ACTIVATE Cee eed What do we already know? Motivate Open Minds DESCRIPTORS Initiate Project Activate Thinking BIG IDEAS Inquiry project is initiated with the students stimulate Curiosity Get excited and curious about the project Read and understand the inquiry Make Observations Develop an awareness of expectations/criteria/components of final product Set Purpose for Accept emotions of doubt and uncertainty Inquiry Establish existing/prior knowledge Explore Interesting Make connections to the "Big Picture” Coe Explore ideas rather than accumulate facts Connect to Connects ideas to self his/her world: previous experience and knowledge Gertape atone Extend background knowledge of context through observation and experience Probe Prior Dip into various sources to find interesting ideas and prepare to develop inquiry prewecae questions Tune into Students Thinking Establish “known” Big Ideas Extend Background Knowledge Dip into Interest- Inducing Stimuli GUIDING Identify QUESTIONS Misconceptions ‘Can state what know about this topic? ‘Howdotknow about this topic? ‘#001 know enough about the idea or topic to ask good questions? «What do fel about this topie? ‘What are other peoples views ofthis topic? ‘What interests me about this idea or topic? “What are some key words and ideas about this topic? “What ate some possible ideas about the topic that interest me? “Why am | doing thie? “What do need todo? powered ® PIKTOCHARTASK Cree ee ey What do we want to know? DESCRIPTORS Asks clarifying questions ‘Asks/cteates questions about the topic Formulates preliminary questions and ideas Construct a driving inquiry question from interesting ideas and pressing problems Refines, focuses, and limits scope of question Identifies purpose for inquiry Recognizes the need for information Identifies key concepts and vocabulary Brainstorms key words and synonyms of topic Identifies purpose for using information Identifies intended audience Maintains an awareness of final product (criteria, components, and requirements) Adapt an inquiry plan to own learning style [What are the things | wonder about and want to know more about? ‘What willbe my focus? How am goingto proceed? Have I developed good deep questions? [Whois the audience for my answers? (Why am Idoing this investigation? What do! expect to find andlearn? ‘Do my questions lead me to answers that wil fully assignment? ‘What sils/resources/strategies dol need? ‘What willbe my driving question? powered ® PIKTOCHART BIG IDEAS Wonder about your topic Frame questions for investigation Select an interesting issue worthy of investigation Decide direction Formulate a focus Identify driving inquiry question Predict Hypothesize PlanMTT er RE Rt Malo La RATT id Pr Cer ee are eed DESCRIPTORS Understands and uses information environments (ie. libraries, computers, ete) locates and uses a variety of information in print and digital formats Uses text features of books or websites to locate information efficiently Uses experts and institutions in the community or online as resources Identifies the types of information required Chooses the best resources for the task LLocates information trom diverse sources, genres, points of view, and formats Creates alist of searchikeywords related to topic, Refines and expands lists Uses appropriate, efficient, and effective search strategies Evaluates sources - CRAAP Test: Currency, Relevance, Authority, Accuracy, Purpose Uses information and technology ethically and responsibly Monitors progress and changes direction as necessary Checks progress to generate conclusions, connections and new ideas Uses print or digital sources with increasing confidence Uses reading and thinking strategies to comprehend information and build meaning Distinguishes between fact and opinion Identifies main idea and supporting details Uses visual iteracy strategies to derive meaning from visual information and media interprets, evaluates ang appreciates visual information and media. Selects and records appropriate information in an effective note-taking process Takes notes using student's own words using keywords and phrases Uses graphic organizers to record and organize information Developsa structure to organize and store information Recognizes conflicting facts, contradictions, opposing ideas, and gaps in information Uses different kinds of resources to expand and verify information Keeps a record of resources used Collaborates productively in groups to define problems and pursue information GUIDING QUESTIONS ‘+ Howill gather information? ‘+ Whatare allo the sources that might be used? + Howdo Ilacate these sources? + Which sources willbe most useful and valuable? ‘+ How do Ifnd the information within each source? + Have ITocated sources with diverse perspectives? + Whatare my search/keywords? ‘+ How-can tevaluate the int that tind? + Howcredibe isthe information? + Whatinformation is relevant to my research question? ‘+ Have | found enough accurate information to answer all my questions? + Whatknd of information will be useful tomy final product? + Ave my questions answered? + Dol need more information? + Does the information located raise new questions? + How will record the information thavelocated? Have | discovered information gaps ad filed them with more research? powered ® PIKTOCHART BIG IDEAS Investigate Finding Out Knowledge Building Working as Researchers Search Broadly Search Deeply Test Hypothesis, Brainstorm Sources Quality vs. Quantity Manage Search Process Identifying Keywords Use a Variety of Sources Record Information Using ‘Own Words Choosing What is Personally Meaningful and Compelling Continuing to Raise QuestionsEee ee aay Medi sie eel me CS delay and what does the information mean? DESCRIPTORS + Understands, organizes, and evaluates information using an outline or organizer tool + Sort information by topic.sub-topics and criteria such as time, importance, cause and effect, chronologically, by category, etc * Clarifies main and supporting ideas using evidence, examples, data, and details + Connects, merge, and compares ideas from various sources + Resolves any conflicting information, opposing ideas and/or gaps in information + Connects information with personal knowledge and priar knowledge, evidence and examples + Revises questions or hypothesis as needed + Evaluates inquiry process and resources used + Discovers/describes/explains relationship among ideas + Reviews and reflects how ideas changed with more information + Identifies when information does not support tentative hypothesis + Gathers additional information as needed + Participates productively in groups to generate information + Demonstrates responsible use of information. + Finds and uses newly available online tools + Draws original conclusions and arrives at new understandings and meanings + Demonstrates new understanding