The Lighthouse Diary Entry # 83: From KWL-I to Writing the Inquiry Paper (1 of 2)

A Report on Cohort Progress in Extended Essay Preparation

This report summarizes the progress of the cohort during the initial stage of the Extended Essay preparation. The instructional sequence was designed to introduce students to the fundamentals of research inquiry while supporting the development of early research skills.

The process began with the KWL-I activity (Know–Want to know–Learn–Inquiry), which served as a diagnostic and exploratory tool. Through this activity, students identified their prior knowledge about potential topics, articulated areas of curiosity, and began framing possible directions for investigation. The KWL-I exercise encouraged students to reflect on their interests while recognizing gaps in their knowledge, which is an essential step in forming meaningful research questions.

Following this exploratory stage, students developed their Inquiry Papers, which function as the first formal articulation of their proposed research direction. The Inquiry Paper corresponds with Phase 1 of the school’s Research Design Cycle: the Inquiry Phase, where students begin to define their object of study, clarify relevant concepts, and formulate preliminary research questions.

To support students in this process, several instructional interventions were implemented. Students were provided with a rubric for the Inquiry Paper, allowing them to understand expectations regarding topic selection, conceptual framing, research questions, and methodological planning. In addition, students participated in three input sessions focused on the following areas:

• the structure and purpose of the KWL-I framework,

• Criteria A and B of the new Extended Essay Guide, particularly relating to focus, method, and conceptual understanding,

• and the nature of the Inquiry Paper as a preparatory stage for the Extended Essay investigation.

Students were also given opportunities for individual consultation sessions, during which they discussed the clarity of their research questions, the feasibility of their topics, and possible analytical approaches.

Based on the submitted Inquiry Papers, students demonstrated several emerging research skills. These include the ability to identify a potential object of study, formulate preliminary research questions, and begin connecting their topics to relevant concepts or theoretical frameworks. Many students also showed growing awareness of the need for clear research methods, particularly in distinguishing between descriptive topics and analytical investigations.

Overall, the cohort has begun developing key competencies necessary for the Extended Essay, including question formulation, conceptual thinking, and research planning. While some students continue to refine the focus of their topics, the Inquiry Paper stage has successfully established a foundation for the next phase of the research process, where students will further develop their research design and analytical approach.

The Lighthouse Diary #73: Exploratory Essay: Working on Feedback & Creating a Research Pathway

This is an update on the Exploratory Essay I wrote as model text for our grade 11 students. Not only are we modeling writing as technique and strategy to teach and learn, we are also simulating the process involved in academic writing. To read Part 1 and Part 2 click the links.

 I asked the help of my co-teacher, who read my essay and then, she gave feedback. 

Here is what I did with her feedback. This text will become a teaching and learning material for our grade 11s who are navigating the academic writing process for the first time. 

Title of Exploratory Essay: Understanding Intertextuality as Literary Theory and Strategy in Selected Songs and Music Videos of BTS

Context: After writing my exploratory essay on songs of BTS and Intertextuality, I asked Ms. Locsin to read it, mark it using the rubric/criteria and give feedback. Here is the feedback which is copy-pasted from my email.

Hi Zarah,

An A on all criteria! My only comment is that from your discussion of the examples, it seems that you have the answers to the questions you ask - so medyo 'luto' na yung research findings.

How do we encourage our students to express authentic questions that are answerable through research? How do we get them to envision a process and lay out a possible pathway for exploration without being sure of the outcomes? I believe kasi that if the question is genuine, authentic, and fairly specific, it will be harder for AI to answer.

(So in the case of this paper, would that question instead be - is the use of intertextuality a modus of 'borrowing' themes and ideas and therefore merely recursive, using it as a way of ensuring some kind of timelessness - rather than a creation of a new? and then that would require a definition of new).

 What I gather from Ms. Locsin’s feedback

My essay aims to justify and confirm, not inquire and inspire me to ask genuine questions. Although I have a research question, it does not allow me to think beyond what I know when research is all about risk taking and accommodating room for complex and open-ended thinking. By doing the later, my skills in identifying and utilizing sources of different kinds and variety will be applied and my patience stretched. An opportunity to strengthen my character!

