Tuesday, June 14, 2011
The PEARL Project is made possible by a grant from the
Before you leave each day…
Your adopted advisee
has something to say!
…
.
?
06/14/2011
!
?!?
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!
Debriefing and connecting
Feedback on yesterday’s reflections
and Facewall postings
06/14/2011
Common a-has…
We are not alone!
Networking is a great idea.
There’s a pool of talent in this group.
We all have something to share.
06/14/2011
What we are doing…
Revisiting what we have been doing
Refining how we do things
Rethinking strategies
Filling the gaps and missing links
Adapting and extending
06/14/2011
Hope we cover these…
Pre-search as a strategy to select topics and
gain background information before finalizing
topics
Keyword strategies, finding a range of useful
resources
Beginning research earlier than grade 12
Scoring assessments
06/14/2011
Reminders re:Facewall
Post in morning (questions, help wanted,
general feelings)
Post in the afternoon (more of the above but
also respond to someone if possible)
06/14/2011
Essential questions—Day 2
How do we help students explore topics to
gain overviews (pre-search)?
How do we challenge students to create
more rigorous and creative questions?
How do we help students develop clear
purpose/thesis statements?
06/14/2011
Challenge 2
How do we help students explore
topics to gain needed overviews?
06/14/2011
Have you seen students…
Pick topics that are too broad or
unmanageable?
Change topics far into the project timeline?
Conduct searches using the same keywords?
Complain about the lack of adequate
informational sources?
06/14/2011
Pre-searching: a forgotten step
Explore possible research topics
Find general background information
Basic facts
5 Ws + briefly “Why” and “How”
Work from general to specific
06/14/2011
Pre-searching goals
Develop simple understanding
Know subtopics
Ask questions later in the research process
Generate keywords
Develop a bibliography
Refine and focus on a final topic
06/14/2011
Pre-searching sources
Encyclopedias
General news and magazine articles
Short/general non-fiction
Lower reading levels
Websites
Background information
Check against encyclopedia
06/14/2011
Pre-searching example
What Is The Best Topic For Me?
Pre-Searching Research
Finding a topic is an important part of the research process. It’s best to know about your potential topics in order to make a decision about your
final selection. Fill in the chart below to gather information about your possible topics.
Possible
Topics
Who
What
Where
When
Why Important
My Thoughts
06/14/2011
Refer to: What Is The Best Topic For Me?
Pre-searching example
Pre-Search Research: Exploring the Possibilities
Topic selection is important to a great research project. Let’s take a moment to think about possible topics.
Possible topics
I know
I guess/I predict
Now I wonder
Why it’s important to
me
Based on your findings, think about the one topic that you are the most interested in or intrigued by. Fill in the blanks below to
explain what you will be doing for your research.
I will be researching________________________________________________________________________________
because I want to find out ___________________________________________________________________________
so I can understand ________________________________________________________________________________.
06/14/2011
Refer to: Pre-Search Research
Challenge 3
How do we help students generate
meaningful and deeper questions?
06/14/2011
What are questions?
Definition
A sentence worded or expressed so as to seek
information
An interrogative sentence designed to be
addressed to someone in order to perform a task
or satisfy a request
An act of asking, inquiry to learn or test another’s
knowledge
06/14/2011
Why question?
Questions are important because:
It’s a request for information or a reply
It expresses doubt or uncertainty about a topic or
area of study
It clarifies data, assists analysis and helps
students derive conclusions
It directs a discussion, debate or line of inquiry
It has the power to bring a personal understanding
or meaning to a focus of research
06/14/2011
Is questioning innate?
Students need to practice
Develop good social and communication skills
Improve from satisfying immediate needs to
inspiring curiosity
Aim focus of query so that it is on target and elicits
information which is useful
Progress from closed to open/advanced questions
Improve response and ability to create follow-up
questions
Compose with clarity to avoid misunderstandings
06/14/2011
Game on!
Are you the question master?
Interactive game to promote good question
making skills
Goal—Master the creation of questions reflecting
different perspectives of inquiry
Purpose—To practice composing questions which
are focused on the topic, relevant and rigorous
Objective—Make as many questions within each
category in the time allowed. Score points for
every category completed and each unique
question remaining (not replicated by anyone)
06/14/2011
Game on!
Are you the question master?
Directions for Question Master
You will be given a mystery topic and 10 minutes
to craft as many questions within the listed
perspective categories.
06/14/2011
Refer to: Are You the Question Master?
Game on!
Are you the question master?
Today’s mystery topic is:
Tsunamis
06/14/2011
Game on!
Are you the question master?
Directions for Question Master
Share out to group. If someone has the same
question you must both cross it off your lists.
Continue until everyone has shared.
Winners face off and the elimination of questions
continues.
Tabulate points. For each question remaining 1
point will be earned while each category earns 3.
Winner is determined by the highest accumulated
points. He/she is crowned the Question Master!