by drawing relevant conclusions supported by evidence + Whatinformationdo Ireally need touse? How can lusethis information? + Howcan lorganize or sortthe information? How do the facts fit together? + Cant identity elationships and patterns and thoughtfully eact to the information | found? + What connections ean make? + What thinking kils/strategies do need? + Isallof the information useful. What does the information mean? + Whatis the mainidea/ conclusion that lean draw from my evidence? + What example show that my evidence supports the minides /conclusion? + Howhavemy ideas changed as result of my investigation? + How does the new information compare to my earlier knowledge? + Does the new information agree with my hypothesis? Dol need to revise my hypothesis? + Dol need more information? + What are the similarities and differences among the sources? + lethere contradictory information? How can rezolve the diferences? + Which resources gave me valuable information? + How will know have completed my research? + Which parts of my problem solving process were successful? + Whathave discovered and how wll show my deeper understanding? + Amb ready tocreate first craft? powered ® PIKTOCHART BIG IDEAS Organizing Sorting Out Integrating synthesizing Construct Using the Vocabulary of the Content Knowingly Thinkin: Analytically Reviewing Thinking Looking for Patterns Interpreting Information Building Big Ideas & Meaning Preparing to Test ideas Connecting Ideas Determine Relationship Between Ideas Differentiating Important or Central Ideas Form Evidence- based Opinions/ Viewpoints/ Arguments Expressing New UnderstandingsATT tore: MUU Lar Raat MUU ts Bo) show others what we have learned? Ce ee eee DESCRIPTORS Demonstrates and communicates an authentic, meaningful and deep understanding of material presented ‘Transforms information to knowledge (meaning and impact) Develops conclusions & positions; actions, implications and solutions Explores, Understands differences/benefits of diverse presentation formats Using digital tools, techniques and critical thinking skills to communicate new knowledge in appropriate ways Communicate using a variety of expressive formats (software and technology tools, music, art and drama, writing) Considers and selects an appropriate product for presentation Uses appropriate presentation format for audience, task, and purpose Communicate and share new knowledge, findings and evidence Create a knowledge artifact for sharing and use Express: apply understandings to a new context, share learning with others Sharing new learning with others while making a difference with my learning Includes writing process to develop expression of new understanding Creates final product through drafting, reflection, and revision. Uses elements of standard citations Understand a simple concept of ownership of ideas and information Demonstrate respect for intellectual property, copyright, and plagiarism Rehearses/ prepares presentation of product Beginsidevelops understanding of critique process Uses feedback to improve presentation Apply models, rubrics, and/or criteria for exemplary presentation Presents / communicates final product using appropriate format / technology ‘Act as an expert and teacher in presenting information, Am ready to create? ‘+ Whatconclusions can draw? Have | dravm conclusions that are supported by the evidence? + Howcan Ipresent this information? ‘+ How will communicate the results of my research? ‘+ Howcan share what iknow? + What might Ido with my findings? + Howam going to use what have discovered fg. apply act, implement? + Who willbe my audience? Who would benefit trom hearing this? + What product/presentation willallow meto present my evidence and conclusions effectively tothe ‘intended audience? ‘+ What technology willhelpme create a product or presentation? Have | checked for problems andlor gaps? leimy presentation convincing? Have | practiced enough tobe confidentin communicating my ideas? Have l organized the product /presentation to make my major point and present convincing evidence? Did my product/ presentation fulilallthe requirements ofthe assignment? powered ® PIKTOCHART BIG IDEAS Prototyping Preparing to Present Interpret and Extend Showing Understanding Communicate New Knowledge Creating / Constructing / Doing Explaining / Applying / Acting Advocate Creatively Use Approp Format for Audience te Express / Exhibit Sharing Learning Telling Story Engagement of Audience Learn From Each Other Reflect on Learning Self-access and Revise Product Based on FeedbackCo eases What do we think about the things we have eCoJaT RUMI Taat-fe led DESCRIPTORS + Reflect: examine one’s own learning and ask new questions + Reflect on what worked or did not work during the inquiry process + Taking note of what could have been done better + Reinforces content learning + Articulate new learning + Apply what worked to future inquiry + Understand how new knowledge influences prior knowledge and hypotheses * Develops evaluative criteria. + Use self, peer-, and teacher-generated criteria to assess the representation of learning + Consider constructive criticism from peers and teachers in reflection + Give and get feedback from peers + Assess the inquiry process and adjust for future inquiry + Reflect upon personal change of ideas and perspectives * Apply constructive criticism and comments from peers and instructors to future inguiry + Assess how new skills, strategies, tools, and resources influence learning + Establishes good habits for learning how to learn through the inquiry process, What did learn? What did find easy? What ai find cfcut? + What did enjoy? + DoIneed help? ‘Am | proud what cid? + What do Ineed todonedt? ‘+ What could have done better? + How do! know f vias successful? ‘+ Did | answer my driving question? + Do havenew questions? Did my product meet the assignment goals? Did fulfill the requirements of the assignment? \Was my productipresentationas effective as Icould mab \What new understandings did | develop about the topic or idea? How wil incorporate my new learning into wiat’s next? ‘+ How can | use the feedback on my final product for my nextinguiry project? What did earn trom this inquiry task? ‘+ How well did my inquiry process go? ‘+ What might | do itferently next time to improve my inquiry proces or product? powered ® PIKTOCHART BIG IDEAS Metacognition Assessing Process and Product Reflecting on Content, Process, and Product Critique, Rethink, Revise Self-Evaluation Peer-Evaluation Evaluating Achievement of Learning Goals Re-assess Process and Product Based on Feedback Identifying Learning Reviewing Earlier Thinking Identifying Changes in Understanding Ask New Questions| for Continuing Inquiry Accountability Evaluate Arguments and Claims Evaluate Credibility, Accuracy, and Limitations of Sources