At this point of exploring my topic and what it consists, its parts and interdisciplinary issues, I am to discover things—old and new, rather than proving and justifying what already is in existence. In this case, it is BTS’ use of intertextuality in their contents and music. I am prompted towards writing about intertextuality as innovation and transformation vs. a mere resurgence of old tricks by the literary masters to pay homage.

What do I do with this feedback/information/knowledge?

My current research question is strong but it leans to confirm and conform rather than inquire and discover.

How does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

Through Ms. Locsin’s feedback, I am revising my research question to:

Does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature?  

My paragraph that holds my research question is written this way:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. Given these statements, the working research question for this academic paper is: how does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

This is now the revised paragraph:

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. It does appear that BTS’ is creating something new. What remains to be explored is whether the use of intertextuality is a strategy that fosters transformation and innovation or a means to establish symbolic permanence of the arts and the humanities. The working research question of this paper is: does BTS’ use of intertextuality reflect a form of creative originality or a technique of borrowing from sources ensuring familiarity, continuity and the timelessness of literature? Given this research question, I will examine the source texts namely Snowpiercer, The Ones Who Walked Away from Omelas and Demian; annotate fan and audience analysis of Spring Day and Blood, Sweat and Tears; and analyze essays, articles and academic papers that discuss and evaluate contemporary pop culture storytelling to account what is defined as “new” or “novel”.

My next steps is to report to Ms. Locsin my progress with a timeline showing my working outline and references. This is a task I will bring with me in the summer. 😊

 Ms. Zee

05.01.2025

The Lighthouse Diary #70: A Model Text for the Exploratory Essay 2 of 2

This is part 2 of the model text I wrote for the Exploratory Essay we require our grade 11 students to write. We have been conducting research sessions with our grade 11 students since February. They are in Phase 1 of the Research Design Cycle where selecting a topic, doing initial research and preparing an annotated bibliography are essentials. From here on, we will model the feedback mechanism that comes into play in a given exercise.

Exploratory Essay: Understanding Intertextuality as Literary Theory and Strategy in Selected Songs and Music Videos of BTS (2 of 2)

Spring Day is not the only song and music video where intertextuality is present in BTS’ exploration of justice, freedom and individual choices against cultural norms and social structures. In Blood, Sweat & Tears, a BTS track released in 2016, Hermann Hesse’s novel Demian: The Story of Emil Sinclair’s Youth is highly referenced as RM, the group’s leader and rapper, reads a passage from the novel while a silhouette of Jhope in blood red background shows him releasing a balloon. The music video contains explicit allusions to the loss of innocence, temptation, and duality. These themes are present in Hesse’s Demian particularly the story arc of Emil Sinclair. The line “He too was a tempter, he too was a link to the second, the evil world” is quoted verbatim in the video, underlining the text’s influence on BTS' exploration of coming-of-age and individuation. Nedelcu (2024) praises this merging of texts as a blend of the East and the West in pop-culture emphasizing the importance of leveraging literature into the mainstream.

BTS did not stop at Hesse. In the music video for ON (Map of the Soul 7, 2020), BTS utilizes biblical imagery and motifs reminiscent of John Milton’s Paradise Lost (Bishoff, 2024). The scene of fallen angels, doves, gates, and suffering heroes in the music video evoke Milton’s vision of rebellion and resilience. The themes of fall and redemption resonate with BTS' own narrative arc of struggle and their desire for transcendence– a way of breaking free from the manufactured and moulded systems of the KPop industry to find artistic freedom and exponential success outside of South Korea. To justify this message of breaking through moulds and the manufacturing line, the final track in the mentioned album, Dionysus, is a direct allusion to the bacchanalian Greek god whose drunkenness led to unbounded creativity. In Greek mythology, Dionysus is from outside the Grecian lineage. He is known to be an outcast who came to Olympus challenging the status quo (Suvani and Del Novo). By using Dionysus as metaphor, BTS laid claim to their agenda of conquering accolades, awards, sold-out stadium shows and a legion of ARMYs in the Western hemisphere. Through these intentional and artful intertextual references—from a movie, authors of renown such as Le Guin, Hesse and Milton to folkloric beliefs Greek mythology—BTS asserts its creative agency, reclaims narrative power, and positions its music as a space where literature, mythology, and pop culture converge to challenge norms and reimagine identity on a global stage. Intertextuality, in this case, is used as both theory and creative strategy that opens up to discourse, eliciting an emotional resonance to fans and audiences that keeps them engaged while basking in a newfound relevance in literature, culture and the arts.

