries before I got my first positive response. I just wanted it really bad."

**Organizing: Create my Work Space** Since I'm a teacher, I had to declare that I had a workspace dedicated to writing. If I didn't create a writing space which I respected for myself, then I didn't take my own goal seriously. Once I took myself seriously, my writing began to improve.

**Goal Evaluation: Where are my distractions?** I know to get published, I need to sit butt in chair and write. There is simply no other way to get really good at writing. About every six month, I evaluate my habits for distractions. I eliminate activities which are taking me away from my goal. I know if I stick with my goal and continue to improve, I will get published one day.

**Product: Revise, Revise, Revise** For writing, the product is in the revision. I write, then revise, revise, revise. I'll walk away and leave a manuscript for a few months. Come back to it after having forgotten about it, and I see--with fresh eyes--my writing errors.

"Inquiry is an approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue. It requires more of them than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit, and study. Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum. Although it is often thought of as an individual pursuit, it is enhanced by involvement with a community of learners, each community learning from the other in social interaction. However, without some guidance it can be daunting" (2007, 2)."

The challenges of inquiry can be that if the child is in the primary grades, they may be able to ask deep, penetrating questions but will they be able to find answers to complex questions in age and grade appropriate sources? This complicates things and the last part of the quote above about guidance (or how much extra guidance) can be overwhelming especially with large class sizes and less help due to tight budgets in school districts. Irene and I were talking today about the challenges that we were facing in regards to inquiry in the classroom with younger students.

The benefits of inquiry can be when students construct new meaning by working together in groups and hearing eachother's thought processes. It can also be a social learning or collaboration process.

"The AASL Standards make it clear that 21st-century school librarianship is not just about teaching a set of "skills;" it is about being a partner in powerful, inquiry-fueled learning (2007)."

Works Consulted: Fontichiaro, Kristin. "Nudging toward Inquiry: Re-Envisioning Existing Research Projects." School Library Monthly XXVI.1 (2009): n. pag. Schoollibrarymonthly. Libraries Unlimited, Sept. 2009. Web. 24 Feb. 2013. .

**Module 2.4 (3-4 to 3-10)** <span style="background-color: #ffffff; color: #444444; display: block; font-family: 'Segoe UI','Lucida Grande',Arial; text-align: left; vertical-align: baseline;"> ** Topic: Assessment 101 **** Focusing Questions: ** Why is assessment important? What kinds of formative assessments can school librarians co-develop and administer in order to demonstrate their impact on student achievement?