This project has been quite an experience! I entered the world of blogging, and that's not something I thought I'd ever do. I have to admit that I've enjoyed it. Now on to the real focus of describing my approach to inquiry before starting the project. Prior to this project, my approach to inquiry was very linear and lacked intrinsic motivation. Most inquiry "projects" were expectations for graduate work. Some inquiry projects were personal, but they were initiated due to an immediate need (how to thaw frozen pipes, options for tree/ stump removal, etc.). I would narrow in on my inquiry focus pretty quickly and jump right into researching. I'm realizing that in the past, I've researched topics. I didn't spend time in the Wondering phase developing thoughtful questions to research. Researching topics, instead of focused questions, made it feel like the information gathering always dragged on and on and on. My concern has never been with how I will communicate my ideas with others. Either my ideas weren't communicated, or a professor has expected a typed paper. My approach to inquiry was also NOT reflective. I did not concentrate on mental processes, nor did I explain my thinking and feelings along the way. Feedback/ encouragement from peers has rarely been received, and that greatly impacts motivation.
Wow, SO MUCH HAS CHANGED!
Research is fun, and that's a big shift in thinking. I don't think I've ever before been excited about doing extensive research. I think the motivation started to take shape during the Watching phase when I was given the freedom to choose a topic from a world of possibilities. It automatically became personal and interesting. I also found myself being much more reflective of my mental processes and feelings during the scope of this project. This is key. Once I started to feel overwhelmed and recognized that, I tried to do something to make adjustments. Since my approach to inquiry in the past has not been nearly as reflective, I wasn't able to relate it to the work I do with students. Through each phase of the 8Ws model, I was conscious about how my experiences might impact the work I do with students. My "new" personal approach to inquiry has given me a better understanding of what the process is like for kids, how I might empathize with them, and how I might predict the supports they'll need along the way. I don't think I've ever before considered my audience and the impact my work could have on others. In the past, my work hasn't been shared with others or it's simply been submitted for academic purposes. Another big change I noticed during this project was my ability to let go of that feeling that the inquiry needed to be linear and completed in steps. I found myself flowing between phases and jumping around. It felt more natural.
My personal approach to inquiry is now a very positive one!
Monday, February 14, 2011
Technology Requirements
I used the following elements in my project:
- Concept Map-- I used Inspiration to create a concept map during the Wondering phase
- Social Bookmarks-- I created and used my Delicious account to tag and organize all of the websites I found during Webbing
- Electronic Communication Tool-- I utilized "ask-an-expert" to gain more information about the kinds of foods runners should eat. It was a success!
- Productivity Tool-- my final project was created using Publisher
Curriculum Connection
An information inquiry project using the 8Ws model could be used with many different grade levels of students. Although my content of training for a half marathon doesn't specifically apply, the process of information inquiry does.
For example, a second grade classroom might use the 8Ws model when addressing IN Social Studies standard 2.4.4- Research goods and services produced in the local community and describe how people can be both producers and consumers. Students would begin with Watching during the school day, around the neighborhood, and when out in the community to get ideas for goods & services produced. Then, with the help of the teacher, students would generate questions about the goods and services. Moving into the Webbing phase, students would work in small groups and begin locating information through observation at school, visiting local businesses and interviewing community members or their parents, searching online, interviewing a guest speaker, and possibly taking a field trip. After Wiggling and making sure their information relates to their purpose and is evaluated using a checklist, students could organize their information using a graphic organizer. Students would then make a collaborative decision about what kind of final product would work best to display their work. Groups of students would present their projects to the class. The project would end in the Wishing phase with a self and group reflection.
I could use my personal inquiry project, "Half Marathon: A Personal Training Guide", when working with sixth grade students on Health & Wellness standard 6.6- Goal-setting skills are essential to help students identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future. Students develop health goals based upon personal needs. Students design and implement critical steps to achieve short-term and long-term health goals. This project would begin with Watching: brainstorming possible long and short-term goals they might like to achieve. This could be anything from learning how to play tennis, to losing weight, to running a mile. Students would then develop a specific focus for the project (a health goal) and begin generating questions. For example, a 6th grade student with the long-term health goal of learning how to play tennis might generate questions like: How is tennis played? What are the rules of tennis? Where might I learn how to play tennis/ take lessons? What kind of equipment will I need to learn? Moving into the Webbing phase, students would use a variety of tools to obtain information. This could include online searching, videos, asking experts, interviews, books/ materials from the media center, visuals, etc. Next, students would use a checklist or guidelines to evaluate information taken from primary and secondary sources. After Weaving and organizing information, students would have to decide out of all of the possible ways, how they might like to present and share their information. This could include a demonstration in front of the class, a video, a graphic representation, some sort of table displaying information, or a "how to" guide. The project would conclude with a personal reflection on the project and their progress toward meeting their personal health goal.