 

BTS makes use of Intertextuality as a theory and creative tool to examine themes of justice, freedom and identity. By deriving materials and borrowing texts from literature, folklore and other forms of media, BTS’ songs and music videos are powerful storytelling strategies that challenge socio-cultural norms, promote artistic expression and provide the connection between idols and fans deeply. Given these statements, the working research question for this academic paper is: how does BTS use intertextuality as both a literary theory and creative strategy in their songs and music videos to challenge cultural norms, explore identity, and engage in global discourse?

 

To answer this question, I will be selecting three YouTube reactors that discuss BTS’ music videos from three albums, Wings, Young Forever and Map of the Soul 7, specifically the songs and music videos of Spring Day, Blood, Sweat and Tears, ON and Dionysus. I have identified five academic journals that studies the aforementioned music videos and the intertextuality present in each. I will draw from the analysis a critical review on each song and the texts and materials used to layer and deepen their meaning. By comparing academic perspectives with fan interpretations, I hope to uncover how intertextuality operates across scholarly and popular discourse, and how it contributes to the cultural impact and relevance of BTS’ work.

 

References:

Books & Academic Sources:

Baldick, C. (2015). The Oxford dictionary of literary terms (4th ed.). Oxford University Press.

Childs, P., & Fowler, R. (2006). The Penguin dictionary of literary terms and literary theory (4th ed.). Penguin Books.

Zengin, M. (2016). An introduction to intertextuality as a literary theory. Journal of Literature and Art Studies, 6(1), 74–84. https://doi.org/10.17265/2159-5836/2016.01.009

 

Online Articles & Educational Resources:

Matrix Education. (n.d.). Literary techniques: Intertextuality. Matrix Education. Retrieved March 18, 2025, from https://www.matrix.edu.au/literary-techniques-intertextuality/

TeachMedia. (n.d.). Media studies: Intertextuality. TeachMedia.co.uk. Retrieved March 26, 2025, from https://teachmedia.co.uk/media-studies-theory/intertextuality/

Suvani, V., & Del Nevo, M. (n.d.). Dionysus by BTS. Monash University Korean Studies Research Hub. Retrieved April 2, 2025, from https://www.monash.edu/arts/languages-literatures-cultures-linguistics/korean-studies-research-hub/research/the-story-of-a-song2/3-dionysus.-bts-%2C-2019

Lazore, C. (2024). A close read: Spring Day.

Savic, P. (n.d.). The relationship between literature and music in BTS. University of Split, Croatia.

Nedelcu, D. (2024). Blending cultures in BTS’ Blood, Sweat and Tears. LINGUACULTURE, 15(2), 54–67. Pop Culture and Audience Reception in a Transnational Context (N. Reagin & F. Năstase, Eds.). http://www.journal.linguaculture.ro

Bishoff, N. (2024). Revisiting Paradise Lost through K-Pop: A global approach to teaching writing. George Washington University.

The Lighthouse Diary #53: The Power of Visual Maps and Graphic Organizers

How many times has a visual map or graphic organizer saved me and my students from being stumped on a task? 

All the time!

A flowchart helped me and my student unlock complex steps for a Physics essay on wave theory, while overlapping circles identifying the relationship of man’s conflict with society in the anime Attack on Titan lent clarity on another student’s approach to discuss and analyze fascism. Both students have submitted their topic proposals and we await feedback from their respective subject teacher. What else did we realize? Knowledge is never isolated. 

A Physics paper on wave theory implies further research on water resources and natural energy. Fascism is driven by the desire to control and to be controlled. My students are taking notes on this intersection of knowledge with a recognition of relevant sources that they must look for and information they need to dig and mine.

