Day 1
The PEARL Project is made possible by a grant from the
Getting to know you
Fill out Facewall
profile sheet
Photo
Research goals for
students
Want ad
Introduce yourself to
group
Share profiles
Refer to: Facewall
Mapping our journey
Overview to PEARL
Introducing PEARL
Who are we?
What are we trying to do?
Why are we doing it?
?
Who are we?
It’s about partnerships!
UH Library and Information Science
UH College of Education
UH Libraries
UH Department of Information and Computer
Sciences
Hawaii DOE
Baruch College, New York
What are we trying to do?
Develop a TEAM approach to helping our
students succeed with research!
Why are we doing it?
Let’s tackle students’ learning gaps and
needs together!
The learning gaps
Dropout crisis: 3 out of 10 high school
students do not graduate
Dropouts face higher unemployment and
incarceration rates
What do students want?
Connect with my passions
Make sure I understand
Let me choose how to demonstrate my
learning
Talk to me; really listen to me
Source: Educational Leadership
What do students want?
Honor my learning preferences
Interact on my level
Give me the time I need
Make my learning interactive
Source: Educational Leadership
What do employers want?
Responsible and ethical workers
Creative and critical thinkers
Team workers and leaders
Globally aware employees
Source: Partnership for 21st Century Skills
What do colleges want?
They want students who...
Fluently comprehend range of resources
Know when to use what
Draw thoughtful inferences
Analyze conflicting sources of information
Support arguments with sound evidence
Source: National Research Council
What do colleges want?
They want students who...
Solve complex problems that have no obvious
answers
Draw reasoned conclusions
Defend positions with substantiated arguments
Source: National Research Council
What are the challenges for us?
How do we turn the tide?
How do we cultivate student ownership for
successful learning?
How can we do this as a team?
Why student research?
Project approach to learning
Learning as a journey of inquiry
Emphasis on critical and creative thinking
Authentic problem solving
Blended disciplines
Focus on whole learner
Mentoring rather than micromanaging
Core beliefs in PEARL
We…
See learning as a journey of inquiry
Believe that each team member has something
worth sharing with the rest of us
Cooperate and collaborate for most effective
results
Provide constructive and emotional support to one
another
Create powerful synergy together
Model the learning that we want to experience
with our students
Our goal in PEARL
We build a professional learning community
together!
Our goal: building a community
Appreciate our different strengths and talents
Freely exchange ideas and resources
Agree on common goals
Visualize where we want to go together
Plan next steps
Refer to: Institute Agenda
Phases II and III
RAP
Research—Action—Presentation
Phase I
Personal Transition Plan
Letter of Intent
Portfolio
Research Paper
(Thesis/Essential Question)
Action: Culminating Activity (“Learning Stretch”)
Career Focus
Service Learning
Student Personal Interest
(Job Shadowing/Mentoring)
Individual/Group
Project-based/Performance-based
PRESENTATION AND PORTFOLIO
(Project Panel)
Our specific PEARL targets
Understand the nature of research and what
it requires of students
Identify the specific learning gaps
Create and exchange examples of best
teaching and learning strategies
Collaboratively design teaching-learning
plans for student research
Refer to: Syllabus
Our specific PEARL targets
Assess for student learning and achievement
Reflect on our own learning in the process
Strategies for our own learning
Let questions drive our inquiry
Leverage skills, talents and knowledge within
our community
Make learning relevant and visible
Promote hands-on, minds-on engagement
Encourage cross-team exchanges
Reflect and act on reflection
Essential questions—Day 1
What motivates students to do their best
work?
What do we want students to “get” as a result
of DOING RESEARCH?
Where do students need the most help?
How do we best help them?
Focus
What makes students
skillful researchers?
Think/share
Think about:
What must students be able to do in conducting
research?
Where do students have problems and challenges
in research?
In small groups:
Share your thoughts
On chart paper, compile list of the challenges and
problems students face in doing research
Post charts
Gallery walk
Individually
Take 3 stickers from your table
Do a gallery walk and examine postings
Place the stickers next to what you consider as
the most important expectations and challenges
And the survey says…
Strategy for our own learning
Social networking sites
Profile
Research goals for students
Want ad
Facewall
Thoughts
Concerns
Questions
Comments
Messages
Reflect and network
Facewall
2 daily postings
Your thoughts (A.M. break)
More thoughts or responses
(P.M. break)
Turn in your profile sheets
Smile for the camera!
Break: networking time!
Inquiry and student learning
How can students
frame learning as inquiry?
Inquiry = Project Research
Wonder
Construct,
Express
Reflect
Investigate
Connect
Encourage sense of wonder
What puzzles you?
What’s the problem here?
What connections do you see?
What’s so interesting about this?
Why do you care about this?
Why should others care?
