Before starting this project I approached inquiry as a way to find an answer to a question. There may have been some sort of unknown process I followed but I didn't know I was doing it and I still don't know what it was. I never would have considered breaking the process apart into steps or stages for myself. I do that with my students, but I guess that is because I think they don't know how to do it right. Well that was dumb, cause I didn't know how to do it right either! I also never would have thought to slow down and reflect on what I was doing. My goal was to find what I wanted and accomplish whatever task it was, not to think about it. It is embarrassing to be a teacher and realize your teaching students when you don't actually know what you're doing either! This is very much an example of do what I say not as I do. The emotions attached to the project were very real, but I'm glad I experienced them. I will do a much better job the next time I use information inquiry with my students. There were so many great models we looked at, I'm definitely going to have to investigate many of them further. I've referenced this quote in the blog before, but the quote that really sums up the experience for me is by Daniel Callison:
"Practice in Information Inquiry can help humans become more mature consumers of information and wise investigators of endless questions"
This journey was definitely a success!
Sunday, September 20, 2009
Curriculum Connections
I think my topic can be used in quite a few different ways within a classroom. Clearly, Science is the most likely to find a way to make it fit, but there are many more disciplines that could use organic farming as a topic for discussion. Following are my two ideas for using my Organic Eating research as a classroom experience for students:
3rd Grade - Students could use the information on organic farming and eating to grow their own school garden. They would be studying how plants grow, the affects of weather, photosynthesis, the environment, healthy eating, etc... As well as learning to work in groups and how to follow a process with an obvious outcome (vegetables!). Two standards this addresses are:
AASL Standards for the 21st Century Learner - Indicator 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life
Indiana Academic Standards - Science - 3.1.2 - Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis
12th Grade - Students could be put into groups responsible for debating organic farming vs. commercial farming. Each group could debate another with the opposite view point to research. Along with researching their topic, groups would have to come up with possible solutions to a few of the disadvantages of their type of farming. They would need to understand their position well enough that they not only provide a presentation to the class of their findings but can debate their points against another group using the information they've learned.
AASL Standards for the 21st-Century Learner - Indicator 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
Indiana Academic Standards - Environmental Science - 1.30 - Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.
I believe both groups of students would benefit significantly from these types of activities.
3rd Grade - Students could use the information on organic farming and eating to grow their own school garden. They would be studying how plants grow, the affects of weather, photosynthesis, the environment, healthy eating, etc... As well as learning to work in groups and how to follow a process with an obvious outcome (vegetables!). Two standards this addresses are:
AASL Standards for the 21st Century Learner - Indicator 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life
Indiana Academic Standards - Science - 3.1.2 - Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis
12th Grade - Students could be put into groups responsible for debating organic farming vs. commercial farming. Each group could debate another with the opposite view point to research. Along with researching their topic, groups would have to come up with possible solutions to a few of the disadvantages of their type of farming. They would need to understand their position well enough that they not only provide a presentation to the class of their findings but can debate their points against another group using the information they've learned.
AASL Standards for the 21st-Century Learner - Indicator 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
Indiana Academic Standards - Environmental Science - 1.30 - Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.
I believe both groups of students would benefit significantly from these types of activities.
Wishing
I think my project went pretty well. I'll be honest, I think it could've been better with more time put into it. Researching and actually trying to make meaning from it does not go quite as quickly as I thought it should. I understand my students complaint a bit more now. I thought my sources were both a strength and weakness if that is possible. The strength being that my sources were great, the weakness being that I needed to investigate other sources of information, perhaps do some interviewing or watch a documentary. I would have been happier if I had more computer blogging skills. I'm a visual person, so I would have liked to understand a little bit better about adding pictures and links and text formatting (that can be my next inquiry project). If I were to do this investigation again, which I just might, I would start it in the Spring so I could visit some organic farms during growing season and maybe grow some things on my own.
I think my inquiry experiences are quite similar to those my students have. I felt excitement, frustration, apprehension and accomplishment, occasionally all at the same time. I'm proud of what I did, but feel like I could do so much more. I totally understand how my students get off track and give up sometimes. The process can be frustrating. I think one of the most important things to do with information inquiry is make sure your students understand that it truly is a process, one that can be repeated over and over, and that you are there to guide them.
I think my inquiry experiences are quite similar to those my students have. I felt excitement, frustration, apprehension and accomplishment, occasionally all at the same time. I'm proud of what I did, but feel like I could do so much more. I totally understand how my students get off track and give up sometimes. The process can be frustrating. I think one of the most important things to do with information inquiry is make sure your students understand that it truly is a process, one that can be repeated over and over, and that you are there to guide them.
Wrapping and Waving
I was lucky enough to have my mom, aunt and grandma down to visit my sister and I this weekend, so I made sure to use them during my Wrapping and Waving phases! It was great to bounce ideas off them (all educators). The Wrapping and Waving phases together are similar to the Research Cycle's Evaluating and Reporting steps. Quite a bit of reflection is involved in Wrapping and Waving. Which I've learned is very important to information inquiry and my life-long learning!