Before the 10-15 minute consultation ends, I make them write a summary or a paragraph or two interpreting the visual map / graphic organizer we made together. In forthcoming sessions, we will go back to these maps and reflections to review and build upon what we are knowing.

This is Phase 1 of the research cycle. Phase 2 begins when feedback has been rendered. It is going to be a busy summer.

#teacherlibrarian #researchprocess #yalibraryservices #academicwriting

Read more posts on Graphic Organizers in Teaching Research Skills

Visualizing Information in Research

Mind Maps as Thinking Tools

The Learning Scientist

The Lighthouse Diary #52: When there is still more to learn...

On days when teaching and coordinating the Extended Essay weighs heavily on my shoulders, I go back to the message I received from our workshop leader.  

Dear Zarah,

Congratulations, you have completed the workshop.

It has been real pleasure working with you again. You came in with a lot of knowledge and you have built so well on those foundations, seeing and making connections, appreciating how what you have been learning can be applied in your own situation.  Your Learning Journal in itself is impressive.  However much we know there is still more to learn - and we learn from each other.  So thank you too for sharing your thoughts and experience so generously too, others have and are benefiting from your thoughts and comments and advice. We said right at the beginning that the workshop is about far more than just ticking boxes, and your engagement throughout is much appreciated.

As you know, you can continue to access the workshop for 6 months so you will have more time to revisit the conversations and resources.

I wish you, your school and your students every success, enjoy telling those stories.

Do keep in touch.

With best wishes,

J

The Lighthouse Diary #51: Research Is A Way of Knowing (1 of 2)

Over the years, I have taught our Diploma Program (DP) students the idea that research is a process. Recently, I realized that research is a way of knowing. Like Theory of Knowledge (TOK), the Extended Essay (EE) is designed for students to know and understand their process of finding solutions and answers to a research question. Inquiry and Reflection weaves in and out of the Research Design Cycle. A cycle that students, even teachers, have challenges navigating.

For this year, I have identified strategies and mechanisms to accompany students in the EE. With the support of our DP Coordinator and English Teacher, we have agreed to implement the following:

1. Utilize the Researcher's Reflection Space on Managebac;

2. Hold After School Activities for students who are not on-track;

3. Thinking tools and strategies like the KWL-Inquiry Chart and Annotated Bibliography to document research are requirements;

4. Dedicate a weekly writing time and consultation with the Teacher Librarian on sources and references needed to prepare for a topic proposal (which will become the Introduction of the essay);

5. Express expectations clearly as well as the rubric and marks of progress.

This time, given that I have attended a training in the IB on the supervision of the EE and a refresher course on Direct Instruction and Explicit Teaching, I approach the EE Coordinatorship from an interventionist's perspective. Let's see how things go.

Research Season is On!

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A New Appreciation of Interdisciplinary Essays

Again, from the Extended Essay Workshop I finished, is a reflection on the World Studies EE.

Module 4 convinced me to dive into the World Studies EE. I was merely wading in the waters watching however, the learning engagements afforded me the space to see and experience the interdisciplinary essay in a new light. The WS EE was not taken up in this detail in my last EE workshop - which was years ago. 

Because the interdisciplinary essay is academic writing that puts into action what students learn from the classroom in the discussion and breaking apart of real life problems, learning is more personal. I can imagine the authentic texts and sources students can use and engage in when they research. Where authenticity happens, kindness and compassion are not far away. Reading authentic texts have that effect on people. 

So, I am going to analyze our library collection and find out how interdisciplinary our titles are; how many own voice literature we have on the shelf, the case studies, phenome nomological research and texts that show local knowledge that connects to global issues. When reading texts and sources like these, a more deliberate form of note taking and close reading can be employed. Then, there is the collaborative meetings with teachers and leadership.

The world may seem to be constantly crashing and burning, but, here we are in the IB community making the most of the situation, learning from each other and soldiering on.

More on the Pivotal Task of Reflection in the EE Process

Gathering my "sparkles" from the Extended Essay Workshop I have attended.  

