Justification
The purpose of this project is to teach my students how to write in a non-fiction format while studying how Milwaukee became a city. Not only are they going to be writing non-fiction pieces, students will be doing Interent research to gather information to create their own non-fiction writing. The Making of Milwaukee Unit, often left until the end of the year to cover, will no longer be a stand alone topic, it will be integrated into our Information and Technology standards and English Language Arts standards.
More specifically the standards and benchmarks being addressed in this unit are as follows:
Information and Technology Literacy
Lib 5.1.6 Identify and effectively use various features of non-fiction materials. Lib 5.1.7 Utilize preselected websites for information gathering.
Lib 5.1.8 Use preselected search engines to locate appropriate internet or intranet resources.
Lib 5.2.1 Define an information need.
Lib 5.2.2 Develop relevant questions, based on the information need.
Lib 5.2.3 Develop a plan for a research project or problem to be solved.
Lib 5.2.4 Evaluate information sources when planning a research project or solving a problem.
Lib 5.2.5 Describe and use strategies to access information efficiently and effectively
*Locate digital, print and online information.
Lib 5.3.1 Select and use appropriate technology tools for individual and collaborative prewriting, writing and publishing activities.
English Language Arts Standards and Benchmarks
Standard 1: Uses the general skills and strategies of the writing process
ELA3.4.1 Uses a variety of strategies to plan a report (Task Definition)
*Given a graphic organizer, accesses prior knowledge about the topic
ELA3.4.2 Uses a variety of relevant sources identified by the teacher (Information Seeking Strategies)
ELA3.4.3 Uses a variety of strategies to locate, gather and record information (Location and Access)
ELA3.4.4 Organizes information for research topics (Use of Information)
ELA3.1.5 Uses strategies to publish written work
These lessons are designed using an inquiry based learning model, where students ask the questions and guide the research with teacher support. This type of student guided instruction is designed in a way to help transform students into metacognitive users of the Internet. Dr. Bernadette Dwyer’s research on new literacies (digital forms of literature) and inquiry based learning is the framework for these lessons in conjunction with the third grade curriculum and common core standards of the Wauwatosa School District (listed above). While Dwyer’s research suggests that using new literacies in an inquiry based structure will enhance student performance and ultimately make students metacognitive learners, it is yet to be determined. The hope is to provide students with refined research skills to help guide the way they approach the Internet, essentially creating a new tool kit of strategies they can use when searching the web.
In accordance with Dwyer's beliefs and research, Branford, Browns and Cocking (2000) conclude that students need to activate prior knowledge, become active learners and approach new literacies with a metacognitive mind-set. The importance of prior knowledge is justified as so, "there is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds" (Bransford, 2000). Active learning is defined by Bransford, 2000 as "the importance of helping people take control of their own learning." Finally the students need to become metacognitive learners to track their learning and apply their resources to new situations and content areas. As stated by Bransford, 2000, meta-cognition is "people's ability to predict their performance on various tasks and to monitor their current levels of mastery and understanding."
Prior Knowledge is activated in this project in lesson 2. Students are developing questions to activate their current knowledge of Milwaukee and what they think are topics worth learning more about. Through the questions they create I will be able to get a better understanding of how they view Milwaukee. These questions will also lead me to any misconceptions my students may have regarding Milwaukee and it's history. In addition, prior knowledge is revisited when students use the knowledge they gained in lesson one about the features of a non-fiction text. Students need this prior knowledge to help organize the information they collect about their Milwaukee topic to write their non-fiction page.
Throughout this project students are Active Learners. Students are actively generating their background knowledge about Milwaukee. They actively develop their own questions to guide their research in lesson three. By taking control of their own learning, the hope is that students will become engaged in the learning process and take ownership in the work they produce.
Metacognitive Thinking is a newer skill for most students. This role becomes apparent when students are choosing the appropriate search terms in lessons one and three. In order to find the results they are searching for; students need to think about the search terms they are using. They need to think about their thinking. They will need to evaluate whether or not the sources they are finding are providing them with the correct type of research they need to complete their project. Students will then need to readjust their search and actively think about what needs to be changed to get the information they are looking for.
In conclusion, this project is designed to encourage students to use their prior knowledge, become active in their learning role and to think metacognitively about about their learning all through an inquiry approach using new literacies.
