Making Research Visible -- Librarian Survey (Responses)
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TimestampWill you share your experience and wisdom with me?Name / EmailWhat age range of students would you like to talk about? (Feel free to answer this survey any number of times, for different age ranges)What curriculum are you working within? (Tick as many as relevant)What process model best suits your age range of students and your experience of teaching inquiry/research?How well does the graphic representation of the process model you selected above support your students' understanding of the relationship between the phases? Which phases of the inquiry/research process do you find students have the most problems with?Are they conceptual problems? Or practical, skill-based ones? Can you give an example?Which phases of the inquiry/research process are easiest for your students?Which concepts or skills relating to research/inquiry do you think are the most important to teach for your age range?Do you have any favorite strategies or mini-lessons or metaphors for teaching them?How is research/inquiry made visible in your classroom? What are your favorite tools for making the process visible and/or assessing prior, formative, and summative knowledge, whether collective or individual? Do you have any visualizations or evidence of inquiry (e.g., exemplars of group work or individual student work) to share with me?Are there any books that you feel serve well as mentor texts for inquiry/research?What are your favorite resources about research/inquiry in the classroom, library, or in life? (e.g., books, blogs, people, theories, whatever)LAST QUESTION: What level of referencing do you think is reasonable for your students? (tick as many as relevant)
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9/2/2016 12:25:43Yes, I'm happy to take this surveyLinda Hoiseth lhoiseth@asd.edu.qaLower High School (Grade 9 and 10)Standards-based curriculumThea Holtan, The Thinking and Writing ProcessIt doesn't have a graphic representation or I don't show it to studentsI focus a lot of my efforts on teaching note-taking. I feel it's the key to ethical and effective incorporation of others' ideas in your work.They tend to skip the note-taking phase all together. They start to draft as soon as they are gathering info, and too often copy and paste without thinking and paraphrasing.Creating the bibliography. They are well trained to use Noodletools.Note-taking. Source evaluation. Finding a variety of sources.I have a couple of different note-taking/sorting workshops I use.When I work with classes, I usually outline the entire lesson on a Google Slide show that I embed in a Libguide - in the hopes that students and teachers might refer to it later.No, sorry -- I wish I didNoodletools. The ECIS library list serve.In-text citations or footnotes, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/2/2016 13:16:35Yes, I'm happy to take this surveyNadine deschatjes@gmail.comUpper Primary School (Grade 4 and 5)PYP - Primary Years Program - IBOKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingOKQuestion formulation & Taking actionA bit of bothFinding out / sorting outsynthesis / reflectingPicture stealing (g2/3); sticky notes / bits of paper / posters Yes -- will send you digital copies or linksThing about jellyfish, Eyes wide open, Use a bit of everythingBasic MLA format bibliography
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9/2/2016 13:30:09Yes, I'm happy to take this surveyLeanne Sercombe / sercombel1@dc.edu.hkLower Primary School (Grade 2 and 3)PYP - Primary Years Program - IBOKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingVery wellDefineI find that students often have difficulty coming up with a question that can be inquired into. I also think they have dome difficulty planning for their inquiry.Explore and Act Effective search skills, critical evaluation of websitesKWL, Padlet, schema charts with Post it notes (What I know, new learning, concepts/ misconceptions), a variety of presentation tools eg, Canva and Powtoon, A variety of Visible Learning thinking routines eg Connect/Extend/Challenge when looking at resources.Yes -- will send you digital copies or linksTrish Oliver Glenealy School Hong KongTitle, author, and date, The URL