Sparkle 1: Reflection on the RPPF: Takeaways from the Two Videos

As previously discussed and taken up in Modules 1 and 2, reflection and metacognition are highly cognitive tasks. The manner in which the skills are acquired can be derived in natural environments such as social interactions from home and family life, friends and peers and the larger community. Like language and literacy skills acquisition, it requires formal instruction, thus, the RRS and RPPF in the EE are set in place and marked following a criterion. Beyond the numbers, reflection and metacognition permeate the EE process which becomes a set of skills learned by students who explore and investigate topics they are passionate to know more about.

The supervisor's important role in the 3 phases of reflection in the EE is an opportunity to teach, guide and mentor. Each phase has a role in learning to write an academic paper for the first time: setting directions and clearing the path; being aware of roadblocks and finding out ways to overcome them; recognizing mistakes and victories, big and small that contribute to becoming a life long learner. Indeed, the part where reflection is concerned in the EE process is a growth for the individual student and the supervisor as well. This is core to being and becoming. This is beyond marks and grades received internally and externally.

In my interviews and guided sessions with students, and when I dialogue with them from the First Reflection; to the Interim and the Viva Voce, I will be more aware of the feelings that students articulate and the breakthroughs they made. I will value the check-in sessions since these act as bridges or ways of follow through in learning; connecting prior knowledge and making sure that the writing has integrity.

Sparkle 2: Reflection on Assessment

The most challenging part of working around the EE and supervising students to reach the finish line is the idea that of external examination. The idea alone is challenging, yes. A decade and counting in the IB, I have taken the external exams as a measure to check our quality of instruction ensuring that IB standards and requirements are met. This informs policy, practice and philosophy. It is a form of assessment and evaluation that removes complacency and pushes teachers and the school community to continuously grow. In an ever changing world, we cannot afford to not develop.

Keeping this in mind, I see the assessments in the EE as highly formative. It is a long haul though, therefore in between the three reflections, check-ins are just as important. It is in this little moments when strategies and techniques in thinking and learning are fortified, flowing into routines or habits. This in turn becomes culture.

As an EE Supervisor, I need to pay attention on my supervisee's process of choosing a topic, or how  she/he arrived in that decision; how the RQ presents an arguement that can be defended or proven with the intelligent and responsible use of sources. It is at this point when timelines and self management skills need to be observed. And for the next meeting, which is the check-in, I will look for report on progress. This period can be a long wait, so the Reflection Space can be utilized to monitor if the student is working or not. 

In the Interim, as the student reaches the writing of the EE, more reflections can be had and learning gains can be reaped. It is noteworthy to look at the metacognitive skills of students as this juncture. Again, as a matter of formative assessment that can be given as feedback, this is information that students will value. Thus, reaching the final draft of the EE and the Viva Voce, supervisor and student can look back at an experience that had been challenging but difficult.

Writing my final report based on my supervisee's RPPF would be a task I will look forward to.

Writing the Interdisciplinary Paper

 Some notes I took while reading the two samples of the World Studies Extended Essay:

1. Remember that these students are working on their first formal academic paper, and an interdisciplinary essay at that, requiring a problem to be solved; and argument that must be defended; a claim that needs evidence. How well prepared are they? It is important to assess them before venturing into the EE which can inform the EEC and DPC measures of support. Never assume that the ATLs are all taught well in the previous grades or lower years.

2. Ask questions that will prompt the student to think interdisciplinarity and in connection to concepts of the topics being investigated upon.

3. * Provide exercises for students to think in macro level to micro level; using strategies that can be applied interdisciplinary writing.

4. * Allow ample reading time on sources and materials that show multi-voiced writing and interdisciplinary thinking.

Numbers 3 and 4 are not for the supervisors to do. However, I would recommend the student take on these tasks within the school's support system.

Connected Knowledge: A Pathfinder for Understanding and Developing Interdisciplinary Studies

Guidance on the Extended Essay for Students

Here are the contents I would place in a specialized EE website or platform for our students.

