STANDARD 1: INSTRUCTION: Inquire, think critically and gain knowledge
3
The following best describes what is observed:
1. LIS provides lessons and/or guidance on how to:
Observation Cycle 2
2. LIS builds upon students’ prior knowledge as context for new learning.
Observation Cycle 1
Observation Cycle 2
3. LIS provides opportunities for students to seek information for personal learning.
Observation Cycle 1
Observation Cycle 2
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
Observation Cycle 1
Observation Cycle 2
- make real world connections to the curriculum via available resources;
- use questions to drive research;
- find appropriate resources to assist with answering questions;
- consider diversely selected materials presented in multiple formats that are appropriate to specified curriculum;
- utilize technology, when appropriate, for accessing information and pursuing inquiry.
- After exploration, students used Career Zone and Naviance to research a career. Research was guided by questions related to job responsibilities, knowledge and skills, and pay. See career research questions and responses > Student 1 and Student 2.
- After exploration, students used Naviance and Rate My Professor to research a college in Tennessee. Research was guided by questions related to school location, academic offerings, student organizations and sports, cost, and ratings and reviews. See sample college research presentations > Student 1 and Student 2.
- After exploration and topic selection, 8th grade students used World Book and Britannica to research five topics. Research was guided by questions related to newly acquired information and the significance of topics. See research notes > Student 1 and Student 2.
Observation Cycle 2
- 7th and 6th grade students were introduced to the online encyclopedias, Britannica and World Book. Students use the encyclopedias to research given and chosen topics. See research assignments > Student 1, Student 2, and Student 3.
2. LIS builds upon students’ prior knowledge as context for new learning.
Observation Cycle 1
- Because of the information research and tools already learned in class, completing the Digital Citizenship Canvas course was a beneficial and supplemental activity. See student responses to module questions:
Observation Cycle 2
- 7th and 6th grade students have completed PowerPoint presentations for classes/assignments prior to their enrollment in Computer Technology. In Computer Technology, students were able to move beyond basic skills like designing slides and inserting transitions, animations, and pictures to more advanced skills like inserting audio recordings and hyperlinks. See student presentations with audio recordings > Student 1 and Student 2.
3. LIS provides opportunities for students to seek information for personal learning.
Observation Cycle 1
- In selecting topics for ALL research assignments (career, college, and online encyclopedia), students' chosen topics were based on THEIR interests.
Observation Cycle 2
- As previously stated, research topic selections are based on student interest/choice.
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
Observation Cycle 1
- In using the World Book and Britannica online encyclopedias for research, students were given a choice in what five topics they wanted to research. See comprehensive lists of chosen topics > 8-1, 8-2, 8-3, and 8-4
- As part of the grant rewards in the Innovative Approaches to Literacy Grant, students will receive a book of their choice to be added to their home libraries. Teachers received THIS EMAIL from the LIS with instructions on obtaining student selections.
Observation Cycle 2
4/5
For Level 4, all evidence at Level 3 is present, as well as one or more of the following:
For Level 5, all evidence at Level 3 is present, as well as all of the following:
1. LIS consistently provides lessons and/or guidance on how to:
Observation Cycle 2
2. LIS consistently builds upon students’ prior knowledge as context for new learning.
3. LIS consistently provides opportunities for students to seek information for personal learning.
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
5. LIS ensures that students make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, and conflicting information and point-of-view or bias.
Observation Cycle 1
Observation Cycle 2
6. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking.
Observation Cycle 1
Observation Cycle 2
- make real world connections to the curriculum via available resources;
- use questions to drive research;
- find appropriate resources to assist with answering questions;
- consider diversely selected materials presented in multiple formats that are appropriate to specified curriculum;
- utilize technology when appropriate for accessing information and pursuing inquiry.
- see Level 3, Indicator 1
- As of February 8, 2021, the LIS received a new grade of students for the 3rd quarter. Students have begun researching information in the online encyclopedias World Book and Britannica. As an exit ticket on February 11, 2021, students were to complete the Online Encyclopedia Research in 3-2-1 assignment. See sample work > 3rd Period Student, 4th Period Student, 5th Period Student, and 6th Period Student. More samples can be viewed in Teams > Assignments > Online Encyclopedia Research in 3-2-1.
Observation Cycle 2
- Now in the 4th quarter supporting a new grade, 6th grade students have completed the Online Encyclopedia 3-2-1 assignment. See sample work > Student 1 and Student 2.
2. LIS consistently builds upon students’ prior knowledge as context for new learning.
- see Level 3, Indicator 2
3. LIS consistently provides opportunities for students to seek information for personal learning.
- see Level 3, Indicator 3
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
- See Level 3, Indicator 4
5. LIS ensures that students make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, and conflicting information and point-of-view or bias.
Observation Cycle 1
- The LIS and 8th grade students worked through the Digital Citizenship Canvas Course together. Module One centered around Media Literacy and how the media, propaganda, censorship, and bias can affect personal ideas, beliefs, and the way information is perceived. See student responses to Media Literacy questions > Student 1 and Student 2
Observation Cycle 2
- As part of the lesson on evaluating websites for reliability and validity, 7th grade students wrote THESE NOTES and completed THIS ASSIGNMENT. See sample work > Student 1 and Student 2
6. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking.
Observation Cycle 1
- Students worked in groups to complete the Intro to Naviance Scavenger Hunt, a district-mandated task. See sample work > Group 1 and Group 2.
Observation Cycle 2
- Before 6th grade students learned how to insert an audio recording into their Welcome to Hamilton K-8 PowerPoint, they collaborated in a brainstorming session on what information could be presented on each slide so that the audio presentation would be informative without being read verbatim. See results of the brainstorming session HERE with 6th Period (6-02).