Wishing

This is another phase that I enjoy.  I like to really look over my final product and think about it carefully.  What are the things that I would change?  What are the strengths and weaknesses?  How could I have made it differently?  "Virginia Rankin...has demonstrated how to help students reflect on their projects through bother presearch and post evaluation processes..."  She uses words like hopefulness, persistence, inquisitiveness, flexibility and risk taking. (Callison, 513)  I think that this is a strategy that is already a part of the 8Ws.  The student can take any moment during the 8Ws to ask questions and rethink their progress.

I think for this project, I could have worked on it earlier.  Unfortunately, I have a difficult time jumping into something new and unknown.  As this is my second semester of classes for my degree, I am learning that it is best to just go for it.  I like that I was able to learn so much about California.  It has been a great inquiry.  I really like that the 8Ws allow for overlapping.  This model is very fluid.  It is not the end of the world to have to rethink your topic and notes.  In fact it is encouraged.

I think that there were some weaknesses for my project.  Perhaps I should have taken the timeframe into consideration when choosing my topics.  Again, the great thing about the 8Ws is that it allows for rethinking along the process.  I should have maybe tried something new for the final project.  I did stretch my PowerPoint knowledge, but I could have tried something totally new.  I could have dedicated more time to the blogs of my peers.  I learned so much from reading them.  I should have taken more initiative to respond more often.

I like that my project was about something brand new to me.  I think that I did a great job organizing my notes and research.  I also think that it is a strength that I can always add to my presentation for our vacation.  I enjoyed learning and using the 8Ws model.  I think that I could use it with a class and be confident guiding my students through the model.  I think that I am an information literate person.  I am pleased that the standards tie-in so easily to the 8W's Inquiry Model.

Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport: Libraries Unlimited, 2006. Print.

Standards

The fact that this project is based on the 8Ws Model really set me up nicely to meet the literacy standards.  The 8Ws allows the student to move through the standards at a self-guided pace.  I think that the more experience and practice that students get with this model, the more proficient they will become with the standards.  Here are some examples of the Information Literacy Standards that I met during this project.

Standard One                                                                                                            Inquire, think critically, and gain knowledge.

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

Standard Two                                                                                                        Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.2.1 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.

2.1.4 Use technology and other information tools to analyze and organize information.

Standard Three

Share knowledge and participate ethically and productively as members of our democratic society.

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

3.3.4 Create products that apply to authentic, real-world contexts.

Standard Four

Pursue personal and aesthetic growth.

4.1.6 Organize personal knowledge in a way that can be called upon easily.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

I think that students would probably approach the topic of California in a similar fashion.  For elementary students, I would offer suggestions and guidance as they journey through the 8Ws.  Maybe I would supply a chart with a few questions to get them started.  This would be a fabulous topic because it is broad and could take many different paths.  Students could choose to focus on history, National Parks, cities or interesting sites.  Another idea is to have students work in groups on different topics about California. 

Here are some grade 3 content standards that apply:

Standard 2: READING: Comprehension and Analysis of Nonfiction and Informational Text

Students read and understand grade-level-appropriate material.

Structural Features of Informational and Technical Materials

3.2.1 Use titles, table of contents, chapter headings, a glossary, or an index to locate information in text.                                                                           

Analysis of Grade-Level-Appropriate Nonfiction and Informational Text                                                                                                                                      3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.  

3.2.3 Show understanding by identifying answers in the text.                                           3.2.4 Recall major points in the text and make and revise predictions about what is read. 3.2.5 Distinguish the main idea and supporting details in expository (informational) text. 3.2.6 Locate appropriate and significant information from the text, including problems and solutions.

Standard 4: WRITING: Writing Processes and Features

Students find and discuss ideas for writing and keep a list of writing ideas. Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.

Organization and Focus

3.4.1 Find ideas for writing stories and descriptions in conversations with others, and in books, magazines, school textbooks, or on the Internet.

3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.

Research Process and Technology

3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).