Support on Research and Writing the Academically

• The BA Library Website and OPAC

  Where you can check library collections, log-in EBSCO and our online databases; encyclopedia and subject specilaized references.

• The Pioneer - Assess your research skills and select online activities and pocket workshops for skills building

• Research and Academic Writing Reading List - books that address skills building in research and academic work. This is best paired with the after school workshops provided by our Learning Support Team. Look for Ms. A or send her an email for inquires.

• One-on-One or Small Group Consultations with your Teacher Librarian on the Research Process and Inquiry Based Learning - We will meet you where you are at. We do our best in providing information and support as you need them.

• Recommended Online Writing Labs - The OWL of Purdue University and the Harvard Writing Center offer extensive sources in citation standards, academic writing conventions and current trends in research accross subject areas.

Thining Strategies and Inquiry Based Learning Strategies

• Mind Mapping by Tony Buzan

• Visible Thinking Routines

  Writing needs a lot of preparation and unpacking of contents, making connections and synthesizing topics and information are but a few. Visualize them and draw your thinking or thought process!

• 6 Strategies for Effective Learning

  • Interleaving, Retrieval Practice, Spaced Practice, Elaboration, Concrete Materials, Dual Coding

• Heart Map by Georgia Heard

  When you need to clear your mind and decompress, make a heart map. It has many uses, from understanding and being aware of your emotions to clarifying conflicts and challenges in academic tasks.

• The Learning Pit - There is no denying that research work can lead you to dead ends and pits of frustration. Do not despair, Jame Nottingham has a strategy to pull yourself out of the pit surfacing as a better and "stronger" learner.

• Guided Inquiry Design Thinking Process - here is a process that aligns with the EE process and our internal Research Design Cycle.

Lastly, know that there are teams and departments in the school community whom you can reach out to.

• Guidance and College Resource Center

• Student Life Office

• Advisory Team

• Learning Support Team

• The Student Council Peer Group Team

Go Griffins!

My Role in the Extended Essay of the International Baccalaureate

I am currently enrolled in the International Baccalaureate's (IB) Extended Essay (EE) online class courtesy of the Academy. It is my third EE Workshop. It is a continuing professional education activity I am required to partake in. It has been two weeks and it is eating most of my working time. Just saying. 

Which also means, I am deeply invested in the topics, skills and activities in the workshop. It has kept me up late into the night for written tasks, slide presentations and asynchronous discussions with colleagues in the IBO system. It is a lot of work. But, it can be, ah, fun. The diversity of experiences shared by participants of the class make it so. Learning from teachers and librarians of varied cultural backgrounds opens up to new perspectives. Appreciating traditional methods mixed and matched with instructional trends and current technology. 

I feel small but not diminished nor insignificant. 

In module 1, "reflection" and "metacognition" are two topics that I have marked a tag on. Like language and literacy skills it must be taught within and alongside content areas. These words - reflection; metacognition, say them one after the other and it sounds intimidating. In a country where smart shaming has become a norm and intellectual elitism is frowned upon, even ridiculed (for valid reasons, too) I wonder how I can make teaching these cognitive skills in the context of Research Skills and MIL Program of the library palatable and creatively served to learners of this age and generation. I went back to John Hattie, Ron Richart and the Design Thinking approaches of the Kelley Brothers. From their works, they look at critical thinking and creative thinking as well as cognition beginning from the learner's context, background and socio-emotional well being. 

Reflection and metacognition are powerful words. So are compassion and kindness. From this framework, I move on to module 2 of the workshop with an assessment of my expected roles in the EE based on the IB guide. Of course. 

 Here is what I whipped up. I meant to share this on my timeline for friends, peers, colleagues in the profession who are curious and those who are running IB programs in their schools and libraries. The red check marks mean I am doing the roles and skills. The happy face emojis mean I am doing them quite well - I think. And the exercising brain means areas for strengthening. Other factors come into play for these things to happen. And that, my friends, is for another post.

