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Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions. Benchmarks: A. Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. B. Edit to improve sentence fluency, grammar and usage. Indicators: 11. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. 12. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Information
Literacy Guideline: Effective school library media programs provide information literacy skills instruction. Information literacy is the ability to locate, process, evaluate, and utilize information. School library media programs provide information resources in a variety of formats and readability levels. The school library media specialist teaches students how to access, use, and evaluate information resources efficiently and ethically based on academic or personal need. This instruction should be correlated to specific academic content standards and taught as an integrated process. Benchmark: C. Apply a research process model to conduct research and meet information needs. Indicators: 1. Determine the essential questions and plan research strategies. 2. Select and evaluate appropriateness of information from a variety of resources, including online research databases and Web sites to answer essential questions. 3. Integrate copyrighted information into an information product, following appropriate use guidelines (e.g. quote using proper citation format, request permission for use). 4. Identify relevant facts, check facts for accuracy and record appropriate information. 5. Incorporate a list of sources used in a project using a standard bibliographic style manual (e.g., MLA and APA Style Manuals). 6. Evaluate the research process and product as they apply to the information need (e.g., does the process reflect the actual information need). Technology Standard
5 Technology and Information Literacy Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of sources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information processes and products. Benchmark: B. Apply a research process model to conduct research and meet information needs. Indicators: 1. Determine the essential questions and plan research strategies. 2. Select and evaluate appropriateness of information from a variety of resources, including online research databases and Web sites to answer essential questions. 3. Integrate copyrighted information into an information product, following appropriate use guidelines (e.g. quote using proper citation format, request permission for use). 4. Identify relevant facts, check facts for accuracy and record appropriate information. 5. Incorporate a list of sources used in a project using a standard bibliographic style manual (e.g., MLA and APA Style Manuals). 6. Evaluate the research process and product as they apply to the information need (e.g., does the process reflect the actual information need). |
Get on Your Bikes and Ride: Information Literacy Models &
Constructive Criticism By Debra Kay Logan
Have students (individually or in groups) brainstorm and give examples of the kinds of statements and feedback that would be valuable when giving or receiving constructive criticism when peer editing (Writing Process Standard) each others’ papers. Also have students list the steps in their research process. (Information Literacy is a Technology standard and an Effective School Library guideline.) The teacher(s) evaluate the responses. Scoring Guidelines: The teachers judge the responses and/or reflect upon past experiences the students to evaluate whether or not students have meaningful concepts of what constitutes “constructive criticism.” The teachers judge the information literacy responses and past approaches to research to determine if students understand and use an information literacy model approach to research. Throughout this activity both teachers need to monitor/visit the groups during the activity segments of the project. Teachers should listen and watch to decide if further explanations, encouragement, or intervention are needed. During the group work phase, assistance should be offered only when needed. Post-Assessment: The first form of assessment consists of
the students using colored dots to respond to statements on chart paper.
These statements are designed to help students evaluate their own
learning. Some examples of the
assessment statements include: ·
This activity helped me with ideas I can use when I work
in a group. ·
I now better understand how I learn. ·
I understand constructive criticism. Under each statement
divide the sheet into four columns and label each column with a descriptive
word(s) such as: NO!!! A little Some YES!!! Have students use the
sticker dots to access their perceptions of how their levels of understanding
changed during the lesson. Assessment Option Two: Model using feedback. Invite students to provide
“constructive criticism” of the lesson. Request that students either write
the feedback on the chart paper or on sticky notes. Teachers may evaluate
comments, looking to see if students are using the kinds of helpful
“constructive criticism comments” discussed in class. Assessment Option Three: Repeat pre-assessment process by having students work either individually or in groups to brainstorm and giving examples of the kinds of statements and feedback that would be valuable when giving or receiving constructive criticism when peer editing (Writing Process Standard) each others’ papers. Have students also list the steps in their research process. (Information Literacy is a Technology standard and an Effective School Library guideline.) The teacher(s) evaluate the responses. Scoring Guidelines: Assessment 1: Is both a form of student self assessment and an assessment of the activity. It can be used to judge if the experience is meaningful and effective. Assessment 2: Again this form of assessment may be used to evaluate both the activity and student learning. Check the wording of the feedback to see if students are using their new knowledge of constructive criticism techniques Assessment 3: Compare the responses with those from the original Pre-assessment activity.
Introduction: Divide the class into four (preferred) or five groups and have them sit with their groups at tables in the library. (Tables make writing on the chart paper easier.) Start the lesson by projecting a transparency that states the goals of the lesson. 1. To have fun. 2. To improve our ability to give and use constructive criticism. 3. To improve our group skills. 4. ? – Our mystery goal… When revealing goal number four, inform students that they will be told what the mystery goal is as soon as they reach it. Pass out a blank piece of paper to each group. Tell students to write the words, “Parking lot” at the top of the paper. Ask students if they have ever been frustrated when working in a group when the group can not agree on part of the job. Tell them that their “Parking lot” will be where they can record and conversations that would block group progress. Once the “roadblock” is “parked,” the group can return to the task. First Task: Explain to students that each group will be given a task card and a set of picture cards to use in completing the task. Note: It helps to project a transparency listing directions.
