Session+2

=Session 2: Inquiry and Research=

 What characteristics make these websites so convincing?

 * Help Save the Endangered Pacific NW Tree Octopus from Extinction**
 * At first glance the first website layout appears to be legitimate
 * It has tabs like many legitimate sites I.e. FAQ’s; Media
 * Younger readers maybe drawn in by what appears to be scientific terminology

**First Male Pregnancy**
 * **Very professional layout**
 * reference to U.S. News and World Report
 * List of Media Coverage from other reputable magazines and news services

**What evidence is available to prove that these websites are hoax sites** ? **What guidance can we give our students to help them avoid websites that contain inaccurate information**?'
 * Start with common sense
 * Once you start reading the material you quickly see that it is a hoax
 * If you Google the site you quickly learn it was a hoax to emphasize the gullibility of many young people to believe anything that is on the web
 * This is the only site on this topic
 * No reference to authors; no credentials provided
 * clearly states no ties to any educational organization
 * Evaluate the URL. Many relieable sites for research end in .org, or.gov. or .edu
 * Personal pages require a great deal of background research on the author
 * Look for information about the author
 * Check the last time information was updated
 * A reliable source should have a bibliography or end note. provide other sources for research

**2.3 Website Analysis**

 * Great source to check websites
 * Provides a thumbnail sketch on how to check the reliability of a website

**2.3 Inquiry Based Learning Websites**
[|Thirteen. org] Provides background on inquiry based learning and how it is different from traditional classroom activities. Links also give some excellent examples of lessons using the approach such as the role of Rwandan women after the 1994 Genocide.

[|Sheffield University] This is the University of Sheffield site that has some very interesting social studies research studies on such topics on the plight of migrant workers and how developing nations can benefit from global trade to stimulate inquiry based work. Provides some good foundation work that could direct student inquiry.

[|Inquiry Based Learning] This site creates a virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment.

**2.4: Three Minute Pause**
1. Inquiry based learning affords students the opportunity to take an active role in their education and to work collaboratively to achieve their goals. This learning approach requires that students be able to judge the quality of websites to be used in their research. Students need to be guided to reliable sources that can add to the quality of their work. The teacher is the facilitator and the guide to the learning experience. In inquiry based learning, students need to define a problem, analyze the topic and propose possible solutions. As part of collaboration, students need to listen to what other people have to say on the problem and how a solution can be approached.

2. Inquiry based learning promotes a hand on approach to learning. The more actively involved the students are in the process the more they gain from the experience. Teachers as facilitators should help guide their inquiry by helping students decide if the topic is relevant, researchable, big enough or too big. Our role as guide should include modeling the process.

3. How much guidance should we provide and when does it become too much to promote student individual inquiry?

**2.5 Essential Readings:**
I envision the inquiry based model to be an excellent vehicle to use the gradual release model Teacher/facilitator can guide student work by providing outcomes that students will be accountable for

How difficult would it be to re-tool some of the existing curriculum to be more inquiry based? How do you motivate the reluctant student to take the risk to try an inquiry based project?

**2.6 Reflections on Student Work**:
The overarching topic for this culminating project on science and the courts was based on four men who started their criminal careers as youth. I thought that Jessie’s feedback comment was very interesting. It stated, “This project was much more difficult than the last because we didn't get a lot of instructions and we didn't really work as a group. We all choose different people who had stuff in common and made a wiki page on JHAT.

Clearly, instruction was given because a pattern of elements included in each case was evident. What is unique is how each student researched and selected their choice of criminal and the way in which each student presented their evidence through the use of Cool Tools and how they explained their use.