Friday, January 15, 2021

First Extended Essay launch!

I'm new to the Extended Essay Coordinator position. It's a job that has scared me despite my several years of experience with the EE process. Although I have worked closely with my school's DP coordinator and EE coordinator in the past, now...

I'm in charge of all of it and it's freaking me out. 

In planning the launch of my first cohort of grade 11 students, I want the experience to be perfect for them AND I know that it won't be perfect for them. Part of the process requires independent navigation through any number of obstacles - I've never seen a student have a perfectly perfect EE journey. The struggle is real and that's part of the learning!

But still. I want them to be successful.

The Challenge: Create structures designed to support ...

  • independent learning
  • open communication among all parties
  • clear expectations for all
  • successful completion of the task to each student's personal best.

Elements of our Plan:

  • Timeline with expectations for students & supervisors on the same document
    • This level of transparency keeps everyone on the literal same page
    • Timeline is published as a draft in case dates need to be adjusted
  • Formative "Gatepost" tasks in Managebac (MB)
    • Proposal (required in order to be assigned a supervisor)
    • Link to digital workspace (template provided or student-created)
      • (Students don't seem to like the research space in MB)
    • Annotated bibliography with sources showing evidence that answers the proposed research question
    • Detailed Outline (2,000+ words) 
      • research question and/or thesis statement
      • headings and sub-headings
      • supporting evidence organized under headings and cited
    • Option to submit the Draft to a "draft" Turnitin task before deadline
  • Model of task posted as part of each MB assignment
    • For example, a correct and complete annotated bibliography is linked in the post about that assignment
  • Clear Admin "triggers" to catch anyone falling behind
    • Missing any gatepost task elicits an admin intervention
  • Differentiated training for supervisors
    • Supervisors choose the workshop topics they're interested in or indicate their level of experience and have an option to help others
    • Workshop Topics: 
      • Nuts & Bolts for Newbies
      • Citation Refresher
      • Evaluation & Moderation
  • Dedicated EE work time on Saturdays
    • One mandatory session in which students rotate among research skills and supervisor sessions about various subject criteria ("EE Cafe")
    • Further Saturday sessions are optional if gatepost tasks are complete
    • School provides bagels/pizza/salad for Saturday sessions!
  • Scaffolded lessons along the way
    • Reading Around Your Topic
    • EE Introduction & Subject Requirements
    • Finding Sources & Source Evaluation
    • Developing Research Questions
    • Note-taking & Organization
    • Citations and Works Cited page
  • Digital lessons for differentiated learning & extra practice
    • Lessons are posted for future reference
  • Consistent platform use
    • LibGuides for resources, lessons, timeline, forms
    • MB for submissions
    • Teams for communication with students and supervisors
    • WeChat group (optional) for fun.
      • Students chose their preferred methods of communication: Teams and WeChat
Armed with this plan, we have embarked! 

As I proceed with this cohort of students, I'll post updates, links to completed lessons, and other resources.

Until then, good luck to everyone out there who is launching a new EE group. Comments and feedback are always welcome! 

Monday, May 11, 2020

Online Workshop: Google Power Searching

Our Middle School is offering student workshops related to various tech and information and organization skills. 

Here are the documents I used, thanks, as always to the amazing librarians out there who share their work so widely.

Boolify - a puzzle-type interface that shows how different filters impact a google search
My video - using Boolify to learn google filters
Google-a-Day home page - a new puzzle every day
Google-a-Day Lesson bank - past puzzles with slideshow answers
Padlet with Google-a-Day challenges
My remix of that Padlet with the answers

I linked the activities into a Bitmoji Classroom (feel free to copy and edit) and shared it with the students. 

Workshop Steps:
  • View the boolify video or demo it "live"
  • Explain the extra search tips (truncation, wild cards, and "reading" a search string)
  • Define "stacking searches" (using the answers from one search to search again and build toward an answer)
  • Assign Zoom breakout rooms + google puzzles from the Padlet (10 minutes)
  • Regroup and share "Yays & Nays" (what worked and what didn't)
  • Share the daily google challenge page for those interested in playing on their own

This was a 45-minute workshop that seemed to go very smoothly!