3.4.5 Use a computer to draft, revise, and publish writing.

Evaluation and Revision

3.4.6 Review, evaluate, and revise writing for meaning and clarity.

Final Project

Here are the links to my project.  I have posted it as a PowerPoint Show file and a PDF file.  For the PDF document, I altered the picture slides to contain one picture, so that the viewer could enjoy viewing the slides.  **Please note that the PowerPoint Show is a large file and may take some time to download.

PDF file

PowerPoint Show

Technology

I really liked this part of the assignment.  As I have already blogged, I love to use technology.  While working as the computer lab technician, it was my responsibility to get the teachers and students using technology.  I enjoyed the challenge of incorporating technology into the daily activities of teachers and students. 

For this experience, I have tried a lot of new technologies.  The https://bubbl.us/ is a site that I am going to be sure to share with teachers.  It was super user friendly.  What a wonderful resource! 

PowerPoint is software that I have used many times.  I like to use it with students because it is fun for them to explore all that it can do.  I also think that allows them to create super presentations.  I tried some new things with my presentation that I have not done before.  I used the animations tab to "show" multiple pictures on one slide.  It was challenging for me to set the timings and get the pictures to flow like I wanted.  I am proud of how it turned out.  I could have maybe added music, but this seemed like it might prove some posting difficulties.  For school, I have created end of the year slide shows that have music added.  It is a nice touch and adds a little something special.

I setup a Delicious account.  I had never heard of or used Delicious.  It was simple to create and use.  I liked the ease with which I could create and organize my bookmarks.  I did encounter some performance issues after I created my account.  These problems were because of my security settings. 

Another great new tool that I tried was NoteStar.  I liked this one a lot.  As I mentioned earlier, I like to take notes and keep them organized.  This program was somewhat difficult to set up, but well worth the work.  I created a teacher account, then a class and project.  I also created a student account to view the assigned project.  I was then able to use the notecards to record information.  It was wonderful for recording source information too.

As a side-note…I also tried Awesome Highlighter.  I was not successful in getting it to work.  I just did not understand what I needed to do.  I quickly became frustrated and moved onto something else.  I suppose in this regard, I faced it much like one of my students would have.  In today's world of technology, it is far too easy to give up and move on to try another technology.  I will definitely keep this in mind when I work with students.  I want them to learn patience and not give up when things get tough.

Waving

I am going to think of my project as a type of knowledge sharing.  I like this terminology because it demonstrates that I have specific knowledge about what I wish to share.  I know that my primary audience is Randy and Dean (my husband and son). 

My purpose for this project is to educate Randy and Dean about California.  I want to share information about the specific places that I have researched.  I hope to persuade them that these places will be worth our time and energy.  I also hope for this presentation to prompt wonderful conversations.  I envision us exploring the websites that I have noted in my presentation.

I think that a fun way to share this information is through PowerPoint.  Dean will really enjoy.  As a fourth grader, he has researched Tony Stewart and completed several PowerPoint presentations about him.  I think that he will really enjoy the format. 

I was interested in the Technology Skills for Information Problem Solving based on the Big6 Skills Approach (Eisenberg, Johnson and Berkowitz).  I love technology and enjoy sharing it with students.  Technology skills are so valuable for young students to learn.  Because I am in the Waving phase of my inquiry, I focused on the skills shared under the Synthesis stage.  During the Synthesis stage, "Students must organize and communicate the results of the information problem-solving effort" (Callison, 104).  I was pleased to see listed, "…Use presentation software to create electronic slide shows and to generate overhead transparencies and slides" (Callison, 104).

Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport: Libraries Unlimited, 2006. Print.

Wrapping

So I am now starting to consider the wrapping phase of this inquiry.  I need to think about my audience.  For this project, my main audience will be my husband and son.  I hope to use this project to share some of the things that I have discovered about California.  I want it to be a fun presentation for them.  I also want them to learn a lot about our up-coming trip.