Wrapping
I put all my findings together in a PowerPoint. I was glad to have it all put together in one place. I was interested in the topic of organic eating because I would like to take the best care of myself that I can as well as helping to take care of the environment. I will definitely use this information to share with students and family. As a science teacher, organic farming can certainly add to our discussion of ecology and the environment. The ladies in my family are always quite interested in the newest health news (not that we always apply it), so they will all be very interested in my information. I'm sure we'll be taking trips to the local farmers market quite often!
Waving
I will definitely be using my PowerPoint to share my research with students and my family. I'm not sure it is something I would consider posting for the public to see, just because there are so many great sources out there already. I will use the information that is now stored in my brain to share with people though. I feel like I have some new information to contribute to a conversation about lots of different topics related to organic eating. My final product as well as my concept map and outline are located at:
https://oncourse.iu.edu/portal/site/%7Esbneff/page/865d5153-7e06-4c6f-a7d1-3a9e7659a59b
If you're interested in organic eating, please take time to visit the websites listed at the end of the presentation.
I definitely felt like a student who was new to a process during this activity. I certainly related to the description Carol Kuhlthau gave about the need for "phases of student adjustment, both in terms of feelings about the process and in assimilation of new information". She mentions also that "new interactions between teacher and learner become critical". As a teacher, I have a new appreciation for the role I need to take to guide my students in the information inquiry process.
Wrapping
I put all my findings together in a PowerPoint. I was glad to have it all put together in one place. I was interested in the topic of organic eating because I would like to take the best care of myself that I can as well as helping to take care of the environment. I will definitely use this information to share with students and family. As a science teacher, organic farming can certainly add to our discussion of ecology and the environment. The ladies in my family are always quite interested in the newest health news (not that we always apply it), so they will all be very interested in my information. I'm sure we'll be taking trips to the local farmers market quite often!
Waving
I will definitely be using my PowerPoint to share my research with students and my family. I'm not sure it is something I would consider posting for the public to see, just because there are so many great sources out there already. I will use the information that is now stored in my brain to share with people though. I feel like I have some new information to contribute to a conversation about lots of different topics related to organic eating. My final product as well as my concept map and outline are located at:
https://oncourse.iu.edu/portal/site/%7Esbneff/page/865d5153-7e06-4c6f-a7d1-3a9e7659a59b
If you're interested in organic eating, please take time to visit the websites listed at the end of the presentation.
I definitely felt like a student who was new to a process during this activity. I certainly related to the description Carol Kuhlthau gave about the need for "phases of student adjustment, both in terms of feelings about the process and in assimilation of new information". She mentions also that "new interactions between teacher and learner become critical". As a teacher, I have a new appreciation for the role I need to take to guide my students in the information inquiry process.
Technology Requirements
I found technology very helpful in this research activity. I was introduced to lots of tools I didn't know about! Yeah!! The tools I used during my research process were:
- Concept Map - I used Inspiration to make a concept map to help me determine which foods I would consider a MUST to consume organic.
- Social Bookmarks - I was new to Delicious, but I found it very helpful. This is where I stored all my websites during my research process. My username is stephib
- Electronic Communication Tool - I was able to find a listserv and forum dedicated to green living at www.greenerpeople.com/
- Productivity Tool - I created my final product using Microsoft PowerPoint.
Friday, September 18, 2009
Visually Weaving
I feel pretty good about my Weaving phase. Weaving is part of Lamb's 8W's and very similar to McKenzie's Research Cycle's Synthesizing step. I took all of my great information and tried to tear it apart and then put it back together in a new way that's useful to me. Because I am so visual, I did so by making a graphic organizer in Inspiration and a tried and true outline. The graphic organizer is to the left and the outline is copied below.Eating Organic
Outline for Research Presentation
I. Basics of what organic means
a. Definition
b. Differences between conventional farming and organic farming
c. Vocabulary related to organic products
II. Reasons to choose organic
a. Personal
b. Local
c. Global
III. Factors to consider when deciding to buy or not to buy organic
a. Nutrition
b. Quality and appearance
c. Pesticides
d. Environment
e. Cost
f. Taste
IV. Conclusion
a. Foods that should be consumed organic
b. Foods safe to consume nonorganic
c. Eating healthy and making smart choices
As I was reflecting on my synthesis, I was again reminded of the importance for most students to visually understand their work. Actually seeing the information laid out like puzzle pieces can be very helpful for making meaning. Daniel Callison was very correct when he stated that inquiry models can help students "visualize the steps to effective and efficient information problem solving".
Thursday, September 17, 2009
Wiggling
Wiggling was hard! There was so much great information but trying to incorporate everything just made me dizzy. So, I went back and looked at my guiding questions again. Then I looked at all the sites I had bookmarked at Delicious and only kept the best sources that helped me to answer the what, why, and how of eating organic. I feel like I've been Webbing and Wiggling for weeks! I'll admit I got a little be frustrated and overwhelmed! Now that I remember how it feels, I think it will definitely be necessary to take some brain breaks and hold some debriefing sessions the next time my students take on this task. I've been comparing the phases of the 8W's to the Research Cycle model during this journey. I think Wiggling is quite similar to the Sorting and Sifting of the Research Cycle, identifying the information that is truly useful and going to contribute to making meaning. I'm off to do my Weaving now! I'm actually excited to put these thoughts together to see how all of my information can merge into one product.
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