View
 

Day 1

Page history last edited by TPS-Colorado 3 years, 2 months ago

 

 

Day 1 | Day 2 | The Inquiry Process Additional Resources 

Home Page

 

Thursday, January 12, 2012
Time Topic and Stage of Inquiry Activity Presenter Resources
   

Pre-Workshop Survey

(required)

 

Pre-Workshop Readings (not required)

Sent out prior to workshop.

 

Self-directed

Pre-Workshop Survey

 

 

Introduction to the Library of Congress - 6 Self-directed Professional Development Modules 

 

Historical Thinking Articles:

 

8:00-8:30  

Registration

Welcome

 

Kathy Wolfley, Ryan Theordoriches,

Matt Karlsen

 

Lesson Study

8:30-8:45  

Overview

 

Introductions

(Small Groups)

Cindy Stout

What to expect from today's workshop...

 

  • What experiences have you had with primary sources as a Learner? 
  • What ideas do you have for using primary sources as a Teacher? 

 

 

 

 

TPS Goal 1: Understanding Primary Sources; Goal 2: Analyzing Primary Sources; Goal 6: Understanding the Inquiry Process

 

 

A Guided Inquiry --

1. Connecting to & Wondering about Primary Sources

 

Time Topic and Stage of Inquiry Activity Presenter  Resources
8:45-9:15

CONNECT and WONDER

 

Learning with Primary Sources

 

Teachers as Learners

 

Objective 1a: Explain what primary sources are and understand their value in teaching.

 

Objective 2a: Explore the connection between primary

sources and 21st century learning skills and habits.

 

Initial Primary Source Analysis

 

 

 

 

Cynthia Stout

Guiding Question 1:

How do we as learners use inquiry with primary sources?

 

Guiding Question 2: What can the Mystery Photo tell us about Imperialism?

 

What is the difference between a primary and secondary source?  

 

Thinking about Primary Sources (basic analysis questions):

  • What do you observe? 
  • What do you think you know? 
  • What do you want to find out?

 

Practice analysis: 

 

For more practice: 

 

Additional analysis tools:

 

Notes: They have experience with primary sources.  Single vs. packet of documents.  Set: assign individuals to particular image; look at other images together.

 

Core concept: Imperialism

 

(Added an ARS)

 

 

Use PS as provocative way to examine history.  Question-based methodologies. Access and understand the history.  Application.

 

9:15-9:35 

CONNECT and WONDER

 

Learning through Inquiry

 

Teachers as Learners

Teachers as Teachers

 

Objective 6a: Examine inquiry learning models and methods

 

Introduction to the tool we use to guide inquiry with primary sources.

 

Cynthia Stout

Stripling Model of Inquiry 

 

Additional Resource:

Inquiry Learning from the TPS Quarterly 

 

 

 

 

9:35 - 9:45  Break       
9:45 - 10:30       

 

Essential Questions - Cindy

 

Essential Questions 

 

Do the questions and documents align?

10:30-10:50

CONNECT, WONDER, and REFLECT

 

Primary Sources & Inquiry

 

Teacher as Learner

Teacher as Teacher

 

Objective 2a: Explore the connection between primary sources and 21st century learning skills and habits.

 

Dual Inquiry Reflection Journal

 

Inquiry Journal - Learner Side

Inquiry Journal - Teacher Side

 

Connect

Wonder

 

 

Self-Directed Inquiry

Dual Inquiry Reflection Journal (PDF)

 

 

Fill out the CONNECT and WONDER sections:

  1. as a Learner
  2. as a Teacher.
 
Save your reflections to your removable drive.

 

In addition to the general TPS questions about inquiry on the form, please reflect on the two sets of questions below:

 

Teacher as Learner (photographic analysis activities)

  • In the Mystery Photo practice analysis activity, what did you discover about learning through primary sources?
  • Which questions about the Mystery Photo seemed worth pursuing? Why?
  • As you prepare to INVESTIGATE primary sources, what initial ideas do you have?   

 

Teacher as Teacher (planning for primary source inquiry) 

  • What are the logistical considerations when using a single primary source such as the mystery photo? 
  • How do you help students CONNECT to content and ideas unfamiliar to them?
  • What can you do to encourage students' curiosity and interest in pursuing inquiry?  
  • How do you focus the inquiry?
  • How do you encourage meaningful questions?
  • What do inquiry and primary sources have to do with "21st century learning"?  

