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...
Wednesday, February 9, 2011
Weeeeee-eaving
I don't mind that this is taking a little time. Ok, it's actually taking a lot of time. I haven't made a post in a few days because I've been doing a lot of "behind the scenes" work. My information is slowly coming together. I'm really enjoying the weaving phase, albeit slight anxiety about running out of time. As Professor Lamb mentions on her Virtual Inquiry site, "For many students, weaving ideas together is the most difficult stage. In many cases, students are running out of time as they put together their project. Rather than weaving a fine fabric, they create a quilt of unrelated pieces of information." I'm trying really hard not to rush. My goal is to create a purposeful tool that's more like a beautifully woven scarf instead of a patchwork quilt. So it's fair to say I'm also Wrapping because it's constantly in the back of my mind what this entire scarf will look like at the end. If I'm synthesizing all of this information, where's it headed? What kinds of formats, templates, tools, diagrams, etc. should I be using?
I'll tell you what I've been up to. I picked two areas to weave first: training and motivation. I was really confident that my research on training was complete and so that's where I started. Initially I pulled up all the sites for training plans that I had saved in Delicious. Yikes. Toggling back and forth/ minimizing/ switching Explorer tabs wasn't working for me. I printed off the pages from the sites that contained various training plans. They were neatly arranged on my dining room table and I went to work analyzing. Analysis included:
I realized my decisions were getting ahead of me and I needed to start tracking them. An Excel spreadsheet seemed to make the most sense to illustrate my carefully woven training plan. This spreadsheet took a lot of TIME. Cells were arranged, reformatted, copied, deleted, moved, modified. I also realized I had to go back to WEBBING and obtain some more information on races I might run during my training. Whew! My spreadsheet is finally finished. I have a training plan. It's MY plan and I'm feeling really proud and excited.
My personal inquiry project has four components: training, fuel, gear, and motivation. I've finished Weaving the first one, now on to finishing the other 3 (which are works in progress).
I'll tell you what I've been up to. I picked two areas to weave first: training and motivation. I was really confident that my research on training was complete and so that's where I started. Initially I pulled up all the sites for training plans that I had saved in Delicious. Yikes. Toggling back and forth/ minimizing/ switching Explorer tabs wasn't working for me. I printed off the pages from the sites that contained various training plans. They were neatly arranged on my dining room table and I went to work analyzing. Analysis included:
- Which plans seem to make the most sense for me?
- What aspects of each plan do I like? Not like?
I realized my decisions were getting ahead of me and I needed to start tracking them. An Excel spreadsheet seemed to make the most sense to illustrate my carefully woven training plan. This spreadsheet took a lot of TIME. Cells were arranged, reformatted, copied, deleted, moved, modified. I also realized I had to go back to WEBBING and obtain some more information on races I might run during my training. Whew! My spreadsheet is finally finished. I have a training plan. It's MY plan and I'm feeling really proud and excited.
My personal inquiry project has four components: training, fuel, gear, and motivation. I've finished Weaving the first one, now on to finishing the other 3 (which are works in progress).
Friday, February 4, 2011
My expert answered
I'm glad I decided to try Annette's suggestion of "ask-an-expert". I didn't even know this existed on the web! My expert replied to my answer in less than 12 hours and provided an important perspective.
Here's my question and what Expert John had to say:
Hi Paula
First There is no magic meals for training for your first 1/2 marathon.Just make sure you eat well balanced meals which includes carbs proteins and vegies.You need no pre run snacks.After your run just stick to the the same well balance formula of carbs,protein,and vegies.I know this sounds simplistic but it is that simple.The real key to your success is your training program.The diet is just to make sure you absorb the necessary nutrients for the proper function of the muscular function and skeleton system to absorb the training over the given 16 weeks of work.If you want more clarity your more than welcome to call me any time here in albuquerque Nm any time.
All the very best
to you
John
www.rentacoachinternational.com
Side note: I really tried to figure out how to insert a screen shot on my Mac. I went to a few message boards and even utilized Blogger's help feature, but no luck. Here's a link to :Expert John's answer.
Luckily, I had already done some research on diet and have an idea as to the kinds of carbs, proteins, and veggies I should be eating. Otherwise, I'm not sure this answer would have been specific enough for me.
