A2.3+KWLQ

Pre-writing for A.2.3 - K-W-L-Q for Inquiry Learning
Morgan LeFevre Megan LaCaze

• Purposeful and Productive (WHY do I need to do this?) • Strategic and Self-Evaluative (HOW will I know what to do/ HOW well did I succeed?) ||  || *FOCUS on your topic, *LOCATE the appropriate resources, *INVESTIGATE and *IMPLEMENT the *INFORMATION you find, and finally, *PRODUCE the results of your findings The IT stands for Intelligent Thinking. ||  ||
 * FLIP It! **
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||  ||
 * A mnemonic strategy for research. || Does this process lend itself better to certain subject areas than others? || There are four steps/stages and it can be a linear or non-linear process. || What are some ways you can implement this strategy in ELA? Math? Science? Social Studies? Special Area classes? ||
 * Developed by a school librarian (Alice Yucht). || What is the ideal age range or grade level to use FLIP It? || Works well with all ages, however, recommended for elementary and middle schoolers. || Will the students prefer this method over the inquiry method? ||
 * A problem-solving strategy. || What resources are available to educators to help implement this process in their schools? || Evaluation built in at each stage (If I know this..., then what should I do?) ||  ||
 * Student centered. || How does FLIP It work? || Works across the curriculum by "using meta-cognitive concepts "and building on what students already know. ||  ||
 * || How can the librarian help during the FLIP It process? || FLIP it is a set of reflective questions to guide the learner throughout the information process. ||  ||
 * || Is this process widely known and used? || FLIP it! is "a learner-centered inquiry process that helps students become effective thinkers, learners, and problem-solvers". ||  ||
 * || What makes it a successful process for research? || FLIP it!™ helps students develop the skills they need to become effective learners, thinkers, and problem-solvers who are:• Goal-oriented (WHAT do I need to accomplish?)
 * ||  || FLIP IT!
 * ||  || FLIP IT!(TM) can be used as a framework for creating collaborative resource-based activities. With this framework teachers and librarians can easily work together to develop and implement a successful project. ||   ||

Green, Tamblyn G.. "Research Models Exploration Form." Tam Green's Portfolio. University of West Georgia, 5 Sep 2011. Web. 1 Jul 2013. .

McCarthy, Cheryl A. "Alice Yucht’S FLIP IT! An Information Literacy Framework That Really Works For All Ages!." //School Library Monthly// 19.7 (2003): 22-51. //Library & Information Science Source//. Web. 1 July 2013.

Yucht, Alice. "FLIP IT! For Information Skills." //Teacher Librarian// 26.3 (1999): 37-38. //ERIC//. Web. 1 July 2013.

Yucht, Alice H. "FLIP IT![TM] For Collaborative Planning Strategies." //Teacher Librarian// 28.1 (2000): 48-50. //ERIC//. Web. 1 July 2013.

Carnesi, Sabrina and Karen DiGiorgio. "Teaching The Inquiry Process To 21St Century Learners." //Library Media Connection// 27.5 (2009): 32-36. Web. 25 June 2013.
 * Inquiry Learning**
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Student driven. || How is inquiry-based learning used in the average classroom? || Inquiry-based learning helps students with multiple learning objectives such as: the development of general inquiry abilities (posing researchable questions and investigating them), the acquisition of specific investigation skills (experimentation, modeling, exploring data), and the understanding of concepts and principles. || What are some examples of ways inquiry-based learning is used in the classroom? ||
 * Hands-on, questioning process. || How does inquiry-based learning affect student achievement? || Throughout this interactive cycle, students will be reflecting, revising, and evaluating the information they have found, created, or explored. || How effective is inquiry learning with resource students? ||
 * Independent, partner, or group work || What are some benefits and challenges of inquiry learning? ||  ||   ||
 * Teachers can guide the students but it is up to them to question, synthesize, and come up with their own ideas and conclusions. || Why would someone want to use inquiry-based learning in their classroom? ||  ||   ||
 * || How is this process introduced to students? ||  ||   ||
 * || How early can children use this process? ||  ||   ||

Edelson, Daniel C., Douglas N. Gordin, and Roy D. Pea. "Addressing The Challenges Of Inquiry-Based Learning Through Technology And Curriculum Design." //Journal Of The Learning Sciences// 8.3-4 (1999): 391-450. //PsycINFO//. Web. 1 July 2013.

"Inquiry-based Learning: Explanation." Concept 2 Classroom. Educational Broadcasting Corporation, 2004. Web. 3 July 2013. .

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