nudging toward inquiry: deepening student research experiences kristin fontichiaro university of...

Nudging Toward Inquiry: Deepening Student Research Experiences

Kristin FontichiaroUniversity of Michigan

font@umich.edu@activelearning

blog.schoollibrarymedia.comwww.fontichiaro.com/presentations.html

Michigan Joint Education Conference, June 23, 2010

www.fontichiaro.com/presentations.html

What happens when research moves from the library to What happens when research moves from the library to your classroom? your classroom?

What is a rigorous instructional design model that is What is a rigorous instructional design model that is compatible with P21 and NETS*S?compatible with P21 and NETS*S?

Stripling’s Inquiry Model (SLM, 4/07 and 9/09)

• Connect (awaken prior knowledge)

• Wonder (generate possible questions)

• Investigate (seek and discover info)

• Construct (discover patterns; draw conclusions)

• Express (create product)

• Reflect (consider effectiveness of process/product)

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

• Picture Book / Text Excerpt / Primary Source

• Hands-on activity • K – W – L

• Think-pair-share

• Classroom definitions

• Choice

Connect

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

• Questions • Hypotheses

• Class graphic organizer based on discussion

Wonder

•Brainstorming in groups

• Outline objective, then give questions

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

• Information literacy

• Build in reflection, metacognition, conferencing • Room on graphic organizers for “aha moments”

• Reality TV confessionals

Investigate

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

•What patterns in data/info do I see? • What does all of this mean? • Social vs. individual construction•New round of graphic organizers for sensemaking• Pooling knowledge (bansho, discussion, wikis/Google Docs)

Construct

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

• Choice

• Authentic products

• Authentic audiences

• Collaborative work

• Products drive how info is gathered, used

• Role play/ “Mantle of Expert”

Express

Connect ~ Wonder ~ Investigate ~ Construct ~ Express ~ Reflect

• Exit slips

• One-minute essays

• Miniconferences

• “What new questions might you explore if ____ hired you to do more research?”

Reflect

What Are We Broadcasting?

• Does my facility layout promote inquiry?

• Does my tech policy promote social learning (shared folders, etc.)?

• Do I talk more about citation than instruction?

•Do I do professional reading beyond LibraryLand?

• Can I articulate non-”bird unit” approaches?

If All Else Fails …

“Do you really want to grade these? … Me either! I wonder what would happen if we tried a different approach.”

Sample Scenario: Pets

Consider a pet you would like to own. Fill in the graphic organizer, then put that information on a poster for National Pet Week!!!!!!!!!

• Diet• Things to buy• Foods to avoid• Exercise• Life span

Nudges?

Nudges?

Nudges?

Sample Scenario: WeatherSample Scenario: Weather

Students will research the weather in another Students will research the weather in another country and compare and contrast it with the country and compare and contrast it with the

weather where they live.weather where they live.

Nudges?Nudges?

• ????

Questions?

Kristin Fontichiaroblog.schoollibrarymedia.comFontichiaro.com/

presentations.htmlfont@umich.edu

@activelearning