I THINK I'm just about done Wiggling. However, I know from personal experience and working with students, that's usually not the case. In fact, just the other day I was working with students on Dr. Martin Luther King research. We were in the phase of Wrapping using Photo Story when a boy noticed a gap in his work. He said to me, "You mean I can go back and look for MORE information and pictures?" He was so confused, yet excited, about the notion of doing more searching since he had already started creating his final project. I think young students tend to see these phases as distinct, linear steps. Just like the young boy went back and returned to his searching, I'm sure I will too.
Here's my question and what Expert John had to say:
Jogging & Running/Answered Question
| Expert: | John DeHart | |||
|---|---|---|---|---|
| Subject: | Diet | |||
| Question: | I'm fairly new to running and will be training for my first half marathon. I'll be using a 16-week training plan and running 3-4 times a week. What kinds of meals are best for runners throughout the week? What do you suggest for pre-run snacks or meals? What's best to eat after a run to help the body recover? | |||
| Answer: |
|---|
First There is no magic meals for training for your first 1/2 marathon.Just make sure you eat well balanced meals which includes carbs proteins and vegies.You need no pre run snacks.After your run just stick to the the same well balance formula of carbs,protein,and vegies.I know this sounds simplistic but it is that simple.The real key to your success is your training program.The diet is just to make sure you absorb the necessary nutrients for the proper function of the muscular function and skeleton system to absorb the training over the given 16 weeks of work.If you want more clarity your more than welcome to call me any time here in albuquerque Nm any time.
All the very best
to you
John
www.rentacoachinternational.com
Side note: I really tried to figure out how to insert a screen shot on my Mac. I went to a few message boards and even utilized Blogger's help feature, but no luck. Here's a link to :Expert John's answer.
Luckily, I had already done some research on diet and have an idea as to the kinds of carbs, proteins, and veggies I should be eating. Otherwise, I'm not sure this answer would have been specific enough for me.
I THINK I'm just about done Wiggling. However, I know from personal experience and working with students, that's usually not the case. In fact, just the other day I was working with students on Dr. Martin Luther King research. We were in the phase of Wrapping using Photo Story when a boy noticed a gap in his work. He said to me, "You mean I can go back and look for MORE information and pictures?" He was so confused, yet excited, about the notion of doing more searching since he had already started creating his final project. I think young students tend to see these phases as distinct, linear steps. Just like the young boy went back and returned to his searching, I'm sure I will too.
Thursday, February 3, 2011
Still Webbing and Wiggling... I need your ideas
I wonder if it's during these phases that students start to lose steam? I'm feeling that way. I was (and still am) excited about my topic and I'm looking forward to creating my project, but am feeling kind of "blah" about these middle phases. Why? I'm overwhelmed with all the information I'm finding. Evaluation is difficult for me, as is judging information resources. Most of the resources I'm finding contain important and valuable information matching my focus questions. I certainly have discarded some sources that didn't match my focus or lacked credibility & clarity. Up to this point, all of my research has been conducted online: focused searches through Google revealing websites, articles, forums, blogs, and videos. Although I'm not sure it's the best or most scholarly approach, here's the criteria I'm using to evaluate my sources:
Since this is PERSONAL inquiry, maybe I need to lighten up on myself. This isn't academic inquiry and I don't need to be concerned with whether or not Annette will approve my sources. As long as I'm finding what I need and it meets my needs, I need to just roll with it.
I'm continuing to add my my sources to my Delicious Account. Check it out.
I utilized "ask-an-expert" to find out more about a runner's diet and what I should be eating before and after long runs. Here's the link:http://www.allexperts.com/el/Jogging-Running/. Now I just need to wait patiently for my expert's response.
I'm a big picture person and part of my anxiety might be that I have NO idea what my final product might look like. If you're reading this blog, please share your ideas! I thought about a web page, but I really have no desire to make this information public. However, a web page does make a lot of sense since I could access it anywhere. A video doesn't make sense. I want to make a guide of sorts. Maybe Paula Frederick's Half Marathon Training Guide? I want it to be useful and easily accessible. In just a few months, I'll be looking at my training plan and diet information every day! Ok, here's where I need your technology-friendly ideas: Publisher? A Word document? Web Page?