Tuesday, February 25, 2020

Musical Bean Bags!

It's Back-to-School week and many middle and high school English classes are coming to choose new books! Whoo-hoo!

To follow our "Summer Reads" promotion, I wanted to do something with the song "Summer Breeze." It seemed like a version of "Musical Chairs" would work well.

I wanted the activity to...
1) Expose students to various high-interest titles
2) Build capacity for sustained reading
3) Practice book-choosing behaviors 
(read summary, read into the book, take some time!)
After Round 1: Two 'winners' (in red) chose books!

For this version of Musical Chairs, everyone always has a spot, but gradually people leave the game as they find a book they'd like to read longer. In each round, they have two books at their place to review and read for about 4-5 minutes. 

When the music is ON they dance around the area in one direction. When the music STOPS they sit at the nearest spot and read.

I needed 24 places to sit, one for each student, so I did 20 bean bags in parallel rows with two chairs on each end to 'contain' the scene. 

I didn't use only chairs because I felt students might choose to leave the game just to go sit in the bean bags. This way, if they decided to leave the game (yay, with a book!) they'd be choosing to leave their bean bag to go sit in a regular chair.

(I'm probably overthinking, but it's always all about the bean bags!)

Here's a slide with the directions. The Spotify logo clicks over to a "Summer Reads" playlist. 

This activity is super fun the first time, but probably not great to repeat over and over. Still, it was easy to set up, the kiddos enjoyed it, AND, best of all, many went home with one of the books I picked out!

Some details:
We played three rounds which allowed time for free-range browsing and checking out at the end.

When someone exited the game, I added another title to their spot from a backup stack, so the whole thing took 72 books (48 to start + another 24 as backup) plus more for other classes. 

I did the activity for all grades who wanted to come and pulled books of various levels within that age band (middle grade or young adult).

Titles at each spot were paired to be appealing to a boy or a girl. (In general, I find that girls read anything and boys don't usually choose "girly" covers).

Friday, February 21, 2020

Summer Reads...made me feel fine!

I was actually in Boston winter during vacation. Oh well!
To celebrate our community's summer reading, I asked faculty members to send a photo of themselves with a book they read over the vacation. 

I turned their pictures into slides showing them with their books in various vacation-related locations. This was quick, easy, and fun!

The Steps:

1) Upload the faculty photo into to remove the background and then download the new image

2) In Google Draw, insert the desired background image

3) Insert the new faculty picture on top 
(Arrange > Move to front, if needed)

4) Add a text box with whatever words you'd like

5) Download the whole thing as a .png or .jpeg

When teachers participate in something like this, I send them the final image as a little "thank you." I swear that increases participation!

Loads of possible uses with students as well! 

Tuesday, November 19, 2019

Source Evaluation Moves with Linda Hoiseth

The synergy of Twitter always amazes me. 

A couple of weeks ago, I was planning a lesson with our grade 9 Science team on source evaluation. In middle school, I had taught students the CRAAP model but now wanted to take them to the next level: to help them listen to their own instincts and push toward more critical thinking rather than checklists. 

With high school students, I have been introducing the idea of evaluation "moves" - actions we take to verify, question, and critique a source. 

I found John Green's Crash Course, "Navigating Digital Information," particularly helpful and now talk about active evaluation skills, such as lateral reading and reading upstream, as an extension to the CRAAP model.

But I was looking for a new tool. Something that would provide structure to students as they work through the process of choosing sources but encourage them to dig deeper than a checklist.

Enter, Linda Hoiseth, via Twitter! 

Linda is a librarian I have admired from afar for her thoughtful and innovative work in research skills with students. Although we've never worked together, we have been Twitter pals for many years and I've learned so much from her. 

