ACE+Learning+-+A+Snapshot

** These students want to learn, more broadly and more deeply. **
-creating authentic tasks -- students are part of determining this -- providing choice -- clarifying the essential understanding[s] -- STUDENT ENGAGEMENT -- validating their own voices -model depth understanding -- steps for knowledge acquisition -- promoting "expertise" -- involve students in criteria development -- acknowledging students may not always get breadth -- helping students see the gradation of knowledge [about topics]

-teachers model good questioning using artifacts (Faye Brownlie) -teaching the transition between working on a broad topic to working to explore a critical inquiy question -- collaboratively helping students ask these questions -reviewing what are [good] questions -- questions can lead out -- questions don't just launch the inquiry, they inform all of it and may need to be adjusted for relevance. -teach grouping and prioritizing [of our questions] -- synthesizing the results -- reinforcing relevance -- model the messiness of determining relevance -- determining the starting point -- clustering students by [types of] questions -- having students articulate criteria -- revisiting the purpose of the project, where students need this frame.
 * They ask questions, clarify tasks, and use a variety of strategies, including accessing prior knowledge, to guide their inquiries. **

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-identifying / listing sources of information (brainstorming) -- acknowledging familiar sources -- extending the students' range of sources -- exploring the different kinds of resources -- exploring the differences (strengths and weaknesses) between primary and secondary sources.====== -perhaps having one period where students explore what they already know (and be frustrated); then regroup and supplement with different resources, and extend the practice -- reviewing the distinction between "fact" and opinion -- guided practice with electronic resources i.e. YouTube Explcit attention to Wikipedia -- the good, the bad and the ugly?

-providing comparison between resources -- guide their observation of differences and help them synthesize information
-brainstorm "rubric" for evaluation -as a start, provide checklist of qualities(?) Consistent Vocabulary: reliable, valid, etc. -for synthesis: revisit inquiry questions -- do we need to ask a new question -note-taking -- extracting key information -- using text features: explicit instruction with guided practice.

** They understand the concept of intellectual property, and their own authorship; they acknowledge sources and are accountable for their own work. **
-citation/bibliography, possibly online -- providing sources which "know more than I do"


 * They communicate their learning appropriately, and are aware of the difference between public and private ownership of information. **

-teaching about the nature of the Internet -- ownership, longevity, plasticity
-students are creating information -- meeting criteria -considering the audience -- what goes on the Internet, goes further -- what shouldn't be shared. -teaching about the nature of the Internet -- ownership, longevity, plasticity

** They are self-motivated students who self-monitor throughout the learning process. **
-promoting return to the critical question, questioning validity/appropriateness of sources -possibly, having peers provide feedback -- having a strategy which helps students refer back to performance at different stages of the work.