research

==Research Today = //Inquiring, Questioning, Investigating, Exploring, Collaborating, Evaluating, Producing, Creating, Sharing!// ==
 * [[image:aimcurriculum/IDEAcademy.gif width="316" height="225" caption="IDEAcademy Curriculum" link="@http://ideacademycurriculum.pbworks.com/w/page/10999246/FrontPage"]] || [[image:aimcurriculum/thirdspace.png width="451" height="318" caption="Guided Inquiry Learning Method" link="@http://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf"]] ||


 * A problem represents a gap between where we are or what we have, and a desired location or outcome. ||  ||

Instead, develop "Questions of Import": Like essential questions, questions of import are worthy of our time but are also likely to spark interest and awaken curiosity.They require thought rather than mere collection of factsor simple cut-and-paste thinking. ~Jamie McKenzie ||
 * [[image:aimcurriculum/fluencies_notitle.png width="249" height="249" caption="21st Century Fluencies" link="@http://www.21stcenturyfluency.com/fluencies.cfm"]] || "A poor question is one you can Google..." [[image:aimcurriculum/spiral.jpg width="176" height="133" align="center"]]


 * [[image:aimcurriculum/cps.png caption="Creative Problem Solving" link="@http://www.creativelearning.com/creative-problem-solving/about-cps.html"]] ||  ||

IDEAcademy: Information Literacy/Research-Based Curriculum for AIM from academic year 2009-2010
Inquiry Circles: Can be used for reading texts (narrative and nonfiction), exploring information/ideas, etc. Students rotate roles to gain experience and build skill level (flow chart, graphic organizer, drawing) ||
 * || INQUIRY CIRCLE JOBS ||
 * TITLE || TASK ||
 * Word Hunter || Finds key words and definitions ||
 * Evaluator || Evaluates the source ||
 * Messenger || Summarizes big ideas and main points ||
 * Questioner || Raises questions ||
 * Connector || Makes connections between self, texts, and the world ||
 * Note Taker || Takes specific notes on content ||
 * Image Maker || Creates a visual scheme of ideas
 * Interpreter || Asks "What does it mean?" and "Why is it important?" ||


 * __Online Tools to Use:__**
 * Digital Note Taking Form
 * NoodleBib
 * Library Resources Page
 * Citations Guide

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 * Additional Resource Links (always growing/evolving):**
 * 21st Century Fluencies
 * Questioning Authority: Evaluating Wikipedia Articles
 * The Question Mark
 * Guided Inquiry (Carol Kuthau):
 * [|CISSL]
 * Guided Inquiry Ning
 * Questioning Stems - from Science intranet page
 * 7E Model (based on Science 5E Instructional model)
 * FFOE Model to Grow Creativity: Fluency, Flexibility, Originality, Elaboration
 * Miniature Guide to Critical Thinking (downloadable pdf)

Micro-Curriculum Overview--flow can change depending on weekly schedule:
AIM 'Research Strand' Suggested Schedule, 1st 9 Weeks

__**Week 2: Research Strand:**__


 * TRAILS Survey--see portaportal link
 * Student Survey--see portaportal link

__**Week 3: Research Strand**__



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Teacher Activity Guide for Intro Research Video.docx

AIM Anticipation Guide_Research Strand.doc

Research Intro Video: []


 * __Week 4: Research Strand__**

Flexible Thinking Activity: Teacher Note--this lesson could be broken down into 2 periods, if needed. Thinking Flexibly Lesson.docx

Thinking Flexibly Lesson.pdf

Creative Thinking Activity: Teacher Note--feel free to riff off of this lesson, break into 2 sessions, etc.

Creative Thinking Lesson_final.docx

Creative Thinking Lesson_final.pdf

Creative Thinking PPT.pptx

SCAMPER Chart.docx

SCAMPER Chart.pdf

__**Week 5: Research Strand:**__

Visual Analysis Activity:
 * Basic Technique for Visual Analysis (teacher handout)
 * Seeing vs. Looking Activity/Lesson:
 * Lesson says to choose images to analyze, after showing intro. video--see links below for potential images to analyze
 * Introductory Animoto video (mentioned in lesson above)
 * Links for Images to Analyze:
 * http://green-buzz.net/photos/20-most-amazing-microscope-shots-pictures/
 * http://davidwarlick.com/graphicaday/
 * http://carenalpertfineart.com/gallery.html#
 * Other image resources:
 * RECOMMENDED--http://teachingwithmedia.wikispaces.com/Image+Resources
 * http://librarytoolbox.pbworks.com/w/page/17043141/Copyright-Friendly-Images-and-Sounds

Phase 1: Activate the Desire to Inquire...& Build Skill Set: 1) TRAILS Online Survey (Pre-test) 2) Student Survey - about online habits, interests, and access to technology 3) Habits of Mind/21st C. Skills activities
 * OVERVIEW OUTLINE DRAFT:**
 * Thinking flexibly (Lesson 4), Brainstorming & Creative Problem Solving Activities:
 * Brainstorming Activities
 * SCAMPER Activity
 * Thinking Interdependently (Lesson 11)
 * Problem-Solving Games
 * Creating, Imagining, and Innovating (Lesson 12)
 * Creativity Games
 * Extending Human Ability via Technology Lesson
 * Use this as a warm-up to above lesson: Nature's Inventions
 * Responding with Wonderment & Awe (Lesson 13)
 * Questioning and Posing Problems (Lesson 15)
 * Visual Inquiry/Analysis Activity
 * Guess the Wordle

4) Blogging & Digital Note-Taking (Using a current event article--or from a topic in current events discussion--CNN Student News; from a topic of interest...could be from a topic in a content-area class)
 * Edublogs: Blogs should be set up during first few weeks of school; then will be used for this AIM strand along with any other content-area activities and AIM strands
 * Digital Note-Taking: Using NoodleBib--with a current events article previously read in AIM

5) 21cif activities/DB scavenger searches/mystery research activities:
 * This may change based on the Sweet Search Tutorial subscription & what it offers
 * Website Investigator Activities
 * DB Scavenger Searches - Diaz created
 * Website Evaluation - Basic
 * Mystery Research Teams - from book

Phase 2:
 * *Sweet Search Online Tutorials
 * Seeking out something to learn about...brainstorming....questioning....
 * Questioning in depth
 * Types of Questions:
 * Talk about rhetorical questions...Essential Questions to Q of I...
 * Bloom's Taxonomy of questions
 * Avoid factual, "googley questions"...
 * Delineate good from bad examples...
 * Look at a TAKS/STAAR test, or example assignments...?
 * Generate own questions based on selected topic/concept to explore/investigate
 * Keyword stations
 * Evaluating resources revisited--debating between good vs. bad...(see example lessons about wikipedia vs. britannica, netTrekker vs. Google; idea--kids have a challenge to find a great resource and a poor resource on an example topic--or based on a question; use website evaluation form)
 * Sharing via blog and in podcasts, conferences, etc.

Phase 3:
 * Independent investigations OR team-based inquiry...decide as AIM class
 * Have a real-world issue to investigate....or explore and become expert on self-selected concept/topic...
 * Team up with Tech strand: Kids utilize tech tools learned to demonstrate synthesis of research and inquiry; apply in new ways
 * Portfolio and exhibition:
 * Demonstration of knowledge...create new meaning showing synthesis of learning....
 * Infographics - learn to create using research findings
 * Must communicate orally and in writing about it
 * Re-assessment of skills---TRAILS post-test
 * Blogging along the way about process