Share
Instructional Strategies
Inquiry Based Learning
Technology
Integration Research, Journal Keeping and Writing
Information Sources, Resources and Assessment Science
Fair and Other Programs Differentiation
Research, Journal Keeping and Writing Ideas
MEET THE BIG SIX
What needs to be done?
IDENTIFY THE PROBLEM
- Identifying Audience
- Narrow/Broadening Topics
- Analyzing Terms
IDENTIFY NEEDED INFO.
- Formulating Research Questions
- Selecting Keywords
Which resources can I use?
DETERMINE RANGE OF SOURCES
- Using Almanacs, Encyclopedias
- Accessing Databases
- Finding Other Sources
SELECTING SOURCES
- Evaluating Usefulness
- Determining Bias
- Choosing Primary and/or Secondary
Where are these resources
PHYSICAL LOCATION
- Dewey Decimal
- Local and Global Searches
- Boolean Operators
LOCATING WITHIN RESOURCES
- Using Indexes and Glossaries
- Reading Maps and Tables
- Interviewing Techniques
What can I use from here?
ENGAGING INFORMATION
- Skimming and Highlighting
- Reading Maps, Graphs, Tables
- Surveying
EXTRACTING INFORMATION
- Note-taking
- Avoiding Plagiarism
- Determining Fact vs. Opinion
What can I make to share what I've learned?
ORGANIZING INFORMATION
- Webbing
- Outlining
- Drafting/Revising
PRESENTING RESULTS
- Word-processing
- Adding Citations
How will I know I did my job well?
JUDGING EFFECTIVENESS
- Peer review
- Comparing to Original Criteria
- Self-Assessment
JUDGING EFFICIENCY
- Reviewing
- Reflecting
INFORMATION SKILLS FOR ALL
Adapted from MICHAEL EISNER
Library Media Information Process
Journal Keeping Ideas
Field Trip Journal Keeping and Strategies for Successful Writing
Understanding the writing process is critical to journal keeping success as well as general success in school. Students must develop good, effective, consistent writing skills (Collins, 1985). The following strategies can assist teachers as they prepare to initiate the writing process in their classroom and with filed trip excursions:
- Conduct pre-writing activities:
- Provide opportunities for students to discuss and clarify writing assignments before they begin writing. (A writing assignment is any assignment that requires students to do more than one draft.)
- Provide opportunities for students to get more information about a topic before they begin writing (brainstorming, reading, discussing, interviewing, etc.).
- Give writing assignments based on the personal experiences of the student.
- Conduct draft-writing activities:
- Provide specific information about the criteria you will use to evaluate each assignment.
- Provide opportunities to write during class time.
- Give writing assignments a minimum of a paragraph in length.
- Provide students with specific suggestions for improvement.
- Conduct revision and proofreading activities:
- Provide opportunities for students to review and revise written work completed earlier in the year.
- Encourage students to edit each other's papers before they are submitted.
- Teach grammar, usage, and mechanics in relationship to the students' current writing problems.
- Teach editing skills (sentence-combining, eliminating unnecessary words and phrases, checking for variety of language, organization, etc.).
- Teach proofreading skills (punctuation, editing symbols, manuscript form).
- Sponsor class sharing activities:
- Provide opportunities for students to read their written work aloud to individuals or to small groups of students.
- Give writing assignments that are meant to be read by readers other than yourself.
- Display or 'publish" examples" of high-quality work.
- Write along with students during class time, on the same writing assignment that they are working on.
- Write positive comments on student's work.
- Conduct individual writing conferences with students.