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9/2/2016 14:22:11Yes, I'm happy to take this surveykuw@gapps.uwcsea.edu.sgUpper High School (Grade 11 and 12)DP - Diploma Program - IBODon't have a preferred process modelWellStudents have different problems at different stages depending on their familiarity with research.Skill based problems. eg. in-text citations or locating quality resources. It all depends on their familiarity with research. By 12th grade, the easiest process is locating scholarly sources. Source evaluation, citing, referencing.I use a picture from West Side Story when the Sharks and Jets face one another with Bernardo and Tony both flanked by their respective crews. Bringing one's crew to a street fight increases one's chances of winning. No crew, no chance. No citations or CRAAP tested sources, no chance. Rooms with dry erase walls are great for measuring students' understanding of intext citations. No, sorry -- I wish I didGreat question! I hadn't thought about doing this with DP.Besides the Purdue OWL, the UWCSEA citation posters are an amazing source for referencing and citations.Bibliography -- list of sources, In-text citations or footnotes, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/2/2016 23:25:24Yes, I'm happy to take this surveyjacqui.makselon@tts.edu.sgUpper High School (Grade 11 and 12)DP - Diploma Program - IBO, A levels (UK)ISP: Defining / Locating / Selecting / Organising / Presenting / AssessingOKdefining their topic and questionMany of the students struggle with identifying a broad area and narrowing it down to find a specific one which raises a question. They often find it hard to come up with something that allows them to be discursive. There tends to be a lot of false starts! The writing as they are far more confident with that than they are with the research process - they don't get enough experience of the latter in lower year groups.evaluating resources, using databases, search strategies, referencing and citation, note-making paraphrasing and summarising as these have not really been taught lower down and students still struggle with them). CRAPP test is memorable for students of this age - it is a useful 'in' for teaching them to evaluate resources more effectively
mini-lessons on smart searching using google and then moving to similar for databases -
All our students keep a reflective research log whether EPQ or EE. Padlet useful for brainstorming/sorting ideas stage. An adapted Cornell note-making method. Use of libguides to support the process http://libguides.tts.edu.sg/research . Posters for referencing.
May be able to share past EPQ student logs - will need to get permissionFor this age group:
http://web.anglia.ac.uk/anet/studyskillsplus/index.phtml
http://www.southampton.ac.uk/learnwithustransition/academic-skills-guides/index.page
https://skillshub.northampton.ac.uk/
https://www.escholar.manchester.ac.uk/learning-objects/mle/presentations/planning/
https://library.leeds.ac.uk/tutorials/note-taking/ (there are others like this note-making one)
Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/3/2016 1:02:22Yes, I'm happy to take this surveySarah Ducharme / scducharme@yahoo.comMiddle School (Grade 6, 7, and 8)MYP - Middle Years Program - IBOBig 6: Task definition / Information seeking strategies / Location & access / Use of information / Synthesis / EvaluationIt doesn't have a graphic representation or I don't show it to studentsDeveloping questions that will lead to sources they can actually find (some questions seem impossibly specific)Practical problems include organizing and staying on track. Conceptual problems for Middle School include synthesis, lots of reading comprehension issues, linking from evidence to analysisThey seem to do ok with source evaluationFinding sources that are understandable, that they are able to synthesizeNot particularly. I like Boolify for teaching about search strings. I like using tables for outlining and showing students how to merge the table to show how all of that good work becomes a paragraph.I like Post-its and Padlet. We don't do much of this, honestly. I would like to do more. We do visible thinking routines around generating questionsNo, sorry -- I wish I didBibliography -- list of sources, Basic MLA format bibliography, In-text citations or footnotes, We start in-text in grade 8
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9/3/2016 9:02:33Yes, I'm happy to take this surveyRhonda.morrissette5@gmail.comUpper High School (Grade 11 and 12)DP - Diploma Program - IBOAlberta inquiry modelVery wellFormulating question - initial researchConceptual - too overwhelming for many to get startedRe-writes after the draft conferenceFinding quality relevant information and citations and referencesCarol kuhlthaus isp model - also EE cafe where inquiry lessons are presented to peers and supervisors for critiquePost research questions for all to see - post inquiry model plus carol kuhlthaus isp model - stay calm and think critically posters - noodleTools posters - turnitin posters No, sorry -- I wish I didTL support groups - live and virtualProper use of MLA, APA, or Chicago style (whatever you assign)