The Role of the Librarian in the EE by zarah gagatiga

CORE Session with the Teacher Librarian

 

Garde 11_Documenting Sources 1 by ZarahG

Inquiry in the EE and Research: The Guided Inquiry Design Model

We have adopted and adapted the model of inquiry by Kuhlthau and Brown. It is a combination of two models namely, the Guided Inquiry Model and Design Thinking. Our school leaders, the Head of School and the Dean of Faculty (at the time of adoption) are champions of both models. They have experience in using them in teaching and learning. Technology transfer was strategic and faculty appreciated theintegration of the model into the IB Inquiry model because it breaks down into specific terms and applications what Reflection and Action can look like. Furthermore, both models take into account creativity hand in hand with critical thinking and the socio-emotional aspects of learning.

Here are the 8 Verbs of the Model

• Open (Initiation)

  • Invitation to inquiry

  • Open minds

  • Stimulate curiosity

• Immerse (Selection)

  • Build background knowledge

  • Connect to content

  • Discover interesting ideas

• Explore (Exploration)

  • Explore interesting ideas

  • Look around

  • Dip in

• Identify (Formulation)

  • Pause and ponder

  • Identify inquiry questions

  • Decide direction

• Gather (Collection)

  • Gather important information

  • Go broad

  • Go deep

• Create (Presentation)

  • Reflect on learning

  • Go beyond facts to make meaning

  • Create to communicate

• Share (Presentation)

  • Learn from each other

  • Sharing learning

  • Tell your story

• Evaluate (Assessment)

  • Evaluate achievement of learning goals

  • Reflect on content

  • Reflect on process

In time, our school community was able to develop an internal Research Design Cycle model retaining the philosophical moorings of the Guided Inquiry and Design Thinking into the RDC model adhering to the IB Inquiry model as well. When we designed the RDC, we were also mindful of the Design Cycle in the MYP. Many of our students moving to DP completed the MYP where they recognize and use the Design Cycle in Arts and Design subjects.

This is a link to the Research Design Cycle Model: https://docs.google.com/presentation/d/0B9u_PaieSBZPYTRsOV94NUI1dlFBelQ4VUR2SXpQMTZVZkZB/edit?usp=sharing&ouid=108790136791674328894&resourcekey=0-T30O7y7Hus-qQsmprLDNvw&rtpof=true&sd=true

Source: https://libedge.blogspot.com/2013/01/carol-kuhlthau-meets-tim-brown-guided.html

IB Online Workshop: Reflection and Reflective Thinking in the Extended Essay

Posting on the blog a short piece I wrote for a forum topic in the online workshop I am enrolled in. 

A decade or more before the pandemic, around 2010 0r 2011, our former School Head presented to the faculty Harvard's Project Zero, a research group that studies and documents the understanding and the teaching of thinking and learning. Of the varied resources Project Zero has in its website and social media site, it is Ron Ritchart's book, Making Thinking Visible, that made a lasting impact on me. 

Since our online discussions involve the value of reflection, learning about it, applying its process in the EE and practicing reflection across subject areas, I share with the group some snippets and highlights of a case study that encouraged me further to use visual tools and graphic organizers in facilitating research and journeying with my supervisees in the EE.

In Chapter 7, three case studies of teachers and their learning communities were identified to demonstrate the dynamics and processes involved in nurturing a culture of thinking in the school. I was highly invested on the first case study because it established the value of using visual symbols, images, drawings and sketches as tools for reflection. It was very new to me since my experience of reflection has always been through prose writing and journaling. What intrigued me more was the methods and the systematic way in which this particular practice has become a habit in the teacher's personal and professional practice. 

Her painted reflections allowed her and her students to revisit central issues on a unit of study; make connections in real life events leading to learning core ideas of the unit; modeling the strategy of visual reflection and using them as tools to set sail or focus points in doing tasks. Equally important was the teacher's emphasis on deliberate thinking habits in the classroom by identifying key ideas to think about and motivating students to make connections from the key ideas they reflect on.

When I begin work on the EE with our juniors for their initial research and review of related literature, I make them do a visual map of their topics of interest. Some create a mind map; others a Venn diagram; a few of them draw and color. From there, I help them articulate a vision and a path they can take. It is all possibilities until we discuss possible sources of information and references they can locate and access in the library. Two or three weeks after some return with good results such as an annotated bibliography; a one page essay of references and its contents; an outline that contains their working bibliography. There are students who experience frustration, too. And they get help from the Learning Support teacher to zero in on areas of mistakes. An opportunity to unlock the difficulties encountered in mapping, selecting sources and engaging in them.

