[(pst)2 + i c3] mra

[(PST)2 + iC3] : A Formula for Online Inquiry and Synthesis

Michelle Schira Hagerman, Michigan State UniversityAmber White, Ruth Fox Elementary SchoolCindy Lewis, Ruth Fox Elementary School

Anne Sherrieb, Ruth Fox Elementary SchoolPaul Morsink, Michigan State University

Douglas K. Hartman, Michigan State University

Saturday, March 9, 2013Michigan Reading Association Annual Conference

Grand Rapids, MI

Wednesday, March 6, 13

AMBER (to Paul, Doug and Michelle):

1) What approach and/or tools would you suggest students use to extract & record facts to address their questions at this stage?

2) In your opinion, what would be an effective way and/or tool to assist students in the collection and organization of this information so it is easy to reference while composing? *Composing will take place on a GDoc.


AMBER (to Paul, Doug and Michelle):

1) What approach and/or tools would you suggest students use to extract & record facts to address their questions at this stage?

2) In your opinion, what would be an effective way and/or tool to assist students in the collection and organization of this information so it is easy to reference while composing? *Composing will take place on a GDoc.

MICHELLE (in response to Amber):

I've been working on a framework that may help the kids to organize their inquiry process & synthesis. I've attached it for you to review -- and if you like it, I'd be THRILLED if you piloted it with your kids! It looks like a mathematical formula...so it may have an added appeal for the institute :)


The Plan• Context & Connections to Curriculum

• Research Base

• Introduction to [(PST)2+ iC3]

• Quickfire Activity

• Wonders

• Evidence of Student Strategy Use from RFE

• Recommendations for Teachers & Students


#pst2ic3and

#mra13


Digital Dashboard

http://pst2ic3.wordpress.com




Context for the Development of the[(PST)2 + iC3] Formula



• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.



• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.


Jean-Francois Rouet



Jean-Francois Rouet


Both document integration and information search require the mastery and use of memory control mechanisms, that is thinking about the problem statement or question, looking at source parameters that come with a document, corroborating information sources, or quickly inhibiting irrelevant information. These skills are certainly not fluently used by students in secondary education. They are, nonetheless compulsory elements of functional literacy, especially in a world that relies more and more strongly on sophisticated, digital information systems. (2006, p. 189)


Jean-Francois Rouet



Susan R. Goldman Jennifer WileyJason Braasch


Jean-Francois Rouet



The emerging research base on navigating and selecting among multiple sources has suggested that high school students and college freshmen use relatively unsophisticated approaches. They generally prioritize content overlap between the task topic and the information source, with limited attention devoted to evaluating the reliability or credibility of the information. (2012, p. 358) Susan R. Goldman Jennifer WileyJason Braasch


[(PST)2 + iC3]

Reading purpose: Inquiry & integration of understanding from multiple texts


• New Literacies (Leu, Kinzer, Coiro & Cammack, 2004)

• Question

• Locate

• Evaluate

• Synthesize

• Communicate

[(PST)2 + iC3]




• Question

• Locate

• Evaluate

• Synthesize

• Communicate

[(PST)2 + iC3]

• Learning is Situated and Socially Constructed (Brown, Collins & Duguid, 1989; Vygotsky,

1978)




• Question

• Locate

• Evaluate

• Synthesize

• Communicate

[(PST)2 + iC3]

• Learning is Situated and Socially Constructed (Brown, Collins & Duguid, 1989; Vygotsky,

1978)

• Students read in dyads



[(PST)2 + iC3]


[(PST)2 + iC3]

P = Purpose What do we have to learn about? What do we have to create with this information?

P = Pre-existing KnowledgeWhat do we already know about this topic?

S = Search TermsWhat search terms should we use?

S = Source Selection Which of these looks promising, and why?

T = Type of Source Is this a blog? A Wiki? A news article? A government website? By skimming and previewing, what can you guess about what you'll find at the site BEFORE you click?

T = Trustworthy How trustworthy is this website?


PPSSTT

iCCC

P P S S T Source SelectionT

Recursive Use of Strategies

WithinBetween


+

i = Identify Important Information What information can we use to meet our reading purpose?

C = Compare How does this compare with what we already knew?

C = Connect How does this information connect with information that we have read from other texts that we've read today?

C = Continually Update What do we know now and what do we still need to understand to achieve our purpose?