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9/3/2016 13:36:09Yes, I'm happy to take this surveyiman_rgb@yahoo.comLower High School (Grade 9 and 10)PYP - Primary Years Program - IBO, MYP - Middle Years Program - IBO, DP - Diploma Program - IBOKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingVery wellFormulating the question - evaluating the resourcesTo narrow down the topicSelect/collect the resourcesevaluation of resources - citationI always make the links with the learner profileI will start this with my students this yearNo, sorry -- I wish I didNo specific resourceTitle, author, and date, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/4/2016 12:53:37Yes, I'm happy to take this surveykathleen.mckim@iaa.edu.joMiddle School (Grade 6, 7, and 8)MYP - Middle Years Program - IBOISP: Defining / Locating / Selecting / Organising / Presenting / AssessingWellgathering and evaluating datamore conceptual. They know the resources but can't put them together.citation--doing it is difficult, but they are well-informed.evaulation, analysis, combiningindependent research in the library, i don't know what they do when they get to classmaybe. i'll seeib myp personal product documentsBasic MLA format bibliography, In-text citations or footnotes
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9/4/2016 17:47:52Yes, I'm happy to take this surveyFiona Ellis / fellis@marymount.frUpper Primary School (Grade 4 and 5)Standards-based curriculumBig 6: Task definition / Information seeking strategies / Location & access / Use of information / Synthesis / EvaluationIt doesn't have a graphic representation or I don't show it to studentssynthesisStudents are quite good at finding information for their projects, but have more difficulty with summarising and paraphrasing. I devote several lessons on these skills in library classes. Locating information.Website evaluation, how to find relevant information and age appropriate quality web content.I use the Web Pass Express feature on Destiny regularly in my mini lessons. This guides students to finding age appropriate web content. This also gives examples of different websites when discussing website evaluation techniques and tips.Around the library I display a few posters and books on developing research skills, but I think I should perhaps promote this more. No, sorry -- I wish I didOur librarian won't tell us anything' by Toni Buzzeo, Library mouse series by Daniel Kirk,Common Sense Media resources, 'The Shallows' by Nicholas CarrBibliography -- list of sources, Title of source, Title and author, Title, author, and date, The URL
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9/5/2016 8:21:13Yes, I'm happy to take this surveySusan MacIntosh macintosh.s@nexus.edu.sgMiddle School (Grade 6, 7, and 8)GCSE / IGCSE (UK)Kath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingIt doesn't have a graphic representation or I don't show it to studentsSelecting, organizing & assessingBoth. They often don't realize that it takes time to select the best resources, & they often don't know how to select sources that support their argument or present another perspective.No, sorry -- I wish I didBasic MLA format bibliography
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9/5/2016 9:30:31Yes, I'm happy to take this surveyvictoria_robins@icloud.comLower High School (Grade 9 and 10)Inquiry-based learning, Standards-based curriculum, Concept-based curriculumKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingOKsynthesizing - going deeperboth. poor keywording and/or ways of thinking about their topic/questionasking good questions/lines of inquiry/ways to think about what they learned and make connections to 'cut down' on the cut and paste mentality of many students 'research'At a point in the 'finding information stage' - I like to take a 'break' and ask students to fid an image the represents what they have learned, then I have them create a thinglink where they discuss 4 questions - without looking at any notes. 1. What I know (in 2 sentences or less) 2. what i think about the topic/question 3. How I feel about the topic/question 4. What new directions do I have or what else do I need to know. They share this with the class before we start our next stage.... I find it refreshes them and the class offers great advice...use many things - depends on course, etc... Padlet, Thinglink, grogger, flipgrid, tweets, Yes -- will send you digital copies or linksBasic MLA format bibliography, In-text citations or footnotes
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9/5/2016 9:43:36Yes, I'm happy to take this surveyKeri-Lee klb@uwcsea.edu.sgUpper Primary School (Grade 4 and 5)Concept-based curriculumKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingOKSorting out - which is the most relevant stuff to what I want to know. And is it valid.Just need experience looking at when articles are published, by whom, what bias might there be, what the URL tells us about validity, checking into links referred to etc.finding outcommunication, being principled, I like using the research pane in Google Docs. Forms, padlet, Google DocsNo, sorry -- I wish I didI wish I did!Those websites loaded with fake info are helpful.The URL, In-text citations or footnotes, In Google Docs it does it all for you, if you're smart. Not hard to teach!