Ha, I just went to Professor Lamb's virtual inquiry website and here's what she has to say about Wiggling: "Wiggling (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project." I think it's fair to say Wiggling is a tough phase for adults, too!
And according to the Blue Book, Kuhlthau would say that I need to "gain confidence that the project can be managed."
Moving on with confidence...
- Does the source's content match my focus questions?
- Is the source reputable? (i.e. an article from a well-known online journal or site for runners, a popular domain)
- Does the source provide bibliographic references?
- If it's a personal opinion or ideas belonging to an individual, what are their credentials? (credentials might include: coach for an organization, writer for a journal, Olympian, 8-time marathoner, etc.)
- Given what I already know and what I'm trying to find, does the information make sense?
Since this is PERSONAL inquiry, maybe I need to lighten up on myself. This isn't academic inquiry and I don't need to be concerned with whether or not Annette will approve my sources. As long as I'm finding what I need and it meets my needs, I need to just roll with it.
I'm continuing to add my my sources to my Delicious Account. Check it out.
I utilized "ask-an-expert" to find out more about a runner's diet and what I should be eating before and after long runs. Here's the link:http://www.allexperts.com/el/Jogging-Running/. Now I just need to wait patiently for my expert's response.
I'm a big picture person and part of my anxiety might be that I have NO idea what my final product might look like. If you're reading this blog, please share your ideas! I thought about a web page, but I really have no desire to make this information public. However, a web page does make a lot of sense since I could access it anywhere. A video doesn't make sense. I want to make a guide of sorts. Maybe Paula Frederick's Half Marathon Training Guide? I want it to be useful and easily accessible. In just a few months, I'll be looking at my training plan and diet information every day! Ok, here's where I need your technology-friendly ideas: Publisher? A Word document? Web Page?
Ha, I just went to Professor Lamb's virtual inquiry website and here's what she has to say about Wiggling: "Wiggling (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project." I think it's fair to say Wiggling is a tough phase for adults, too!
And according to the Blue Book, Kuhlthau would say that I need to "gain confidence that the project can be managed."
Moving on with confidence...
Friday, January 28, 2011
Webbing & Wiggling: Overwhelmed & Underwhelmed
I decided the best approach to tackling my inquiry would be to start with one focus question: What are the different training plan options? Feeling pretty confident with my ability to conduct online searches, I did a Google search for "half marathon training schedule beginner". Wow, so many hits! I read the brief descriptors accompanying each hit to try and eliminate the ones I thought wouldn't fit. I started clicking away, navigating through web pages, and analyzing training plans. What I quickly realized is that I was finding only 12 week plans that were starting the runners with 3 & 4 miles on week one. This is exactly what didn't work for me last time. Here I started to experience some of those feelings that Kuhlthau outlines as confusion, doubt, and uncertainty during the exploration phase.
I had an epiphany, and I'm almost a little embarrassed to admit what it was. My Google search words did NOT match what I was trying to find! I went back to the search box and modified my search so that it read, "half marathon training schedule beginner 16 weeks". Aaaah, finally I was getting somewhere! Amazing how thinking about key words to use in a search, as you're supposed to do in the Webbing phase, proved to be successful.
I was simultaneously Webbing (searching) & Wiggling (evaluating). I'm not sure it would make sense to entirely separate these two phases, and that's something I need to be mindful of when working with students. There were so many hits and numerous training plans, but when evaluating them I felt really underwhelmed. I wasn't finding exactly what I wanted. Doubt. There were 16 week plans, and there were bits and pieces of each one that I really liked, but not THE perfect plan. Ah-ha: I'll simply combine the pieces from each plan that I like, creating my personal perfect plan. This will come later... I'm thinking Excel spreadsheet.
Now, what to do with the 7 tabs open in Internet Explorer? They all contain important information. Wanting a bibliographic record of all my useful sites/information, I decided to create a Delicious account. Amazing! Useful. Practical. Easily accessible. With each website I saved, I was able to title it in my own way, add tags, and write myself a note. These notes will be really helpful during Weaving/ synthesis phase.
