Outline-Draft+Page

Persuasive Presentation - Outline/Draft Page
Intended Audience: Middle School teachers

Possible Presentation Tool: Prezi

Inquiry/Research Model to Present - Pathways to Knowledge﻿ (AKA the Follett model)

Sample Project Ideas - research possible careers, research a topic and find a novel that is somehow connected to the topic, research the folktale/legend aspect of graphic/anime novels, the student selects a health topic of their choice,then they research, and they could present info at a health fair for the students.

__ Graphic Novel Project Steps __
1) Appreciation and Enjoyment -Learners will identify their favorite graphic or anime novel. 2) Presearch -Students will brainstorm questions to guide their research. For example, if a student were focusing on the __Bleach__ series, one of their questions might be: "Which folktale or legend is the main character from __Bleach__, a man who escorts the dead to the underworld, based on?" 3) Search -Students will use school print and online resources (databases only, no Google!) to research each of the questions they generated in the Presearch process. 4) Interpretation - Does the information the student found pertain to the questions they generated? Is the information reliable and valid? 5) Communication - Students will determine how they wish to present their findings to the class. The use of Web 2.0 tools is highly encouraged! 6) Evaluation -Students should evaluate at every stage of the process. Emphasis should be placed on following the rubric for the assignment! (Sample rubric below)
 * Learning Objective: ** Using the Pathways to Knowledge Model, the student will research the folktales and legends that are connected to their favorite graphic or anime novel and present their findings to the class.

student has used those questions to guide their research || 20 ||  || least 5 sources || 20 ||  || some form of non-text media (audio, video or graphics) || 20 ||  ||
 * Criteria || Points Possible || Points Earned ||
 * Student has generated thoughtful questions; questions that are not answered with a simple "yes or no";
 * Students used appropriate resources (print from library or online from databases); students cited at
 * Students analyzed research for relevancy, reliability and validity || 20 ||  ||
 * Students chose an appropriate Web 2.0 tool to present their findings to the class; the student included
 * Student shows evidence of evaluation throughout the entire research process || 20 ||  ||

=__ Health Fair Project Steps __= 1) Appreciation and Enjoyment - ﻿Students will reflect over health topics and health careers that has interested them. as learners complete the process of information seeking, they grow to appreciate and enjoy their topic 2) Presearch - ﻿ ﻿Students will determine a health related career to research and make a list of questions that they and others may have about the career. For example, if researching the career of a dental assistant, they will need to consider places that offer educational programs for that career, length of training, expected salary, etc. develop an overview, explore relationships 3) Search - ﻿Students will use print, online, and local experts to retrieve information and collect data. Students can arrange for interviews with people in the area that is within the profession they are researching. identify information providers, select information resources, seek relevant information 4) Interpretation - ﻿Students will filter through and evaluate information discovered in the "search" stage of this process. They will decide what information will be useful to others interested in this field. interpret information (is it relevant, is it useful?) 5) Communication - ﻿Students will design a booth for a Health Fair held on campus for other students. They will determine how to display their findings so that it is informative and appealing for their peers. apply information and share new <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">knowledge <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">6) Evaluation - <span style="color: #800080; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">﻿ Students will be evaluated by the teacher throughout the research process. Students will also be peer evaluated with teacher made rubric. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">evaluate process and product (ongoing throughout <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">the process as a whole, since its nonlinear)

__**<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Standards for the 21st- Century Learner skills that are applied when using the Pathways to Knowledge model **__ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Use prior and background knowledge as context for new learning. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.2.1 <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.3.2
 * Skills || Dispositions in Action || Responsibilities || Self-Assessment Strategies ||
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1.2

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Seek divergent perspectives during information gathering and assessment. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.4.3

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Monitor gathered information, and assess for gaps or weaknesses. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Develop and refine a range of questions to frame search for new understanding. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1.7 <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information and point of view bias. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.3.1
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">1.1.3

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Connect understanding to the real world. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.4.1

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Determine how to act on information (accept, reject, modify). || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Continue an inquiry- based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.2.1 <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.3.7
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.1

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Respect the principles of intellectual freedom. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.4.2

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Reflect on systematic process, and assess for completeness of investigation. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;"> Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.2.3
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">2.1.6

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">4.3.4

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Practice safe and ethical behaviors in personal electronic communication and interaction. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.4.2

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Assess the quality and effectiveness of the learning product. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. ||  ||   ||   ||
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">3.1.1

__**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; margin: 0px; padding: 0px;">AASL/NCET Standards **__
(found in "Pathways to Knowledge" article from //Teacher Librarian// - cited below)

I The student who is information literate -- II The student who is an independent learner is information literate and -- III The student who contributes positively to the learning community and to society is information literate and
 * accesses information efficiently and effectively.
 * evaluates information critically and competently.
 * uses information accurately and creatively.
 * pursues information related to personal interests.
 * appreciates literature and other creative expressions of information.
 * strives for excellence in information seeking and knowledge generation.
 * recognizes the importance of information to a democratic society.
 * practices ethical behavior in regard to information and information technology.
 * participates effectively in groups to pursue and generate information.

Works Cited (we must have at least 5 sources....) -

1) //Pathways to Knowledge//. Libraries Unlimited, n.d. Web. 27 Feb. 2011. <http://virtualinquiry.com/inquiry/pathways.htm>.

2) //Pathways to Knowledge (Follett's Information Skills Model)//. Momilani Library, n.d. Web. 28 Feb. 2011. <http://www.k12.hi.us/~mkunimit/pathways.htm>.

3) Harada, Violet, and Ann Tepe. "Pathways to knowledge [Trademark]." //Teacher Librarian// 26.2 (1998): 9. //Academic Search Complete//. EBSCO. Web. 3 Mar. 2011.

4) //Pathways to Knowledge Model//. Williamsville Consolidated School District, n.d. Web. 4 Mar. 2011. <http://wits.williamsvillek12.org/curriculum/ViewCurriculumCourse?course_id=43>.

5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 16px; line-height: 32px;">// Standards for the 21st Century Learner //. Chicago: American Association of School Librarians, 2007. Print.