References:
Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000). Learning: From speculation to science. In J.D. Bransford, A.L., Brown & R.R. Cocking (Eds.), How people learn: Brain, mind, experience and school (pp. 3-27). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368
Dwyer, B. (2012, in press ). Developing online reading comprehension: Changes, challenges and consequences. In K. Hall, T. Cremin, B. Comber & L. Moll (Eds.), International handbook of research in children’s literacy, learning and culture. UK: Wiley-Blackwell
More specifically the standards and benchmarks being addressed in this unit are as follows:
Information and Technology Literacy
Lib 5.1.6 Identify and effectively use various features of non-fiction materials. Lib 5.1.7 Utilize preselected websites for information gathering.
Lib 5.1.8 Use preselected search engines to locate appropriate internet or intranet resources.
Lib 5.2.1 Define an information need.
Lib 5.2.2 Develop relevant questions, based on the information need.
Lib 5.2.3 Develop a plan for a research project or problem to be solved.
Lib 5.2.4 Evaluate information sources when planning a research project or solving a problem.
Lib 5.2.5 Describe and use strategies to access information efficiently and effectively
*Locate digital, print and online information.
Lib 5.3.1 Select and use appropriate technology tools for individual and collaborative prewriting, writing and publishing activities.
English Language Arts Standards and Benchmarks
Standard 1: Uses the general skills and strategies of the writing process
ELA3.4.1 Uses a variety of strategies to plan a report (Task Definition)
*Given a graphic organizer, accesses prior knowledge about the topic
ELA3.4.2 Uses a variety of relevant sources identified by the teacher (Information Seeking Strategies)
ELA3.4.3 Uses a variety of strategies to locate, gather and record information (Location and Access)
ELA3.4.4 Organizes information for research topics (Use of Information)
ELA3.1.5 Uses strategies to publish written work
These lessons are designed using an inquiry based learning model, where students ask the questions and guide the research with teacher support. This type of student guided instruction is designed in a way to help transform students into metacognitive users of the Internet. Dr. Bernadette Dwyer’s research on new literacies (digital forms of literature) and inquiry based learning is the framework for these lessons in conjunction with the third grade curriculum and common core standards of the Wauwatosa School District (listed above). While Dwyer’s research suggests that using new literacies in an inquiry based structure will enhance student performance and ultimately make students metacognitive learners, it is yet to be determined. The hope is to provide students with refined research skills to help guide the way they approach the Internet, essentially creating a new tool kit of strategies they can use when searching the web.
In accordance with Dwyer's beliefs and research, Branford, Browns and Cocking (2000) conclude that students need to activate prior knowledge, become active learners and approach new literacies with a metacognitive mind-set. The importance of prior knowledge is justified as so, "there is a good deal of evidence that learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students' changing conceptions as instruction proceeds" (Bransford, 2000). Active learning is defined by Bransford, 2000 as "the importance of helping people take control of their own learning." Finally the students need to become metacognitive learners to track their learning and apply their resources to new situations and content areas. As stated by Bransford, 2000, meta-cognition is "people's ability to predict their performance on various tasks and to monitor their current levels of mastery and understanding."
Prior Knowledge is activated in this project in lesson 2. Students are developing questions to activate their current knowledge of Milwaukee and what they think are topics worth learning more about. Through the questions they create I will be able to get a better understanding of how they view Milwaukee. These questions will also lead me to any misconceptions my students may have regarding Milwaukee and it's history. In addition, prior knowledge is revisited when students use the knowledge they gained in lesson one about the features of a non-fiction text. Students need this prior knowledge to help organize the information they collect about their Milwaukee topic to write their non-fiction page.
Throughout this project students are Active Learners. Students are actively generating their background knowledge about Milwaukee. They actively develop their own questions to guide their research in lesson three. By taking control of their own learning, the hope is that students will become engaged in the learning process and take ownership in the work they produce.
Metacognitive Thinking is a newer skill for most students. This role becomes apparent when students are choosing the appropriate search terms in lessons one and three. In order to find the results they are searching for; students need to think about the search terms they are using. They need to think about their thinking. They will need to evaluate whether or not the sources they are finding are providing them with the correct type of research they need to complete their project. Students will then need to readjust their search and actively think about what needs to be changed to get the information they are looking for.
In conclusion, this project is designed to encourage students to use their prior knowledge, become active in their learning role and to think metacognitively about about their learning all through an inquiry approach using new literacies.
References:
Bransford, J. D., Brown, A. L. & Cocking, R.R. (2000). Learning: From speculation to science. In J.D. Bransford, A.L., Brown & R.R. Cocking (Eds.), How people learn: Brain, mind, experience and school (pp. 3-27). Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368
Dwyer, B. (2012, in press ). Developing online reading comprehension: Changes, challenges and consequences. In K. Hall, T. Cremin, B. Comber & L. Moll (Eds.), International handbook of research in children’s literacy, learning and culture. UK: Wiley-Blackwell