I have considered several different formats for this project.  Here are the projects that I have thought about:  photos, brochure, documentary, quilt, timeline, poster, presentation and Web page.  I have helped my son use PowerPoint for some of his school projects.  He also really enjoys creating whimsical presentations just for the fun of it.  I would like for him to see a presentation that I create for one of my assignments.  I want him to see the connection.

Here is my planning process.  I began by experimenting with NoteStar.  As I mentioned in my last blog, I do enjoy taking notes.  I liked this web-based tool.  It was some work to set it up, but well worth it.  Here is the website: http://notestar.4teachers.org/login/noteCardLogin.jsp.  I think that it would be a great tool for a teacher to use with students. 

I plan to use my notes, my bubble map and online photos for my presentation.  I would like for the presentation to contain information about various sites in California as well as photos.  I am excited about getting started!

I really like this phase of the 8W's.  It is so wonderful to watch a student make something that reflects the research and work of an inquiry project.  I think that the freedom of creation is so rewarding.  It is a great moment for both student and teacher.  There are so many tips to this phase provided by Dr. Lamb on the Information Age Inquiry website.  For elementary students, the 'Guidelines' step really stood out.  "Provide students with guiding questions or ideas for creating a particular type of production" (Lamb).  I think that this is crucial for young students, because the process for creating a project can be very intimidating.  To set guidelines, is a wonderful way to encourage students to be creative without overwhelming them.

As I begin to work on my project, I am looking forward to the final product!  I am one step closer to California and our dream vacation.

Lamb, Annette. "Wrapping." Information Age Inquiry.  Indiana University, 2005. Web. 11 Jan. 2011.

Weaving

The weaving stage has been fun for me so far.  I have enjoyed going through (processing) all of the information that I have gathered.  Boy there is a lot!  It has been interesting to learn about some of our national parks.  They offer so many neat discoveries.  I hope to include some of these activities and sites in my final project.

I have revisited my California bubble map.  Here is the newest one…

As you can see, I have greatly reduced these topics off of CA.  By focusing on just four sub-topics, I have been able to really zero-in and expand these ideas.  There still might be a need to again weed out some of the sub-topics.  I will see how my journey of inquiry progresses.

I am a note taker.  I love to jot down keywords and then add to these ideas.  For example, as I was searching a Sequoia National Park website, I wrote down words like:  lodge, hiking trails, wildlife, wildflowers, trees, horse trails, etc…  I did this same type of note taking as I researched my other topics of interest.  I also make a note of what source I was using when I found this information.  This way, I have source information handy and I can revisit the source if needed. 

I also like that during this phase, the researcher is encouraged to use all types of organizers.  I was particularly interested in the PMI chart by de Bono.  "The aim of doing a PMI is to achieve broadmindedness in our thinking rather than remaining the obedient servant of our own prejudices" (Excerpted).  The use of the chart is simple.  The user lists plusses(+), minuses(-) and interesting points.  After filling the chart, the user can analyze the data to see what direction the inquiry will take.  The chart also provides spaces for the plusses and minuses to be given number scores.  The scores can then be totaled to show if the plusses or minuses prevail.  Here is a link to a blank PMI chart I found at http://www.worksheetworks.com/miscellanea/graphic-organizers/pmi.html.  There are many different types of organizers to choose from.  I found it interesting to explore them.

I am off to do some more webbing, wiggling  and weaving.  Ü

Excerpted from Reader's Digest April 1983---2nd Edition, copyright 1982 by the Edward de Bono School of Thinking, by Edward de bono and Michael de Saint-Arnaud, is published by the Edward de Bono School of Thinking, New York, NY.

Wiggling

I know for sure that we are going to Pebble Beach for golf.  I think that I will focus my attention on just this one area of CA.  I hope that we will make it to other parts of the state.  It is so difficult for this assignment to get it all covered.

For this portion of wiggling, I will think about my resources.  What resources do I want to use?  How will I evaluate them?  I think that it is important to consider the source.  Is it posted by a notable person?  Is the information accurate and current?