These 2nd and 6th grade lessons would also align with AASL standards 1-4. Professor Lamb was right when she said, "You'll be surprised to find that EVERYTHING can be connected in some way."
For example, a second grade classroom might use the 8Ws model when addressing IN Social Studies standard 2.4.4- Research goods and services produced in the local community and describe how people can be both producers and consumers. Students would begin with Watching during the school day, around the neighborhood, and when out in the community to get ideas for goods & services produced. Then, with the help of the teacher, students would generate questions about the goods and services. Moving into the Webbing phase, students would work in small groups and begin locating information through observation at school, visiting local businesses and interviewing community members or their parents, searching online, interviewing a guest speaker, and possibly taking a field trip. After Wiggling and making sure their information relates to their purpose and is evaluated using a checklist, students could organize their information using a graphic organizer. Students would then make a collaborative decision about what kind of final product would work best to display their work. Groups of students would present their projects to the class. The project would end in the Wishing phase with a self and group reflection.
I could use my personal inquiry project, "Half Marathon: A Personal Training Guide", when working with sixth grade students on Health & Wellness standard 6.6- Goal-setting skills are essential to help students identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future. Students develop health goals based upon personal needs. Students design and implement critical steps to achieve short-term and long-term health goals. This project would begin with Watching: brainstorming possible long and short-term goals they might like to achieve. This could be anything from learning how to play tennis, to losing weight, to running a mile. Students would then develop a specific focus for the project (a health goal) and begin generating questions. For example, a 6th grade student with the long-term health goal of learning how to play tennis might generate questions like: How is tennis played? What are the rules of tennis? Where might I learn how to play tennis/ take lessons? What kind of equipment will I need to learn? Moving into the Webbing phase, students would use a variety of tools to obtain information. This could include online searching, videos, asking experts, interviews, books/ materials from the media center, visuals, etc. Next, students would use a checklist or guidelines to evaluate information taken from primary and secondary sources. After Weaving and organizing information, students would have to decide out of all of the possible ways, how they might like to present and share their information. This could include a demonstration in front of the class, a video, a graphic representation, some sort of table displaying information, or a "how to" guide. The project would conclude with a personal reflection on the project and their progress toward meeting their personal health goal.
These 2nd and 6th grade lessons would also align with AASL standards 1-4. Professor Lamb was right when she said, "You'll be surprised to find that EVERYTHING can be connected in some way."
Sunday, February 13, 2011
Wishing
It's time to reflect. Kuhlthau describes the actions in this phase of her ISP model as "evaluate evidence of meeting focus, use of time, use of resources, use of library and librarian". These actions merge well with the questions Professor Lamb has asked us to address. Kuhlthau also shares that students might feel a "sense of accomplishment; perhaps also disappointment" during this phase. Luckily, I'm experiencing a far greater sense of accomplishment than disappointment.
How did your project go?
Overall, the project went really well. There were highs and lows. Now that's it's nearly finished, I'm experiencing a high. It was a success. How do I know? I experienced personal inquiry, which is more about the process rather than the product. I navigated through each phase of the 8Ws model, sometimes jumping around and combining phases quite a bit. I met the requirements of the project and I'm pleased with the results.
What were the strengths?
Watching and Wondering went really well. Since I was able to pick a personal topic, I was extremely motivated. That motivation carried me through some of the tougher phases. I feel like another strength of the project was my ability to focus in on four distinct areas and generate research questions for each of those areas. Those questions drafted during the Wondering phase guided my research. It kept me focused. Organization is a personal strength of mine that influenced the project. I was very careful while gathering information to keep it organized, clearly labeled, and easily accessible. This was key when it came time to weave/ synthesize my work.
Weaknesses?