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9/5/2016 12:30:15Yes, I'm happy to take this surveyr.dempsey@gwa.edu.sgAge range of students varies for me in my current position. When answering the following questions the age range that I've targeted is upper primary, middle school and lower high school.PYP - Primary Years Program - IBO, MYP - Middle Years Program - IBO, DP - Diploma Program - IBO, GCSE / IGCSE (UK), Inquiry-based learningISP would be the closes model to what we are trying to achieve with the students. With the exception being that presenting and assessing are flipped in the process.Having a hard time viewing the graphics. I'd say the Research Cycle graphic would be the best example.From my experience the assessment phase is usually the most difficult. Especially the reflection component. For instances, when students are doing a culminating project i.e. Personal Project or Extended Essay, students rarely reflect to strengthen their findings. Far too often an opposition view point is not mentioned where if it was the overall project would be better. By reflecting and assessing more students would perform better and strengthen their critical thinking skills which are so vital in today's workforce. I'd say skill based. An example was mentioned above in a round about way with opposing view points and extended essay.I believe it depends on the student. Some students are great at gathering information. Others are great at organizing but have a difficult time gathering. While some students are fantastic at presenting but their overall findings are lacking. Cite sourcing. Far too often I see students give teachers title and a URL link. That simply is not enough. There needs to a be an author, publisher and copyright date. I like to do role reversal. Inform students that they are the teacher and I'm the student. When the time comes to reveal or turn in my findings, my work cited page consists of a title or URL link. I than ask are you happy with that? They often tell that is not enough.ChartsI usually tap into the students prior knowledge when going over citation. This usually take places on a smart board or Google Classroom application. I like to share the importance of plagiarism. One article I like to discuss is the German official who got sacked from her position 3 or 4 years ago because she plagiarized her Ph.D. Basic MLA format bibliography, I feel if I can get the students to provide teachers with an author, title, publisher, copyright and link, if they are using a website, than that is an accomplishment.
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9/5/2016 12:52:31Yes, I'm happy to take this surveyKim Beeman / kimbeeman@gmail.comUpper High School (Grade 11 and 12)GCSE / IGCSE (UK), A levels (UK)I have borrowed your design model (inspiration, ideation, implementation)Wellideation (they often want to move directly from inspiration to implementation, without stopping to really flesh out their idea or do a broad range of initial skimming/scanning to further develop and define their topic)The students I work with often have little to no experience developing and exploring a research topic on their own. The research they have experience with is often quite narrow in scope (answering, for example, a very specific question about the historical setting of a novel), and they seem to have difficulty when they are allowed to make independent choices about their research. They often have difficulty with developing a research question that fits the scope of their assignment. Once they have developed an appropriate question, they often seem unsure of how to select suitable sources and/or want to use the first few sources they encounter, without doing wide enough or deep enough reading. (I do, of course, try to address these specific shortfalls when I work with them, but these are the types of problems I see most frequently.) For students with a background in History or English at A-Level, they are often fairly comfortable with incorporating sources and analysing text. So many! Because of the nature of their GCSE coursework, and the nature of most of their A-Level courses, they are quite used to being fed the documents/texts they need, and are often either not confident or not particularly competent at sourcing appropriate information when presented with a more open-ended project. I tend to focus on: the research cycle, developing good research questions, how to approach finding and using high-quality sources (skimming/scanning, only deep reading when it is really called for, etc), and tools to help stay organised throughout the process. I find that most of