Their output from this month long session is not final. Nonetheless, it helps them write a research plan which they present to a team of advisers so they can make changes and decisions to select a final topic for the EE. 

Making Thinking Visible by Ron Ritchart, etal. Jossey-Bass, 2011

Exploring Phase 1 and 2 of the Research Design Cycle

Taking into account that our Juniors are in the process of preliminary research, Team EE provided a session on the Research Question at yesterday's Core 11. Subject teachers were present to expand and deepen the input by, yours truly (BA Teacher Librarian). This is one example of a collaborative work between teachers and the school's librarian.

A Research Question is informed by knowledge. Background knowledge. Prior knowledge. Knowledge from a varierty of sources and references. Crafting a RQ requires skill. Language skills, yes. In this case, language is used both as a tool and knowledge. The student is then expected to apply knowledge of content and language to write a RQ.

In the breakout sessions, students had consultations with subject teachers to discuss subject specific requirements; expectations on Criterion A; and possible directions of the research.

Check the link of the slides here: -> EE Core Phase 1 and 2

Research Method and Research Methodology

The Lighthouse Diary #34: The Research Design Cycle 2022

The second semester is research season. 

We kicked off Research Season this month of February with a day devoted for the Extended Essay and Senior Project. Students in grade 11 had orientation sessions while grade 12 students had a write-shop. The library, being an integral component of the research process in general, and a valuable learning support system for senior high school students in academic writing is always given a schedule to introduce the Research Process and library services in support of research.

This year, I had the joy of presenting the Research Design Cycle to our cohort of grade 11 students. The RDC is based from the Design Cycle, a framework used in Design class when planning and implementing projects in the arts, humanities and the sciences. The RDC is a product of one of our Professional Development activities in school.

This is how the RDC looks like. There are four phases or stages namely, Inquire, Develop, Create and Evaluate. The steps in the research process are incorporated in each phase.

Over the years, I have reflected on the continuous development of our research journey. Here are links to blog posts about research and the never ending search for meaning and learning.

Research as Thinking and Visualizing Information

 Pedagogical Support for the EE

Reflections on the Extended Essay

Guideposts and Cornerstones in Research

Cornerstones of Research

Let's see what this season has in store for us!

Summer Library Program: Pedagogical Support for Research

The past couple of days was spent on research skills instruction and one-on-one consultations with our high school juniors. In a few days, we will end the Academic Year 2020-2021 but before things close, I sent out to our juniors (who are incoming seniors) a letter informing them of the library's summer program.

Dear Juniors,

As you journey further on in the EE and SP,  we, in the BA Library, will continue to support you. As your reading and research companions, we are opening library services during the summer. 

We can assist you on the following:

1. Borrowing of print books and resources through book drop and pickup delivery. Send Flynn an email for your book requests. His email address is library@beaconacademy.ph.

2. 30-40 min Zoom meeting with Ms. Zarah. We can talk and learn about the skills involved in research using your EE/SP topics as context and content. The skills to cover are:

-  selecting and evaluating sources and references - how to funnel topics, sub-topics vis-a-vis a variety of sources of information

-  discussions on citations and referencing following the MLA, APA standards

-  connecting the relevance of an annotated bibliography and gathered data when writing your first draft of the EE/SP

- others: using writing models and formatting, time management and self care

Schedule: Once a week, every Wednesday 9-11.30 AM beginning on June 16, 2021 - July 7, 2021

June 16 - Selecting and Evaluating Sources
June 23 - Citations and Referencing
June 30 - The Annotated Bibliography and Writing the First Draft
July 7 - Writing Models, time management and self care

This is the Zoom Link *****

Attached is a PPT presentation of the library's database and online subscriptions and a Quick Users Guide to the BA Library. 


Have a safe and enjoyable summer, Aristea!
 
Ms. Zarah :-)