Ah, yes, I have some of those, and so does this project. One of my greatest weaknesses was deciding how to evaluate my sources. I felt like I didn't have a very academic approach to this. My evaluation was more of a gut feeling coming from experience. When I had to describe or outline my evaluation criteria, that was tough! Another weakness might be my selection of resources. Kuhlthau specifically mentions, "use of library and librarian". Oops. I used neither. My resources were mostly limited to those I found online: magazine articles, websites, journals, running blogs, and ask an expert. I should have consulted more primary information through a library.
Challenges?
Searching. I had some difficulty finding exactly what I was looking for. I modified my search terms several times before getting closer to the exact information. Technology. Technology was amazing at times, but it also proved to be somewhat of a frustration for me. I realized that having to learn some technology was getting in the way of moving through the phases. Making decisions for a final product. I'm an indecisive person and feel like I wasted a little too much time exploring different options for a final product. While I appreciated the options Professor Lamb provided and the freedom to choose, it also slowed me down a little.
What might be done differently next time?
Next time I want to be a little more consistent with how I evaluate sources. I want to use more of a set of criteria, rather than instinct or feeling. I'll also use a greater variety of resources, including the library and online videos. I think I'll also consider my final product a little sooner. I'm a linear person and was trying to move through the 8Ws model in a step-by-step fashion. I think I'll be a little more flexible in my phases next time and since I'm a big picture person and like to know where I'm headed, I'll determine my final product sooner.
My experiences and challenges/ strengths/ weaknesses are VERY similar to what students might encounter. Having gone through this process, I will definitely have greater empathy and understanding of what it's like for students. I get it. Before this, I was probably a little too far removed. Students will need a facilitator who can guide them through the phases. They're going to need help thinking about possibilities, picking a specific focus, generating focused research questions, searching, evaluating sources, organizing information, weaving it together, and selecting and creating a final product. Whew, I think that's everything! Similar to me, they're also going to need some help with technology and understanding how to use it. Students will encounter some of those same feelings I did during the different phases: excitement, frustration, overwhelmed, confusion, uncertainty, pride, nervousness. They're going to need a teacher/ LMS who can empathize and either help or celebrate with them.
Now I'm just "wishing" it could be the end of May. I worked hard on creating this Personal Training Guide and I'm excited to start using it :-)
How did your project go?
Overall, the project went really well. There were highs and lows. Now that's it's nearly finished, I'm experiencing a high. It was a success. How do I know? I experienced personal inquiry, which is more about the process rather than the product. I navigated through each phase of the 8Ws model, sometimes jumping around and combining phases quite a bit. I met the requirements of the project and I'm pleased with the results.
What were the strengths?
Watching and Wondering went really well. Since I was able to pick a personal topic, I was extremely motivated. That motivation carried me through some of the tougher phases. I feel like another strength of the project was my ability to focus in on four distinct areas and generate research questions for each of those areas. Those questions drafted during the Wondering phase guided my research. It kept me focused. Organization is a personal strength of mine that influenced the project. I was very careful while gathering information to keep it organized, clearly labeled, and easily accessible. This was key when it came time to weave/ synthesize my work.
Weaknesses?
Ah, yes, I have some of those, and so does this project. One of my greatest weaknesses was deciding how to evaluate my sources. I felt like I didn't have a very academic approach to this. My evaluation was more of a gut feeling coming from experience. When I had to describe or outline my evaluation criteria, that was tough! Another weakness might be my selection of resources. Kuhlthau specifically mentions, "use of library and librarian". Oops. I used neither. My resources were mostly limited to those I found online: magazine articles, websites, journals, running blogs, and ask an expert. I should have consulted more primary information through a library.
Challenges?
Searching. I had some difficulty finding exactly what I was looking for. I modified my search terms several times before getting closer to the exact information. Technology. Technology was amazing at times, but it also proved to be somewhat of a frustration for me. I realized that having to learn some technology was getting in the way of moving through the phases. Making decisions for a final product. I'm an indecisive person and feel like I wasted a little too much time exploring different options for a final product. While I appreciated the options Professor Lamb provided and the freedom to choose, it also slowed me down a little.
What might be done differently next time?
Next time I want to be a little more consistent with how I evaluate sources. I want to use more of a set of criteria, rather than instinct or feeling. I'll also use a greater variety of resources, including the library and online videos. I think I'll also consider my final product a little sooner. I'm a linear person and was trying to move through the 8Ws model in a step-by-step fashion. I think I'll be a little more flexible in my phases next time and since I'm a big picture person and like to know where I'm headed, I'll determine my final product sooner.