What is it that you want to tell?
Possible strategies to use
Brainstorm without judging
Get juices flowing through current news,
speakers
Use think-aloud strategies
Conduct simulations
Introduce metaphors and analogies
More strategies
Use SCAMPER technique:
Substitute
Substitute
Combine
Adapt
Modify
Put to other uses
Eliminate
Rearrange
Combine
Adapt
Idea
Modify
Challenge 1
What makes a project purposeful
and meaningful for a student?
Topic possibilities
Connect personally
Interests
Passions
Hobbies
Goals
Career
Post-high school
Content area
Global/community
issues
Volunteer/service
learning
opportunities
Hot topics/current
events
Fads/trends
Student connection
Case studies
Meet students
Akamai, Reef, Logan, Benson, Pompeii, and Sunshine
Read assigned profile
Get to know your student
Complete Personal Inventory Locker
Refer to: Student Case Studies—Stage 1
Student connection
Brainstorm topics
Focus on Personal Inventory Locker
Come up with possible topics for your student
Assess possible topics
Refer to: Personal Inventory Locker
and Thinking About Topics
Assessing the topic selection
Category
Criteria
Rigor
Academically and personally challenging
Mastery of knowledge
In-depth investigation
Higher order thinking
Level of Interest/
Passion
Personal interests, goals, hobbies
Post-high school/career plans
Motivational/inspirational
Connection to the
Community
Community issue/concern
Community engagement/impact
Resources
Access and readability
Variety of media, methods, sources
Time
Realistically possible
Work effort
Refer to: Assessing the Topic of Choice
Student connection
Case studies
Meet students
Akamai, Reef, Logan, Benson, Pompeii, and Sunshine
Read assigned profile
Get to know your student
Complete Personal Inventory Locker
Refer to: Student Case Studies—Stage 1
Student progress
How can we keep both students and teachers on
task and organized through the research phases?
Possible Tools
Checklist
Calendar/Timeline
Journals
Blogs
Conferences
Logs
Refer to: PEARL Conferencing Check-Log
Technology Tools
Keywords
Visuwords
Lunch and networking!
Laulima
How to use the course website
Laulima
Secure course management website
Only accessible by community members
Ability to maintain synchronous and
asynchronous contact
Announcements
Collecting digital artifacts
Issuing assessments
Hands-on demonstration
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Homepage
Calendar
Syllabus
Participants
Summer Institute
Sharing and Team
Workspace
PEARL Resources
Wikispaces
Tutorials
Help
Users present:
Melodie Mu
Swap Meet Template
School teams: work session
Work session
Brainstorm strategies you might use to:
motivate students in selecting meaningful
research topics
help students assess their research topics
Use the Swap Meet Template to record your
ideas
Post your work in Laulima, or chart them
Share your drafts with us during the Swap
Meet!
Refer to: Swap Meet Template
Break: networking time!
Swap Meet!
Recapping and reflecting
Project
Research
?
Why journal?
Record our thoughts and feelings so we can
reflect on them
Consider why or how we are doing things
Question our thoughts and actions
Engage in self-study and discovery
Refer to: Why Journal?
Value of journals: students
Journals empower students to see how their
thought processes evolve over time. Journals
enable them to
Think through their ideas
Study their own reflection process
Teachers can provide prompts to help students
focus on specific aspects of their learning. By
doing this
They can identify problems and suggest remediation
They can better understand why students choose/accomplish
different tasks
They can help students think through ideas and feelings
Example prompts for students
Why did I select this topic? Why is it
important to me?
What do I really want to find out about this
topic?
How do I find the information to answer my
questions?
How do I know if I have enough information?
Value of journals:
teachers/librarians
Journals empower teachers/librarians to
become better instructors. Journals enable
them to
Identify what is working and why it’s working
Address what’s not working and brainstorm
alternatives to improve results
Gain insights into why students do what they do
Experiment with changes to strengthen instruction
Example prompts for
teachers/librarians
Thinking about my own schooling, what was
a powerful learning experience for me? What
made it so powerful?
How would I describe my own teaching?
Did my students “get” the lesson today? Why
or why not?
If I could do the lesson over again, how would
I change it? Why?
Daily reflections in Laulima
Thank you for your participation!
Come
I see
back,
land
Benson!
ahead!
I’m
Man
on a
overboard!
boat!
It’s over
four
I think I
thousand
have my
miles from
topic!
Kapolei to
Chicago.
You may not
Hmm…I
be swimming,
don’t
see
but any
at least
nails
on
you’re
this boat.
not
sinking.
Dude, no
Oceans
one
have
wears
sharks,
ties in
man!
Hawaii.
Google
says that
it’ll take
Ugh, salt
me 14
water
days to
messes
kayak
up my
from
hair!
Hawaii to
Washington!