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

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

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!