My experiences and challenges/ strengths/ weaknesses are VERY similar to what students might encounter. Having gone through this process, I will definitely have greater empathy and understanding of what it's like for students. I get it. Before this, I was probably a little too far removed. Students will need a facilitator who can guide them through the phases. They're going to need help thinking about possibilities, picking a specific focus, generating focused research questions, searching, evaluating sources, organizing information, weaving it together, and selecting and creating a final product. Whew, I think that's everything! Similar to me, they're also going to need some help with technology and understanding how to use it. Students will encounter some of those same feelings I did during the different phases: excitement, frustration, overwhelmed, confusion, uncertainty, pride, nervousness. They're going to need a teacher/ LMS who can empathize and either help or celebrate with them.
Now I'm just "wishing" it could be the end of May. I worked hard on creating this Personal Training Guide and I'm excited to start using it :-)
Excitedly Waving with Pride
It's done! My "Half Marathon: Personal Training Guide" is finished. Woo-hoo! Can you hear me screaming in excitement? Although, this excitement has turned into nervousness. Will others be able to view it? Have I correctly followed the steps? I saved the final product, a PDF file, to My Workspace in Oncourse. Here it is:
https://oncourse.iu.edu/access/content/user/plfreder/P.Frederick_Personal%20Inquiry.pdf
Can you see it???
I tried to do a trial run by copying and pasting that link into a browser window. It directed me to a CAS log-in page and so I'm concerned my peers won't be able to view my personal document. Can you help me out by clicking the link and either confirming my anxiety or putting it to ease?
I now really understand how students feel when they're overwhelmed and anxious with new technology. Students are very comfortable with certain forms of technology, but often when it comes to academic work, it might be new. This process (and recent hiccup/ anxiety) has reminded me that students working on inquiry need patient support and lots of detailed step-by-step directions. Professor Lamb has been very kind in answering all of my questions. That's appreciated.
I am very proud of my final product. It represents hard work.
How will I communicate my ideas with others? Will I share it with friends or classmates?
I HOPE to share my document via the link above. I want to my classmates to be able to view it and provide feedback. I saved my Publisher file as a pdf document so that it could be accessed by a wider audience. As it comes up in conversation and it gets closer to the time to start training for the half marathon, I'll absolutely share my work with others. I think this will involve simply emailing the document as an attachment.
This is the stage that Callison describes as, "Projects are shared with peers and parents in celebrations." Please celebrate with me. If you are able to view it, what are your thoughts? Feedback? Suggestions?
On to the final step of Wishing: assessing my project and reflecting on the process.
https://oncourse.iu.edu/access/content/user/plfreder/P.Frederick_Personal%20Inquiry.pdf
Can you see it???
I tried to do a trial run by copying and pasting that link into a browser window. It directed me to a CAS log-in page and so I'm concerned my peers won't be able to view my personal document. Can you help me out by clicking the link and either confirming my anxiety or putting it to ease?
I now really understand how students feel when they're overwhelmed and anxious with new technology. Students are very comfortable with certain forms of technology, but often when it comes to academic work, it might be new. This process (and recent hiccup/ anxiety) has reminded me that students working on inquiry need patient support and lots of detailed step-by-step directions. Professor Lamb has been very kind in answering all of my questions. That's appreciated.
I am very proud of my final product. It represents hard work.
How will I communicate my ideas with others? Will I share it with friends or classmates?
I HOPE to share my document via the link above. I want to my classmates to be able to view it and provide feedback. I saved my Publisher file as a pdf document so that it could be accessed by a wider audience. As it comes up in conversation and it gets closer to the time to start training for the half marathon, I'll absolutely share my work with others. I think this will involve simply emailing the document as an attachment.
This is the stage that Callison describes as, "Projects are shared with peers and parents in celebrations." Please celebrate with me. If you are able to view it, what are your thoughts? Feedback? Suggestions?
On to the final step of Wishing: assessing my project and reflecting on the process.
Saturday, February 12, 2011
Wrapping
What are the possible ways this information could be used?
This information could be used by people new to running or experienced runners looking for ideas for training plans, gear, motivation, and diet. The content could apply to someone training for a 5k, 10k, or half marathon. The information included in this project could also be used by running clubs.
What did I create? How will it be used? Why is it important to me?
