YOUR PERSONAL DIGITAL INQUIRY (PDI) PLAN
Think about how you will intentionally use digital texts and tools to support students’ ability to build a deeper understanding of their inquiry topic and how students themselves will express and reflect on their ideas. Use this plan to (a) outline learning outcomes and competencies your project aims to achieve; (b) describe the lesson/project/unit in a way that visualizes the learning experience and ways you will facilitate each of the four sets of inquiry practices during those experiences (Wonder & Discover; Collaborate & Discuss, Create & Take Action, Analyze and Reflect; and (c) consider how your project integrates technology into activities that aim to promote higher order thinking and active engagement with authentic work.  

STEP 1. START WITH THE END IN MIND:
OUTLINE KNOWLEDGE OUTCOMES AND DIGITAL COMPETENCIES YOUR PROJECT AIMS TO ACHIEVE

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?

ISTE (Insternational Society for Technology in Education) Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

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.

  • Students will use their knowledge to research a topic for a class project
  • Students will work together to discuss and choose appropriate sources for research
  • Bill’s students will be research a health topic, Kathleen’s a revolution- both raising awareness about issues


DIGITAL AND MEDIA LITERACY COMPETENCIES

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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)

  • Identify information needs
  • Use effective search and find strategies
  • Evaluate credibility and quality





STEP 2. VISUALIZE SPECIFIC LEARNING EXPERIENCES ALIGNED TO THESE OUTCOMES AND WAYS YOU MIGHT FACILITATE OPPORTUNITIES FOR ALL FOUR SETS OF DIGITAL INQUIRY PRACTICES  

Thinking guides in Appendices to support your work in Design Studio include:

          Questions about designing inquiry experiences and teaching supports

          Weaving opportunities for voice and choice into levels of inquiry practices

          Using digital texts and tools to deepen learning and increase engagement

WONDER

& DISCOVER

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

Online Research Tutorials from Acadia University 

TEACHING AND TECHNOLOGY SUPPORTS:  (How will you support, facilitate, and document wondering and discovering?)  

Class discussion

Exit tickets thru formall emails (a side skill to be taught)

  • What is one thing you learned today?
  • What is one thing you will do differently this year than you will in the past?
  • What are you uncomfortable with?
  • What questions do you still have?

COLLABORATE & DISCUSS

ENGAGING STUDENT EXPERIENCES: (What experiences, content, texts, and tools will learners engage with collaboration and discussion to deepen thinking around outcomes?)

Class discussion

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.

See below

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