06/14/2011
Questioning strategies
Chuck Wiederhold’s Question Matrix
Contains 36 starters asking what, where, when,
which, who, why and how
Progresses from basic to complex and openended
Encourages students to create their own
questions and in-depth thinking
Links questioning to present student
understanding and knowledge
Organizes questions in a systematic format
06/14/2011
Chuck Wiederhold’s
Question Matrix
Event
Situation
Choice
Person
Reason
Means
What is?
Where/When
is?
Which
did?
Who is?
Why is?
How is?
Past
What
did?
Where/When
did?
Which
did?
Who did?
Why did?
How did?
Possibility
What
can?
Where/When
can?
Which
can?
Who can?
Why can?
How can?
Probability
What
would?
Where/When
would?
Which
would?
Who
would?
Why
would?
How
would?
Prediction
What
will?
Where/When
will?
Which
will?
Who will?
Why will?
How will?
What
might?
Where/When
might?
Which
might?
Who
might?
Why
might?
How
might?
Present
Imagination
06/14/2011
Questioning strategies
Tony Ryan’s 20 Thinkers Keys
Challenges student to compose his/her questions
and possible responses
Views topic from 20 different lenses
Provides a variation of strategies to match any
research goal or product
Remedies individual student weaknesses in
questioning
Promotes creativity and curiosity
06/14/2011
Refer to: Thinkers Keys
Tony Ryan’s 20 Thinkers Keys
Critical/Organizational
Reverse listing
Disadvantages
Combination
BAR
Picture
Prediction
Different uses
Commonality
Question
Brick wall
Creative
Ridiculous
Brainstorming
Inventions
Construction
Forced relationships
Alternative
Interpretation
What if
Alphabet
Variations
06/14/2011
Questioning strategies
Edward De Bono’s Six Thinking Hats
Strategy to encourage looking at a topic, problem
or idea from more than one perspective.
Tool to promote breadth of understanding.
Includes emotional as well as negative
implications of a concept/issue.
Exercise to practice different modes of critical
thinking and questioning.
06/14/2011
Adapting a strategy
7 Slippahs: Try Out My Slippah…Fit Or No
Fit?
Example of a modified tool to meet students
needs and understanding.
Strategy to encourage looking at a topic, problem
or idea from more than one perspective utilizing
examples that students can relate to.
Tool to promote self-reflection, class discussion
and framework for conferencing.
06/14/2011
Refer to: 7 Slippahs: Try Out My Slippah
When is a question essential?
Transitioning to an essential question
Moves beyond the facts and focuses on matters of
personal importance
Moves research from fact finding to inquiry and
usage of critical thinking skills
Moves beyond understanding and studying and
lends itself toward action or a decision
Moves discussion into deeper thought and
understanding
06/14/2011
When is a question essential?
Transitioning to an essential question
Moves students to weigh evidence, support their
ideas, and justify answers
Moves beyond a simple answer and often inspires
more questions. May often be unanswerable.
Moves research to incorporate prior understanding
and application of new knowledge to other
situations and real world experiences
Moves and evolves with time, conditions and
increased knowledge
06/14/2011
Student connection
Bloom’s Taxonomy: Building Rigorous
Questions
Strategy to encourage looking at a topic, problem
or idea in depth.
Tool to promote ongoing questioning and inquiry.
Information gathered as a result increases
knowledge.
Exercise to practice creating questions which are
considered higher level and rigorous.
06/14/2011
Refer to: Building Rigorous Questions
Hands-on practice
Case studies
Revisit our students Akamai, Reef, Logan,
Benson, Pompeii, and Sunshine
Possible topic for research
Review Personal Inventory Locker
Question connection
Bloom’s Taxonomy: Building Rigorous Questions
Create questions that would exemplify your student’s
depth of inquiry into his/her individual topic
06/14/2011
Refer to: Checklist to Assess Essential Questions
Technology Tools
06/14/2011
Question generation
Edward de Bono’s Six Hats
Formulate Questions Using the 6 Hats
Giving Feedback Using the 6 Hats
Bloom’s Taxonomy
By Kalaheo (2010)
By Pearl City (2010)
Bloom’s Taxonomy Blooms Digitally
The Question is the Answer (McKenzie)
06/14/2011
Critical thinking
Critical Thinking Community
Questions (McKenzie)
Robert Marzano’s New Taxonomy
06/14/2011
Break: networking time!
06/14/2011
Challenge 4
How do we help students develop
clear purpose/thesis statements?
06/14/2011
Introducing the purpose/thesis
What’s your purpose?
Declares what you believe
Establishes what you intend to prove
Informs readers of your goals and topic of study
Provides direction to the research process and the
synthesis of data
Sets the stage for the writing which follows.
Includes voice, style and perspective.