the students are not particularly strong in most of these areas. Recently, in my first session with the Year 12 students, I have been asking them to work in groups of two or three to take a few minutes come up with the process they would use to design a chair. (Far more of the students here have done coursework in Design and Technology than English or History, which is part of the reason this works so well.) The answers they come up with are great, and very transferable to working on a research paper. They talk naturally about inspiration (looking at iconic chairs, doing image searches for dozens and dozens of chairs), fit/viability (Is it what the client wants? Does it fit the specifications of the assignment? Will it fit with the table/room/desk where it is needed?), and feasibility (Can they make it with the materials they have access to? Can it be completed in the time allotted?). I find it is then easier to switch over to a conversation about how a research paper/project should also be designed, and that many of the considerations overlap. I have worked with younger students (Y4 and Y6) on visual note-making a bit, and most of the students are familiar with mind maps, which I often encourage them to use both for note-taking and research planning, because it is familiar to them. We also use "commonplace books" in our Reading the World classes, where students are meant to log and reflect on both in-class discussions and research projects. I might be able to rustle up some mind maps and/or nice commonplace book examples, if you like. I should have taken pictures, but I haven't!Andrew Abbott! Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/5/2016 19:14:32Yes, I'm happy to take this surveyjohanna.krijnsen@gess.sgUpper High School (Grade 11 and 12)DP - Diploma Program - IBOKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingWellSynthesising & reflecting Conceptual, value the source e.g. biasFinding outReflectingCRAP testMindmeister, Padlet, Post-itMindmaster maps, Padlets and Pictures of Post-it walls or just mapping on a white boardAnderson, M. T. (2002). Feed. Cambridge, MA: Candlewick.
The paradigm shift in learning http://www.marktreadwell.com/
Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/6/2016 12:10:05Yes, I'm happy to take this surveyLoriUpper High School (Grade 11 and 12)National curriculumDon't have a preferred process modelWellDefining/Locating/selectingIt seems that some students have difficulty, even after speaking with their teacher, in defining the specific information they need to find and share as their assessment. They also lack the skills to choose appropriate and credible sources - particularly since they rely quite heavily on electronic sources such as websites (even though we point them to databases!). We are excited that this is slowly changing with our intervention as TLs and further co-operative planning with our enthusiastic teachers.Presenting: either as an essay, PPT, Google Doc, PreziIdentification of credible and appropriately academic sources. This could be a print item, something from a database, or even a blog from a thought leader in the area of study. We also recognise that a blog post from a recognised thought leader in the field can be as useful and credible as an article from a peer-reviewed PDF journal article. Digital scholarship is really changing the boundaries and thoughts around what is now considered useful and 'academic'. :)We run a Keys to Success program for all Year 11 students that is compulsory in Term 1 of Year 11 (we are a senior secondary school Year 11 and 12 only), and points are earned towards their Year 12 certificate. We are extending this program from 6hrs to 11hrs and including skills such as mindset, critical thinking and 'how I learn'.

Happy to share the link to view our slideshows for each session if you send through your preferred email address.
Padlet, Google Forms/quizzes, one on one chats during the class. We use all of these in our Keys to Success program.See above - please send me your chosen email address and I'll flick through a link.We aren't using texts.My PLNs consist of my uni peers while studying, Twitter PLNs, FB groups, blogs of TLs and other thought leaders I admire (Joyce Valenza!!!, George Couros, Eric Sheninger etc).Proper use of MLA, APA, or Chicago style (whatever you assign), We have set particular citation styles for use at our school: APA for all subject areas except for History (they use Chicago 16th edition - notes and bibliography). This was done in consultation with our teaching staff and with the support of our leadership team for consistency across the school.