Just as I was stuck in mid-planning mode, she posted this grid that reenergized my approach. She calls her process "Inside/Outside." 

It provides guiding questions to help students evaluate what's within a source and what can be found beyond the source. She focuses attention on four areas: Authority, Bias, Content, and Date. A final category, Evaluation, is completed at the end.

Here's how I used her grid in my plan for Gr 9 Science:

1) Students work in small groups on a particular topic

2) They review the list of sources I chose that range from too biased, to overly complicated, to unsuitable purpose, to just right.

3) As a group, they identify the best source to answer the overall question of the unit: "How do environmental factors affect genetic variation?"

4) To make their choice, students work through source evaluation moves, guided by the questions on Linda's chart

These "Inside/Outside" moves include:

  • Skimming and scanning (is it understandable for your reading level?)
  • Identifying the purpose of the information & any possible bias
  • Lateral Reading (Read across the internet to see how the source connects to others. I use the analogy of a web)
  • Reading Upstream (Read "up" to get as close to the original source of the information as possible. I use the analogy of cows pooping in a river :)
Here is an example of a group's completed grid. It took 45-60 minutes to view the sources, identify the best one, and complete the chart.

In the next class, students used the source to complete a "CER" (Claim, Evidence, Rationale) paragraph to answer the overarching question.

Shortly after teaching this lesson, I learned of another tool with a similar focus: SIFT. (Stop, Investigate, Find other sources, Trace claims)

SIFT is a set of moves created by Mike Caufield in 2017.
via Mike Caufield
SIFT Infographic

I asked Linda if she would like to share some of her thinking about the tool she created.

Here is the backstory!

by Linda Hoiseth, American Embassy School, New Delhi

"I keep this article about a Stanford study bookmarked to remind myself of the importance of teaching real-life web evaluation, and have been looking for a framework to teach that is useful in both academic and personal settings. I’ve been using ABCD rather than CRAAP for several years, particularly with middle school students, because I like its simplicity (and it doesn’t make them giggle). Each time I approach the topic with students, they repeat outdated messages about site evaluation that they’ve been taught: “If it’s a .com it’s bad but a .org is good,” “It has ads, so it’s unreliable,” etc., and I know that we have to move them beyond that simplistic thinking. Mike Caulfield’s SIFT post was enlightening to me, and I wanted to incorporate his ideas into my teaching. Thus, the Inside/Outside ABCD.

The seventh grade social studies teachers at my school and I have been working with students on the National History Day project. The assignment requires annotated bibliographies, which we’d already introduced to students as they used print and database sources. We know that website evaluation requires an additional level of attention, and NHD addresses that in their guidelines.

In our lesson with the grade sevens, we talked about the need to look carefully at what creators of a site say about themselves, but also what they don’t say. We asked the students to look at all of the websites they will use for their project with this critical lens, so we didn’t require them to fill in every box on the evaluation form. If they find something that tells them immediately that a site is unreliable or not useful for their purposes, they should just move on. Likewise, if they already know about the site or it is recommended by a teacher, they only need to gather enough rationale to complete their annotation.

My hope is that this process is quick enough that it isn’t onerous and simply becomes part of their thinking whenever they encounter websites. Let’s be honest: I don’t fill out a checklist whenever I approach a new website, but I do think about who is behind the site and what their bias is and whether or not the content is backed up elsewhere. Ultimately, I want my students to do the same."

Thank you, Linda, for sharing this and for making your work available to me and others. Our international librarian community is strong because of our culture of collaboration.

Going forward, I like the idea of teaching source evaluation skills as "moves" - actions we take versus viewing a source passively and trying to glean its value from what it presents about itself. I like the ownership and power we experience as researchers when we actively fact-check and seek different perspectives.

So now, with Linda's ABCDE Inside/Outside chart and the SIFT tool, I have two ways to guide students in the source evaluation process. By using both, students will begin to internalize the "moves" needed to become independent evaluators, not dependent users of a checklist or acronym to remember.