Planning and Program Design
This product of the Library AER writing team is intended to support teachers in designing effective, meaningful research and inquiry projects, responsive to the new assessment protocols.
Much of our Ontario Curriculum already incorporates research, inquiry and documentation. For example:
CGC 1DI: “use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about Canada's natural and human systems”
CHC 2DI/2PI: “formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources” and “communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication”
The Program and Planning Document states in The Role of Technology in the Curriculum:
Increasing reliance on computers, telecommunication networks, and information technologies in society and the workplace makes it essential for students to become computer literate and to develop “information literacy” skills. Information literacy is the ability to access, select, gather, critically evaluate, create, and communicate information, and to use the information obtained to solve problems and make decisions. In preparation for further education, employment, citizenship, and lifelong learning, students must be capable of deriving meaning from information by using a wide variety of information literacy skills.
….It is important that students learn to critically evaluate the accuracy, validity, currency, comprehensiveness, and depth of the information they access using information technology, particularly the Internet. In general, teachers must try to ensure that students acquire the knowledge, skills, and attitudes that will allow them to use computer and information technology safely, effectively, confidently, and ethically.
Teachers should work collaboratively within and across disciplines to effectively plan for the integration of computers and information technologies into the teaching/learning process. ... Effective school library programs can also help to promote the development of information literacy skills among all students by supporting and coordinating the collaborative planning and implementation of reading programs, inquiry and research tasks, and independent study.”
--http://www.edu.gov.on.ca/eng/curriculum/secondary/progplan912curr.pdf
Research and Inquiry is a fundamental aspect of the curriculum across subject areas. But are we actually designing these assessments in effective and comprehensive ways? How can teachers scaffold this thinking for students? Being able to navigate through a meaningful inquiry to arrive at a product which is thoughtful is an Essential Skill which crosses subject boundaries.
Rich inquiry assignments do not encourage "Copy-Paste" responses, or encourage students to use resources which tempt plagiarism as readily. Explicitly incorporating the stages of inquiry into assessment design guides students into more thoughtful and meaningful inquiries. These stages should not be thought of as discrete or exclusively sequential. Fluidity is important as work in one phase may inform and shape work that has occurred earlier; inquiry involves critical thinking and thus the exploration may shift as new discoveries are made. We can help our students build good research habits by teaching them to use the appropriate tools already available to them at each phase of the process, and providing feedback to students about success in their application. Deliberate formative assessment needs to be integrated into all phases, not just at the creation of the final product. Incorporating process into research assignments is also useful in generating a better final product. Tools such as TurnItIn are not just a way for teachers to spot plagiarism, but also a developmental tool to help students assess their rough drafts and understand where they may be plagiarizing. Explicitly incorporating evaluation of research note-taking and documentation into assignment rubrics further emphasizes the importance of this skill. Approaching inquiry in this fashion integrates the assessment of learning skills into assessment design.
Collaboration with your teacher-librarian in design of assessments, and instruction into research-inquiry, note-taking, and documentation skills can help to set students up for success. This planning can also address any subject specific elements of process and presentation, such as which documentation format is appropriate. Backwards design is vital in this process--we must consider the desired outcome. Our goal in this project is to be proactive, and build a foundation for success. What follows are a number of templates and guiding planners to assist teachers and teacher-librarians in designing effective research-inquiry assessments together.
Tools Included with this Document:
Inquiry Planning Blank Template
Rubric Samples - Supported Opinion and Multimedia Presentation (including learning skills)
Linked Resource Page (will be posted in the WRDSB Library Learning Commons)