 

 

 

 

TPS Goal 4: Exploring www.loc.gov

 

 

A Guided Inquiry --

2. Investigating the Library of Congress and the American Heritage Center as Repositories for Primary Sources

 

Time Topic and Stage of Inquiry Activity Presenter  Resources
10:50-11:05

INVESTIGATE

 

Introduction to Library of Congress Homepage

 

Teacher as Learner

 

Objective 3b: Investigate the ways primary sources and various technologies can promote inquiry, literacy, differentiated learning, and creative expression of knowledge

1. "Homepage Fly-by" 

 

 

 

 

 

 

 

 

 

 

 

Self-Directed Inquiry 

 

 

 

 

 

 

 

 

 

Library of Congress Homepage Cheat Sheet
  • In pairs, explore each of the red circled areas.
  • How is the Library of Congress homepage organized?
  • Which un-circled areas might be helpful to you as a Learner? as  Teacher? 

 

 

 

 

 

11:05-11:20

INVESTIGATE

 

Exploring the Library of Congress Website

 

Teacher as Learner

Teacher as Teacher

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs

 

Identifying primary sources and primary source collections of interest Self-Directed Inquiry 

Guiding Question:

Which LOC homepage links seem most useful to you as a Learner? as a Teacher?

 

Library of Congress Website

 

In case you don't find it: From Territory to Statehood - The West (from Chronicling America) 

 

Resources for Exploring Copyright:

 

11:20-11:35

INVESTIGATE

 

Introduction to American Memory

 

Teacher as Learner

 

 

 

 

Guided Tour of American Memory and the Teachers Page

Cynthia Stout

American Memory 

  • Collections
  • Browse
    • Browse by Topic
    • Browse Collections by Time Period
    • Browse Collections Containing...
    • Browse Collections by Place
  • Teachers' Classroom Materials
    • Lesson Plans
    • Themed Resources
    • Primary Source Sets
    • Presentations & Activities
    • Collection Connections  

 

11:35-11:45

INVESTIGATE

 

American Memory and the Teachers Page - Library of Congress

 

Teacher as Learner

Teacher as Teacher

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs

Exploring American Memory and the Teachers Page

 

 

 

 

 

 

 

 

 

 

 

Self-Directed Inquiry

Guiding Question 1:

Which American Memory collections seem most useful to you as a Learner? as a Teacher?

 

Guiding Question 2:

Which presentations and activities seem most useful to you as a Learner? as a Teacher?

 

Guiding Question 3: 

Which lesson plans, themed resources, or primary source sets could be useful to you? How?

 

Guiding Question 4:

What tools can help you implement teaching and learning with primary sources?

 

Guiding Question 5:

What helpful advice can you find on the Help screen? 

 

American Memory

Teachers Page

 

Notes: focus attention by searching for specific sources.  What different kinds of sources are available through AM to understand Imperialism.  Jig-saw to different genres.  Orient through a practice.

 

Don't have experience with LC, try this before you come and come with questions in mind.

 

 

 

 

 

 

11:45-11:55

INVESTIGATE and REFLECT

 

Library of Congress Resources

 

Teacher as Learner

Teacher as Teacher

 

REFLECT

 

Dual Inquiry Reflection Journal

 

Inquiry Journal - Learner Side

Inquiry Journal - Teacher Side

 

Investigate

 

 


 

Self-Directed Inquiry 

Fill out the INVESTIGATE section of the TPS Dual Inquiry Reflection Journal:

  1. as a Learner
  2. as a Teacher.
 
Save your reflections to your removable drive.

 

In addition to the general TPS questions on the form, please reflect on the questions below:

  • What are your 3 biggest takeaways from the American Memory and Teachers Page investigation? 
  • How can you manage your discoveries on the Library of Congress website?
  • What else do you need to know about the Library of Congress website?
 
11:55-12:00 INVESTIGATE and REFLECT Share reflections about INVESTIGATE Cynthia Stout  
12:00-12:30

LUNCH

 

     

 

 

TPS Goal 3: Teaching with Primary Sources; Goal 4: Exploring www.loc.gov

 

 

A Guided Inquiry --

3. Investigating the Annotated Resource Set as a Tool for Teaching with Primary Sources

 

Time Topic and Stage of Inquiry Activity Presenter  Resources
12:30-1:00

CONSTRUCT

 

Annotated Resource Sets

 

Teacher as Learner

 

Objective 3b: Investigate the ways primary sources and various technologies can promote inquiry, literacy, differentiated learning, and creative expression of knowledge.