As I search for information about the topics on my chart, I will take note of the topics that do not need to be searched at this time.  I will update my bubble chart so that it better fits my search needs.

I have been searching various websites and studying maps.  There is so much information out there.  It is really overwhelming!  I plan to continue to using my resources and gathering information.

I think that this stage compares with the ‘Challenging’ stage of the REACTS---A Taxonomy for Thoughtful Research developed by Stripling and Pitts.  According to Callison, this stage is described as, “Evaluating and deliberating: judging information on the basis of authority, significance, bias, and other factors” (Callison, 44).

Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy.  Westport: Libraries Unlimited, 2006. Print.

Webbing

I started by extending my questions into keywords and then breaking them down more.  I was able to use https://bubbl.us/ to create my own bubble map:

You can also access it here: https://oncourse.iu.edu/access/content/user/chraruss/CA%20Bubble%20I.pdf.  It was a lot of fun.  The tool is very user friendly.  After looking at my map, you can see that I was able to think of a lot of topics.  As I was creating the map, I was able to tweak my thoughts.  At one point, I remembered my mom saying that I went to CA as a two-year-old.  I do not remember the trip, but it made me wonder about family connections in CA that I may have.  What a great addition to our trip!  My husband and I both want to know as much about who and where we come from.  I added a family bubble to my map. 

I made a quick trip to the library for travel books about CA and national parks found in CA.  I find books easy to search for information.  I was pleased that these books contained maps.  I also hope to find some useful websites.  I tend to stick to state sponsored travel sites, because they are maintained well and kept current.  I have also used the government website for the national parks.  It has been helpful in the past for information about the Smoky Mountains and sites in Washington DC. 

I plan to begin the wiggling phase today.  I am really anxious to see what I discover!

Wondering

During the wondering phase, I have really focused on asking questions.  At first, I was not sure what to do for this phase.  I decided looked over Dr. Lamb’s materials.  I really liked the Wondering Chart (http://www.virtualinquiry.com/inquiry/topic71graph2.pdf).  I have saved my chart as a PDF.  Here is the path for the file:  https://oncourse.iu.edu/access/content/user/chraruss/Wondering%20Table.pdf.  I also took advantage of the prompts posted under Finding Purpose on the Wondering Page (http://virtualinquiry.com/inquiry/wondering.htm).

ñ I wonder what cities to visit in CA, where the national parks are located in CA, and how many golf courses are near Pebble Beach.

ñ I like to travel, to see new things, to experience nature and to discover the unexpected.

ñ I dislike things that are out of my control like weather and scheduling.

ñ I am in favor of golfing, touring the seashore, going to Disneyland, and spotting a celebrity. 

ñ I am opposed to any of us being sick while traveling, though it almost always happens!

ñ I wish that I could convince my husband that we could afford to go three weeks instead of two.

This little exercise was fun and easy.  I like the responses that I had and hope that they will help guide me during the webbing phase.

Watching III

I realized after reading some notes, that I should have included some details about my decision process.  During this stage, I really thought about the things that interest me.  I wanted my topic to be fun and productive.

I have tried many different hobbies in the past.  I enjoy scrap-booking, reading and taking pictures.  I was quick to dismiss scrap-booking, because I have a lot of experience making scrapbooks.  I want this project to help me to learn something new.  As for reading, last semester I took Materials for Youth 571.  I did so much reading, I really would not enjoy it as my project topic.  When I considered photography, I decided that it might be too challenging a topic.  I would love to learn how to better use all that my camera offers.  I was just worried that it might be too difficult to understand the information that I would find. 

I have already mentioned how much I enjoy traveling.  My family and I do like to explore all that this country has to offer.  My son is in fourth grade this year.  Here in Indiana, fourth graders learn all about the state of Indiana.  I think that it would be fun as a family to visit some of the state parks of Indiana.  Then of course there is our upcoming summer trip to California.  It was a pretty easy decision to make.  I have lived in Indiana my whole life.  Researching California would definitely be something new and different for me to research.  I am sure I will be ready to go when this project is complete!