STEP 1. START WITH THE END IN MIND:
LEARNING OUTCOMES TO DEEPEN KNOWLEDGE
Identify what learners will be expected to know, understand, and be able to do during and after they engage with these activities. Aim for outcomes that involve higher levels of thinking and engagement (Optional): You may choose to also align these outcomes with relevant standards in your work context (e.g., CCSS, NGSS, AASL)
How will I (student) select appropriate and relevant sources for research?
3a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
AASL (American Association of School Librarians) Standards for 21st Century Learner Indicator 1.1.4: Find, evaluate, and select appropriate sources to answer questions.
- Identify and prioritize possible sources of information based on specific information needs and strengths of different information formats. – Use specialized reference materials to find specific and in‑depth information. – Use both primary and secondary sources. – Evaluate sources based on criteria such as copyright date, authority of author or publisher, depth of coverage, and relevance to research questions.
PARTICIPATORY OUTCOMES TO DEEPEN KNOWLEDGE
Identify ways that learners might have opportunities to turn their knowledge into action by collaborating with others, starting conversations, raising awareness, taking action, and/or changing minds.
DIGITAL AND MEDIA LITERACY COMPETENCIES
What digital and media literacy competencies are central to these learning experiences? Copy/paste any three competencies from this list or write your own from the most relevant categories: (e.g., Access, Analyze, Create, Reflect, and Act)
Thinking guides in Appendices to support your work in Design Studio include:
ENGAGING STUDENT EXPERIENCES: (What experiences, content, texts, and tools will learners engage with wondering and discovery to deepen thinking around outcomes?)
Students will be utilizing library databases and resources
TRAAP test (variation of CRAAP)
Teacher will have discussions with students about their process and thinking
TEACHING AND TECHNOLOGY SUPPORTS: (How will you support, facilitate, and document wondering and discovering?)
Exit tickets thru formall emails (a side skill to be taught)
COLLABORATE & DISCUSS
ENGAGING STUDENT EXPERIENCES: (What experiences, content, texts, and tools will learners engage with collaboration and discussion to deepen thinking around outcomes?)
TEACHING AND TECHNOLOGY SUPPORTS: (How will you support, facilitate, and document collaboration and discussion?)
Asking students to discover and explore on their own and allowing them to share their learning and understanding pior to teaching details of a database or evaluating resources.
CREATE & TAKE ACTION
ENGAGING STUDENT EXPERIENCES: (What experiences, content, texts, and tools will learners engage with creating and taking action to deepen thinking around outcomes?
Screencast explaining thought process selecting resources
Abstracts on NoodleTools or Google Slides
TEACHING AND TECHNOLOGY SUPPORTS: (How will you support, facilitate, and document creating and taking action?)
Teacher will model all of the above.
ANALYZE & REFLECT
ENGAGING STUDENT EXPERIENCES: (What experiences, content, texts, and tools will learners engage with analysis and reflection to deepen thinking around outcomes?)
Students will reflect on their learning at the end of the project and be given their choice fo digital tools to use
TEACHING AND TECHNOLOGY SUPPORTS: (How will you support, facilitate, and document analysis and reflection?)
Teachers will use rubrics to grade the process and product separately.