Pass out flip chart markers, chart paper, task cards, and picture cards. Give one card/task to each group.
Allow at least ten minutes for the activity. Monitor group process and offer help only if absolutely needed. When the brainstorm session is over, hand out a sticky note pad to each group. Explain that the class goal is to help each other. Tell them that their group will be assisting the other groups by providing constructive criticism using the sticky notes to place suggestions, comments and questions on the pieces of chart paper. Invite students to help define what is meant by constructive criticism. Constructive criticism may include: Positive feedback Additional ideas Questions for clarification Corrections Etc. Constructive criticism should: Be specific Help build Etc. Once constructive criticism is defined, the groups will be instructed to move around the room as a group to another table. There they will read the task and the brainstorm notes. Allow about five to ten minutes before having the groups rotate to another table. Monitor activity to determine when to have the groups move to the next table. When groups are finished at the last table, tell them that when they return to their original table, they will read the feedback left for them. Once they read the feedback, their next job will be to decide what they will use and what they will put in their parking lot. The groups will then report their use of the feedback to the rest of the group. During the report time groups are also encouraged to ask for clarification and to express appreciation for assistance. Discussion and
transition: After the report, as a class brainstorm and “define” what constitutes “helpful” feedback. Ask students to give specific examples. If the “What do the objects in these pictures have to do with learning” task card has been used, direct attention to it and ask students to connect it to how they learn to do research. If the learning task card has not been used, ask groups to brainstorm what the bicycle pictures might have to do with learning. Ideas can be recorded on the backs of the parking lot. Invite students to share their ideas. Reveal the “mystery goal” by pointing out that, while there are basics in research (see research model), the expectations and levels of sophistication increase over time. “You would not want to start learning to ride on a unicycle or motorbike. It is much easier if you master the easier bikes first.” Ask students if the would prefer to learn more about how to do research, before the teachers have the same expectations for their research projects as those required of upperclassmen. Encourage students to look for the basics (the things that are consistent on a bike and in research) as essentials and to watch for and look at the differences as ways to move to the “next higher level.” Task two: Direct students to flip over their chart paper. Hand out the second set of task cards. Give one card/task to each group.
Repeat the brainstorm process. Repeat the feedback and reporting processes. Encourage comments as time allows. Conclude the lesson with the post-assessment activities. Differentiated Instructional Support As a hands-on active learning activity, this activity inherently accommodates different learning styles and needs. · Students are given chances to speak, listen, write, draw, and move around the room. · Students not comfortable with writing, may dictate their ideas to the group “secretary.” · Students who want to speak in front of the class are given the opportunity to do so. · Students who prefer to not speak publicly may limit their contributions to small group discussions. Discuss the concepts such as meta cognition with students who need additional challenges. The amount of time given for brainstorming is dependent on the amount of time needed by students. This is a cooperative learning activity. · Groups may be teacher-assigned in order provide support to students with special needs. If students need additional support, they may be paired with students whose abilities will compliment their needs. · Students who need challenged may be grouped together and be given the fifth card (see Instructional Procedures) during task number one. Extension When starting personal or peer editing processes, have students give examples of the kinds of feedback and the nature of feedback that was helpful during the bike activity. When students begin subsequent research projects, remind them of their bicycle activity. Reinforce the idea of a research model as being a foundation of research by reminding students to be use their model while thinking about how they are making their trips into the world of research more sophisticated with “each ride.”
This activity could be linked with a specific research model by making a large poster of a bicycle to be displayed in the library. The poster title could be, “Our Research Model.” Use labels to link basic bike parts to the sections of the adopted information literacy model. For example using · Link the handle bars with “Decide- Know what information you need and think about how you plan to use the information.” · Pair the wheels with “Find- Think about where you are likely to find your needed information. Locate sources and information within resources.” · Connect the pedals to “Use- Evaluate, select, and ethically record relevant information in order to generate an information product.” · Align the brakes to “Check- Evaluate the process and the product, editing as needed.” The poster may be used to remind students that, while there are basics when doing research, each research project will “take them to different places in different ways.” Homework Options and Home Connections Assign a reflective writing on “how I learn best.” Make a writing assignment comparing the learning or another process to a different common student selected object or process. Have students write a journal entry on how they contributed within the group. Interdisciplinary Connections During the second task of this lesson, students brainstorm how learning, information, and knowledge change and build over time in math, science, social studies, language arts, technology, physical education, art, and music.
Parking lot (as a group process tool) Constructive criticism Research model
Information literacy is a part of technology. This lesson is designed to help students become more effective users of information. As an extension or homework, have students use software to design their own information literacy model bicycle poster (see Extensions). Research Connections OELMA commissioned an Studies by Keith Curry Lance and other have shown that collaborative integrated instructional classroom and school library projects have a positive impact on student achievement. General Tips Write the words “Respect Zone” on a transparency. Display the transparency during the small group sessions and remind students that they are in a “Respect Zone.” Attachments Bike Card Sample Page
(Separate Word document) Sample Task Cards
(Separate Word document) |
