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LSHS Information Problem-Solving Model

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LSHS Information Problem-Solving Model

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    1. LSHS Information Problem-Solving Model By Sandy Stuart-Bayer Library Media Specialist Lee’s Summit High School Lee’s Summit, Missouri Adapted from “The Handy Five” created by a sub-committee of KASL with elements of “The Big Six”developed by Michael Eisenberg and Bob Berkowitz

    3. A Common Language for All Disciplines A common language for resource-based projects, research papers, presentations, WebQuests, and just about any multi-step, problem-solving process. The LSHS Research Model Correlated to the Processes Found in the Disciplines See Handout

    4. The LSHS Research & Problem-Solving Model What’s the Assignment? How do I get the job done? Do It! (Seeking out the information.) Bring it together & make it my own. How well did I do? A simple set of steps that appear almost intuitive. Yet. . .

    5. LSHS Research Model It can be a powerful tool to: Help students understand, organize for, and complete projects with less frustration and more success. Provide students with opportunities to be more literate information users and problem-solvers Focus faculty members on more rigorous approach to projects/notching them up to higher levels.

    6. LSHS Model Student Tutorial Take a look at the online LSHS Research Model Student Tutorial

    7. What’s The Assignment Teacher considerations for increased rigor Aligned to state, district, and school standards and outcomes Directly tied to the final product assessment. Students need a clear, complete understanding of the assignment or problem and how it will be evaluated. Consider increasing the rigor and moving up the Bloom’s scale or the BPA model with the assignment. No more topical research assignments! Emphasis on Essential Questions.

    8. How do I get the job done? Teacher Considerations for increased rigor Collaborative planning combines discipline-related, information literate, and instructional strategies. Requires the student to choose the most appropriate strategy(ies)-(but sometimes with scaffolding, such as Pathfinders). Requires the student to analyze the various resources (print, electronic, and human) that would help complete the assignment. (Students don’t know what they don’t know--technology literacy is not information literacy!)

    9. Do It! Seeking out the information. Teacher Considerations for Increased Rigor Implementation of the plan of action. Teacher(s) and the library media specialist help the students with: Locating, using, and evaluating information Note-taking, summarizing, paraphrasing, and avoiding plagiarism. Citations and bibliographies Sticking with the time table Checkpoints established along the way. Create assignments that make plagiarism difficult.

    10. Bring it together and make it my own. Teacher Considerations for Increased Rigor Help students use the writing process to increase quality of written work. Insist on taking time to revise and compare final product with the original assignment guidelines. Final Products: Research Papers-Yes! But there are other possibilities. How do we get students to establish habits of rigor and scholarship?

    11. How well did I do? Teacher Considerations for Increased Rigor Assess the process and the product. Assess alignment of the assignment, plan of action, doing the job, and the finished product. Increase rigor by assessing information choices. Students and/or teams of students also actively participate in evaluating their process.

    12. Research and Resource-based Projects are: A chance to practice a life skill Training grounds for adult problem-solving and decision-making Which car should I buy and how much should I pay? Which candidate will best represent my interests? How can I convince my boss to accept my proposal? (Joyce Valenza, Springfield Township High School)

    13. Suggested Process Rubric See Handout Return to “How Well Did I Do?”

    14. Suggested Product Rubric See Handout Return to “How Well Did I Do?”

    15. The Noah Principle

    16. How do we get students to care about their work? Practice! We are always looking! A united front: teachers, administrators, librarians, and parents All research is inquiry-driven Expect precise bibliography format. Defense of source choices. Expect quality - Balanced? Holes? Variety of access tools--Ask them to list access tools. Attack on plagiarism. Return to “Bring it Together”

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