06/14/2011
Crafting the thesis
Thesis Generator
Tool to start the process
Outcome based upon writing product
Possible directions
Cause and effect
Good vs. bad justifications
Contrasts of views/perspectives
Rank of importance
Disproving theories
06/14/2011
Refer to: Generating a Thesis Statement
Student connection
Case studies
Revisit our students Akamai, Reef, Logan,
Benson, Pompeii, and Sunshine
Possible topic for research
Review Personal Inventory Locker
Bloom’s Taxonomy
Thesis connection
Thesis Perspectives
Create thesis statements that would exemplify your
student’s direction of inquiry into his/her individual topic
06/14/2011
Refer to: Student Case Studies—Stage 2
and Thesis Perspectives
Thesis rubric
3 points
Elicits the highest
level of critical
thinking skills and
inquiry.
Thesis is formulated
based upon solid
knowledge and
incorporates the big
picture.
2 points
Demonstrates
some critical
thinking skills and
inquiry.
Thesis is based
upon knowledge,
however, there
are weaknesses
in evidence.
Big picture is
attempted but not
fully
encompassed.
06/14/2011
1 point
Showcases
limited
knowledge or
comprehension
of the topic.
Thesis is weak
and does not
demonstrate
knowledge of
material.
Viewpoint is too
specific and is
literal.
Thesis rubric
3 points
Elicits the highest
level of critical
thinking skills and
inquiry.
Thesis is
formulated based
upon solid
knowledge and
incorporates the
big picture.
2 points
1 point
Demonstrates some
critical thinking skills
and inquiry.
Thesis is based upon
knowledge, however,
there are weaknesses
in evidence.
Big picture is
attempted but not fully
encompassed.
Showcases
limited
knowledge or
comprehension
of the topic.
Thesis is weak
and does not
demonstrate
knowledge of
material.
Viewpoint is too
specific and is
literal.
06/14/2011
Thesis rubric
3 points
Elicits the highest
level of critical
thinking skills and
inquiry.
Thesis is
formulated based
upon solid
knowledge and
incorporates the
big picture.
2 points
Demonstrates
some critical
thinking skills and
inquiry.
Thesis is based
upon knowledge,
however, there
are weaknesses
in evidence.
Big picture is
attempted but not
fully
encompassed.
06/14/2011
1 point
Showcases limited
knowledge or
comprehension of the
topic.
Thesis is weak and
does not demonstrate
knowledge of material.
Viewpoint is too
specific and is literal.
Technology Tools
06/14/2011
Thesis Builder
http://tommarch.com/electraguide/thesis.php
06/14/2011
Thesis Builder
http://tommarch.com/electraguide/thesis.php
Tax Credits for Film and TV Productions Will
Boost Hawaii’s Economy
a Persuasive Thesis Statement on Hollywood
Tax Credits in Hawaii:
Even though an increase in the number of
productions may create inconveniences for local
residents, such as road and beach closures,
increased traffic, and an unsustainable amount
of tourists, the House should allow the measure
allotted for film and television productions in
Hawaii to have tax credits to pass because
productions in Hawaii will result in local jobs and
productions filmed in Hawaii will boost the local
economy and increase tourism.
06/14/2011
Thesis Builder
http://tommarch.com/electraguide/thesis.php
Generic thesis
Reworded thesis
Even though an increase in the number of
productions may create
inconveniences for local residents,
such as road and beach closures,
increased traffic, and an unsustainable
amount of tourists, the House should
allow the measure allotted for film and
television productions in Hawaii to
have tax credits to pass because
productions in Hawaii will result in local
jobs and productions filmed in Hawaii
will boost the local economy and
increase tourism.
Despite the inconveniences
endured by Hawaii residents
resulting from an increase of
film and television
productions filming in-state,
tax credits for production
companies are a small
tradeoff for stimulating the
local economy.
06/14/2011
Purdue OWL
Theses
Tips and Examples for Writing Thesis Statements
Bibliographies
MLA Formatting and Style Guide
Plagiarism
Avoiding Plagiarism
06/14/2011
Lunch and networking!
06/14/2011
School teams: work session
06/14/2011
Work session
Brainstorm strategies that help students
Develop overviews
Generate more rigorous questions
Create clear purpose/thesis statements
Post your work in Laulima, or chart them
Share them in the Swap Meet!
06/14/2011
Posting to Lalima
Post the Swap Meet template and any other
resources you worked on to your team’s
workspace
Click on “Sharing and Team Workspace” →
“Team Space” → “Name of School”
Click on “Post New Thread”
Title your Posting: “Day 2 Work Session”
After uploading attachments, do not forget to
click “Post Message”
06/14/2011
Break: networking time!
06/14/2011
Swap Meet!
06/14/2011
Recapping and reflecting
06/14/2011
We hope you had a wonderful day!
Flying is more fun than
air traffic controlling!
Wheee!
With my
thesis done,
I’m ready to
search for
resources!
Hello,
bird!
I’m gonna
fly home!
Chicago is
the other
way,
Benson.
Daily reflections in Laulima
06/14/2011