Stripling suggests selecting communication based on topic and audience. I did just that. I am nearly finished with my final product, a Personal Training Guide. I created my guide in Publisher. I used various other technology tools in the process, including Excel. This information will definitely be used starting in May 2011 when I start training for a half marathon. The training plan will be consulted daily and the other components of my product will be viewed on an as-needed basis. This product is incredibly important to me. I have this lingering sense of failure from my first half marathon. After reflecting, I realized my failure could be attributed to my lack of knowledge about running long distances and training. The process of researching, learning, and synthesizing has been just as important as this final product will be.
Who needs to know about this?
Maybe I'm naive, but I don't think anyone else really needs to know about this. I supposed there are a few people who might find it interesting or useful, but "need" is a strong word. I think I'm also a little self-conscious about my product and assume others won't necessarily be interested or find it useful.
I've nearly finished Wrapping and am nearly ready for Waving :-)
This information could be used by people new to running or experienced runners looking for ideas for training plans, gear, motivation, and diet. The content could apply to someone training for a 5k, 10k, or half marathon. The information included in this project could also be used by running clubs.
What did I create? How will it be used? Why is it important to me?
Stripling suggests selecting communication based on topic and audience. I did just that. I am nearly finished with my final product, a Personal Training Guide. I created my guide in Publisher. I used various other technology tools in the process, including Excel. This information will definitely be used starting in May 2011 when I start training for a half marathon. The training plan will be consulted daily and the other components of my product will be viewed on an as-needed basis. This product is incredibly important to me. I have this lingering sense of failure from my first half marathon. After reflecting, I realized my failure could be attributed to my lack of knowledge about running long distances and training. The process of researching, learning, and synthesizing has been just as important as this final product will be.
Who needs to know about this?
Maybe I'm naive, but I don't think anyone else really needs to know about this. I supposed there are a few people who might find it interesting or useful, but "need" is a strong word. I think I'm also a little self-conscious about my product and assume others won't necessarily be interested or find it useful.
I've nearly finished Wrapping and am nearly ready for Waving :-)
Thursday, February 10, 2011
More Weaving... Wrapping decisions made
As I make solid progress synthesizing my information, I'm feeling less anxiety and more excitement. My inquiry has four components and I've finished weaving 3 of them: training, fuel, gear. Motivation (no pun intended, that's really my 4th component) remains.
Since my final product needs to be useful and accessible (electronic and hard copy), I've decided on Publisher. The Publisher file can be saved to my PC's desktop at work and can also hang from a magnetic clip on my fridge. This accessibility is important to me once I actually start my half marathon training in May.
I'm wondering...
Is it premature to make a Wrapping/final product decision before finishing Weaving? I don't think so. I'm a big picture person. In fact, I think it helps to know where I'm headed. It's influencing how I'm recording my weaved information. For example, I'm creating Publisher-friendly bulletted lists rather than a narrative. My Excel spreadsheet training plan will insert easily into Publisher. A side note: a lot of times, I think it's the promise of the final product that excites students and keeps them motivated during Wiggling and Weaving. I witnessed this just a few weeks ago when a teacher and I explained to students that they'd be using Photo Story to make a "movie". Their eyes grew with excitement and they dove into wondering and webbing.
For someone linear in nature like me, I have to keep reminding myself that these are not distinct steps.
Making decisions, making progress, moving on...
Since my final product needs to be useful and accessible (electronic and hard copy), I've decided on Publisher. The Publisher file can be saved to my PC's desktop at work and can also hang from a magnetic clip on my fridge. This accessibility is important to me once I actually start my half marathon training in May.
I'm wondering...
Is it premature to make a Wrapping/final product decision before finishing Weaving? I don't think so. I'm a big picture person. In fact, I think it helps to know where I'm headed. It's influencing how I'm recording my weaved information. For example, I'm creating Publisher-friendly bulletted lists rather than a narrative. My Excel spreadsheet training plan will insert easily into Publisher. A side note: a lot of times, I think it's the promise of the final product that excites students and keeps them motivated during Wiggling and Weaving. I witnessed this just a few weeks ago when a teacher and I explained to students that they'd be using Photo Story to make a "movie". Their eyes grew with excitement and they dove into wondering and webbing.
For someone linear in nature like me, I have to keep reminding myself that these are not distinct steps.
Making decisions, making progress, moving on...
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