Guided Tour of an Annotated Resource Set (ARS) Cynthia Stout

ARS Examples

 

ARS Template

 

Permanent URLs

 

Other ARS Examples

 

Notes: Give them a picture of an end product.  Mucking around, focus.

Send the URL for additional ARS.  

 

Variety of sources, ideas to connect, wonder...not prescriptive.  Use expertise to choose the portions they would use rather than step-by-step.  A resource

 

Teach a lesson that they agree upon.  What will happen?  What will students do?  How will they share the experience and new understandings with PLT. 

 

Skill-based outcomes.

1:00-2:00

CONSTRUCT

 

Annotated Resource Set

 

Teacher as Teacher (Instructional Developer)

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

ARS Development Practice Small Group Work

ARS development activity

  • Focus on a topic for a unit to take into the field.
  • Fill in the first page of your ARS (rough draft). 
  • Begin to identify standards. 
  • Identify primary sources related to your topic, save to your ARS, save bibliographic information and titles. 
  • Save all work to your removable drive. 

 

Standards Resources:

Washington GLE 9&10

Washington GLE 11&12

 

Common Core Standards (Literacy in History/Social Studies)

Engaging with the Common Core Standards (Article about history and Common Core Standards)

(See more standards resources at Additional Resources page)

 

For help with specific file types, see "Downloading Primary Sources" on Additional Resources page.

 

Always test each URL. See Finding Permanent URLs.

 

2:00-2:15

CONSTRUCT and REFLECT

 

Annotated Resource Set  

REFLECT

 

Dual Inquiry Reflection Journal

 

Inquiry Journal - Learner Side

Inquiry Journal - Teacher Side

 

Construct

 

Self-Directed Inquiry 

Fill out the CONSTRUCT section of the TPS Dual Inquiry Reflection Journal:

  1. as a Learner
  2. as a Teacher.
 
Save your reflections to your removable drive.

 

In addition to the general TPS questions on the form, please reflect on the questions below:

 

As a Learner, consider...

  • How do I learn?
  • What strategies do I use to investigate a question and organize my findings?
  • How do I know when I'm doing a good job of getting the information I need?

 

As a Teacher, consider...

  • What instructional strategies do/can I use to facilitate investigation and construction?
  • How do I reveal relevance and ensure rigor in students' learning?
  • How do I organize resources, including primary source materials?

 

Notes:  List of activities that fit into inquiry categories.  Include within session a way to continue to generate examples.  Perhaps through wiki or charts.  Thinking about and identify ways to engage students in the inquiry steps.

 

They have thought about current and future practice.  Balance ARS with text, sound, video.  Literacy with resources. Visual, textual, historical, information.

 

What does this source offer to the discusssion, to answer the question.

Challenges for students--strategies to help students.  Glossary, excerpt.

 

2:15-2:30 CONSTRUCT and REFLECT

Share reflections about CONSTRUCT

 

Cynthia Stout

Carol Kuhlthau's Stages of the Information Search Process

 

Tools for the CONSTRUCT phase of inquiry

 

Example of a QR code activity (CONSTRUCT) - The Waldseemuller Map

 

2:35-3:30   INVESTIGATE 

 

 

Teacher as Learner

Teacher as Teacher

 
  Self-Directed Inquiry  

Guiding Question:

Which Library of Congress materials seem most useful to you as a Learner? as a Teacher?

 

This would be the time they think about the activity they will begin to develop the next day.  Add details.

3:30 - 3:45   

REFLECT

 

Inquiry Journal -

Teacher Side & Learner Side

Investigate

 

As a Learner, consider...

  • How do I learn?
  • What strategies do I use to investigate a question?
  • How do I know when I'm doing a good job of getting the information I need?

 

As a Teacher, consider...

  • What instructional strategies do/can I use to facilitate investigation?
  • How do I reveal relevance and ensure rigor in students' learning?
  • How do I organize resources, including primary source materials?

 

 
3:45 - 4:00 

 Day Wrap Up

 

Kathy Wolfley, Ryan Theordoriches,

Matt Karlsen

Potential End-of-Day 1 Questions (3-2-1)

What are 3 things you learned?

What 2 questions do you have?

What is 1 thing you can implement?

 

 

 

 

Day 1 | Day 2 | Additional Resources 

Home Page

 

 

 

Comments (0)

You don't have permission to comment on this page.