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9/6/2016 19:06:37Yes, I'm happy to take this surveyLisa Miller lisa.miller@cis.edu.sgMiddle School (Grade 6, 7, and 8)PYP - Primary Years Program - IBO, MYP - Middle Years Program - IBOBig 6: Task definition / Information seeking strategies / Location & access / Use of information / Synthesis / EvaluationOKthey can find info but many can't use or synthesize it effectivelythey continue to struggle to understand that they need to cycle through the initial research phase from more simplistic to increasingly complex - they tend to go straight to a university web site and proceed to copy and paste because they don't actually understand what is being communicated ... AND they struggle with the skill of taking effective notes which contain the key points from multiple sources and synthesising it into unique thinking. One last thing is the ability to persevere and creatively alter a quest for information -- students want the answer quickly but need to be encouraged to committed info detectives.they can come up with good questions and are improving greatly at finding reliable sources that they can consumeeach one depends on the one before but critical evaluation is co-created charts, photos linked to inquiry cycle on the wallI will go on a quest through classrooms for youOh jeez I NEED this list... You. Kath Murdoch. Dianne MacKenzie, iSkoodleIn-text citations or footnotes, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/7/2016 16:03:14Yes, I'm happy to take this surveymeg_johnson@ais.com.sgMiddle School (Grade 6, 7, and 8)National curriculumISP: Defining / Locating / Selecting / Organising / Presenting / AssessingIt doesn't have a graphic representation or I don't show it to studentsSelecting and OrganisingConceptual. I work with a group of quite low achievers. Many find it difficult to decide what information is relevantPresentingSelecting and OrganisingSadly no. I will look forward to others' feedbackVery clear scaffolding is provided asking for bullet pointsNo, sorry -- I wish I didGreat question. Again, I will look forward to responsesAs above!Bibliography -- list of sources, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/7/2016 20:28:00Talking is easier. How about a 15-minute Skype chat if we can find a convenient time?Tanja Galetti / buchwurm.tanja@gmail.com PK1-G5PYP - Primary Years Program - IBOKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingWellGoing furtherCan be both. E.g. Thinking more deeply about a topic; extracting info from info sources.Tuning in(Depends on age group) but question formulation can be a big one for all ages.Inquiry journals ; (videos as a reflection tool at the end of the process) Would videos be okay? I could send you links(For students or teachers?) with young students I love Mem Fox' Wilfrid Gordon MacDonald Partridge or The Pink Refrigerator....Kath Murdoch's website, The Power of Inquiry; Edna Sackson's blog; Why Are Schoolbuses always yellow? My friend and mentor Miranda Rose; my PLN
(Too many people to list ;)
Depends on age group; most important is that students understand the big ideas: why we cite, what we cite
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9/8/2016 18:19:21Yes, I'm happy to take this surveykeshav ch / k.cheryala@ishyd.orgUpper High School (Grade 11 and 12)PYP - Primary Years Program - IBO, MYP - Middle Years Program - IBO, DP - Diploma Program - IBO, GCSE / IGCSE (UK), Concept-based curriculumKath Murdoch: Tuning in / Finding out / Sorting out / Going further / Synthesising & reflecting / Acting & applyingOKTitle of source, Title and author, The URL, Basic MLA format bibliography, In-text citations or footnotes, Proper use of MLA, APA, or Chicago style (whatever you assign)
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9/9/2016 1:59:00Yes, I'm happy to take this surveyTeresa Voss (teresa.voss@verona.k12.wi.us)Lower High School (Grade 9 and 10)AP -- Advanced Placement (US), Project-based learning (PBL), Inquiry-based learning, Standards-based curriculumBig 6: Task definition / Information seeking strategies / Location & access / Use of information / Synthesis / EvaluationOKComing up with their question and sorting through resourcesquestions - too broad; sorting - not confident or have ability to use all types of resources well and know how the resource will support their learningpulling together the information into a productThe classroom teachers and I have developed a working template (especially helpful for our ESL and struggling students) to aid in question writing and then thesis writing.padlet, old-fashioned cut outs with color coding to show how a product has more than one sourceNo, sorry -- I wish I didpeopleBibliography -- list of sources, Basic MLA format bibliography, In-text citations or footnotes
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Form Responses 1