I'm going to continue to use my Delicious account as I research my other questions...AND I will be more specific when conducting my searches :)
If you're interested in checking out my Delicious account: http://www.delicious.com/lacingmyshoes
I had an epiphany, and I'm almost a little embarrassed to admit what it was. My Google search words did NOT match what I was trying to find! I went back to the search box and modified my search so that it read, "half marathon training schedule beginner 16 weeks". Aaaah, finally I was getting somewhere! Amazing how thinking about key words to use in a search, as you're supposed to do in the Webbing phase, proved to be successful.
I was simultaneously Webbing (searching) & Wiggling (evaluating). I'm not sure it would make sense to entirely separate these two phases, and that's something I need to be mindful of when working with students. There were so many hits and numerous training plans, but when evaluating them I felt really underwhelmed. I wasn't finding exactly what I wanted. Doubt. There were 16 week plans, and there were bits and pieces of each one that I really liked, but not THE perfect plan. Ah-ha: I'll simply combine the pieces from each plan that I like, creating my personal perfect plan. This will come later... I'm thinking Excel spreadsheet.
Now, what to do with the 7 tabs open in Internet Explorer? They all contain important information. Wanting a bibliographic record of all my useful sites/information, I decided to create a Delicious account. Amazing! Useful. Practical. Easily accessible. With each website I saved, I was able to title it in my own way, add tags, and write myself a note. These notes will be really helpful during Weaving/ synthesis phase.
I'm going to continue to use my Delicious account as I research my other questions...AND I will be more specific when conducting my searches :)
If you're interested in checking out my Delicious account: http://www.delicious.com/lacingmyshoes
Monday, January 24, 2011
Prepping for Webbing
I created this concept map to help me categorize and organize my questions. I'm feeling a little overwhelmed with all of my questions, but I think focusing on one category (i.e. "Fuel") at a time will help. There isn't a certain category that holds priority over another. Since I'm a linear person and like to check things off, I'll most likely move from left to right across this concept map, researching one category at a time.
 |
| Inspiration Concept Map |
Saturday, January 22, 2011
Wondering... so many questions
Finding purpose for this inquiry wasn't difficult. I want to train for a half marathon and RUN all 13.1 miles. Having some prior experience with running and this haunting feeling of failure from November's race allowed me to generate essential questions with ease. In The Blue Book Callison outlines the 8Ws model and comments that, "Questions for inquiry come from personal issues more than from academic assignments" (54). I have personal interest in finding answers to the following questions:
The next stop in this inquiry process is "Webbing". I'm excited to get some answers to my burning questions.
This morning I ran 36 flights of stairs to the top of the OneAmerica Tower. The Bop To The Top race benefits Riley Hospital For Children. I'm attaching a picture of my Bop team, The Red Hot Chili Steppers. I'm ecstatic to have finished the race without passing out, but as you can probably imagine, I'm already thinking about setting goals and training for next year's Bop.
- Training. How should I train for a half marathon? What are the different training plan options? Which plan makes the most sense for me? The plan I used last year didn't really work for me. Week one started with 3 and 4 mile runs. I needed 4 weeks to prepare for week 1! I was a little behind when the training started. My friends said things like, "Oh, if you can run 9 or 10 miles you'll be fine for the race." Not true! The plan I pick is going to have to get me to at least 12 miles before the race. I'd prefer a plan that has me do a trial 13.1 mile run so I have confidence going into race day. Also, I need a plan that will encourage me to increase my pace. My pace stayed pretty constant.
- Fuel. What do runners eat? What should I eat before runs, after runs, and during the week? My body often felt weak during runs. My muscles seemed to take a couple days to recover, even after stretching. I know there are foods out there that are supposed to be for muscle recovery. I need those. I only lost a few pounds during my 4 months of training. C'mon, that's one of the reasons I'm running! I suppose the mentality of, "I went for a long run so I can eat anything I want." needs to go.
- Gear. Given different seasons and climates, what should I wear? What running apparel is most effective and popular? What are the bright yellow water bottles I've seen neatly tucked in the palms of runners' hands on the Monon Trail? Last year's half marathon was unseasonably cold and I wasn't prepared with the right kind of running clothes. There's no doubt I need some hydration during training runs-- maybe I should get one of those bottles.