[(PST)2 + iC3]


Mini-Online Inquiry “Quickfire”


Question:How much water does the body really need?

Mini-Online Inquiry “Quickfire”


[(PST)2 + iC3]


[(PST)2 + iC3]

S = Search TermsWhat search terms did you use?

S = Source Selection Which of sources looked promising, and why?

T = Type of Source What types of sources did you choose? Which of these provided relevant and reliable information?

T = Trustworthy


[(PST)2 + iC3]

S = Search TermsWhat search terms did you use?

S = Source Selection Which of sources looked promising, and why?

T = Type of Source What types of sources did you choose? Which of these provided relevant and reliable information?

T = Trustworthy How did you determine a site’s trustworthiness?


Piloting a “Wonder”-ful Project


Burning Questions


Burning Questions

How could we demystify & scaffold students through a student-driven inquiry process?


Burning Questions


What common language could both teachers & students use to talk about the recursive process of

finding solid information and extracting information?


Burning Questions


What common language could both teachers & students use to talk about the recursive process of

finding solid information and extracting information?

What tools would be made available to assist students during their online inquiry work and into digital

composition?


[(PST)2 + iC3] Framework for Online Inquiry and Synthesis


Essential Student Tools [(PST)2 + iC3] Framework

CollaborationNotebooks

Digital Tools


http://www.rfsummerinstitute.weebly.com


Student Wonders




http://timcolton.weebly.com

http://timcolton.weebly.com

http://kristoferbrandon.weebly.com

http://kristoferbrandon.weebly.com

http://cloyekeaira.weebly.com

http://cloyekeaira.weebly.com

Purpose [(PST)2 + iC3] Framework

Evidence from the Summer Institute


Pre-existing Knowledge[(PST)2 + iC3] Framework



Search Terms + Source Selection[(PST)2 + iC3] Framework


Question: Why do our bodies make blisters?Subquestion 1: Are blisters helpful?Subquestion 2: How do you prevent blisters?


Type of Source + Trustworthy[(PST)2 + iC3] Framework



Type of Source + Trustworthy[(PST)2 + iC3] Framework


Overarching Question: How much exercise do kids need?


Identify Important Information[(PST)2 + iC3] Framework



Compare + Connect[(PST)2 + iC3] Framework


BLUE=before researchRED=after research


Continually Update[(PST)2 + iC3] Framework


Revision history Aug. 8


Continually Update[(PST)2 + iC3] Framework





Observations: Students Using [(PST)2 + iC3]



What went well

• understanding role of prior knowledge & how it relates to knowledge growth

• able to communicate which part of the inquiry process they working on

• appeared to gain confidence using online researching skills

• appeared motivated by choice: topic of study, malleability of genre

• collaborative discourse surrounding the framework



Challenges

• using only one source as a determinant while composing Wonder

• inexperience searching & evaluating online resources on their own

• continually revisiting their questions (purpose) when extracting information

• knowledge of online sources & how to evaluate them for trustworthiness

• putting information in their own words


Teachers’ Perspectives:Implementing the [(PST)2 + iC3]


Considerations Suggestions

Danger of students perceiving framework as linearModel when appropriate, but let the “messiness” of inquiry happen. Go through the steps yourself!

Managing collaborationDigital tools may prove to be valuable (GDocs, Evernote, Citelighter, wikis, etc.)

How do you grade when students are working collaboratively?

Grading: think process vs. product (screencasting; analogous to writing process...)

Time (e.g., project time, setting up accounts for digital tools, etc.)

Magnitude of the inquiry purpose could be scaled down -- but don’t reduce the complexity.

Teachers’ Perspectives:Implementing the [(PST)2 + iC3]


Five Reflections & Learningsfrom the Implementation of the

[(PST)2 + iC3] Framework




1. Guided teacher planning (e.g., mini-lessons--cognitive strategy instruction, reciprocal teaching, etc.--, modeling w/gradual release, etc.)





2. Provided mental signposts for students to better understand essential strategies within the inquiry process






3. Helped demystify the recursiveness of the process







4. Provided common language for teachers & students to engage in discourse with one another throughout the inquiry process







4. Provided common language for teachers & students to engage in discourse with one another throughout the inquiry process

5. Develops essential skills and strategies our students need for the demands of learning in today’s society


Thank you!


[email protected], @mshagerman

[email protected], @awhite100

[email protected], @asherrieb




mailto:[email protected]






[(pst)2 + i c3] mra

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