- Motivation. How do runners motivate themselves before and during runs? What motivates runners? What running songs or Podcasts are the most motivational and popular? Running can be a very mental sport. I need some motivational tips to psych me up and get me through long runs. There's something about songs with a certain number of beats per minute that can help you keep pace. I need to select some motivational songs with pace-setting BPMs.
The next stop in this inquiry process is "Webbing". I'm excited to get some answers to my burning questions.
Selecting a topic is difficult for an indecisive person (Watching)
I need to backtrack a little. I'd like to explain my thinking and how I landed on the topic of running. Several ideas were floating around in my head for a personal inquiry project. My range of topics included: creating healthy slow-cooker meals, children's literature (specifically- what's most engaging to young, male readers), planning a trip to Mackinac Island, running: preparing for a long distance race, and tips for remodeling a half bathroom.
I'm an indecisive person. Anyone who knows me well definitely knows this. I originally selected children's literature because I thought it could serve a dual purpose: this assignment and in my role as an instructional coach. The problem with this topic is that although I love children's literature, it's really not personal. Mackinac Island would be a fun and practical topic since I'm planning my first-ever vacation there this summer. The problem is, I had already spent a good amount of time researching the island and places to stay. How do you go back and create an authentic blog/project for something you've nearly finished? Running quickly emerged as the most personal and interesting topic. It's fair to say I even have some strong emotions tied to this topic (see my previous blog post).
Here begins my personal inquiry related to running. I know I'm going to truly enjoy researching and learning about this topic. I have SO MUCH to learn about long distance running and I'm excited :-)
I'm an indecisive person. Anyone who knows me well definitely knows this. I originally selected children's literature because I thought it could serve a dual purpose: this assignment and in my role as an instructional coach. The problem with this topic is that although I love children's literature, it's really not personal. Mackinac Island would be a fun and practical topic since I'm planning my first-ever vacation there this summer. The problem is, I had already spent a good amount of time researching the island and places to stay. How do you go back and create an authentic blog/project for something you've nearly finished? Running quickly emerged as the most personal and interesting topic. It's fair to say I even have some strong emotions tied to this topic (see my previous blog post).
Here begins my personal inquiry related to running. I know I'm going to truly enjoy researching and learning about this topic. I have SO MUCH to learn about long distance running and I'm excited :-)
Friday, January 21, 2011
Where it began
I failed. At least I feel like I failed. In November of 2010 I ran the Indianapolis Monumental Half Marathon. Where's the failure in that? I ran approximately 11.2 of the 13.1 miles before I had to stop and walk to finish the race. I didn't run the entire race.
I've never really enjoyed running and despite finishing several 5k and 10k races, I wouldn't call myself a runner. Several of my friends ran the Mini Marathon last spring. Wow! Their excitement and success stories motivated me to try the longest race of my life, 13.1 miles. I wanted so badly to run the entire race. I wasn't worried about my time or impressing others. I'm not really competitive by nature, but I am hard on myself. What was fueling me during training runs in late summer and early fall was simply proving to myself that I could do it. I don't give up easily, but my body did.
Where in the world am I going with this? How does it relate to information inquiry? The wise Colin Powell said, "There are no secrets to success. It is the result of preparation, hard work, and learning from failure." I've reflected on my training and the race several times. Now it's time to learn from my experience and prepare for November's half marathon.
I'm going to approach it differently this time. I have a lot to learn about running and preparing for long distances. It's never too early to start...
I've never really enjoyed running and despite finishing several 5k and 10k races, I wouldn't call myself a runner. Several of my friends ran the Mini Marathon last spring. Wow! Their excitement and success stories motivated me to try the longest race of my life, 13.1 miles. I wanted so badly to run the entire race. I wasn't worried about my time or impressing others. I'm not really competitive by nature, but I am hard on myself. What was fueling me during training runs in late summer and early fall was simply proving to myself that I could do it. I don't give up easily, but my body did.
Where in the world am I going with this? How does it relate to information inquiry? The wise Colin Powell said, "There are no secrets to success. It is the result of preparation, hard work, and learning from failure." I've reflected on my training and the race several times. Now it's time to learn from my experience and prepare for November's half marathon.
I'm going to approach it differently this time. I have a lot to learn about running and preparing for long distances. It's never too early to start...
Subscribe to:
Posts (Atom)