1.1.1

=Standard 1: Inquire, think critically, and gain knowledge.=

1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
=Correlations to State Standards and the (NET-S)=

**Grades PK-8**
A. Follow an inquiry process A.1. Follow an inquiry process and connect the process to real life. B. Define a problem, formulate questions and refine a problem and/or questions.

**Grades-9-12**
A.1. Independently follow an inquiry process and apply the process to real life.

(NET-S)
3.01.01 locate and use information resources, equipment, and other technologies effectively and efficiently. 3.01.02 review, evaluate, and select materials for an identified information need. 3.01.03 learn and apply reading, research and critical thinking skills to organize information. 3.01.04 comprehend content in various types of media.

3a. Plan strategies to guide inquiry 4a. Identify and define authentic problems and significant questions for investigation. 6a. Understand and use technology systems.
====**Connections to Multiple Intelligences:** Visual-Spatial: The Big6 model would appeal to these learners. Intrapersonal: Big6 model supports learners as they explore their own interests and questions. Logical-Mathematical: The sequential steps in Big6 make the research processs clear to these learners.==== ====**Connections to Standards: MD Standards:** 2.0 Locate information: Students will be able to use resources, in a wide variety of formats, to locate information to meet an identified need. 3.0 Collect information: Students will be able to collect information relevant to their current information need. 4.0 Organize and manage information: Students will be able to print, nonprint, and digital formats to organize and manage information. 5.0 Interpret Information: Students will be able to interpret information to generate new understandings and knowledge. 6.0 Share findings / conclusions: Students will be able to communicate findings/conclusions by producing materials in an appropriate format to support written, oral, and multi-media presentations. 7.0 Ethical use of information: Students will demonstrate responsible attitudes toward the use of information. **NETS.S:** Standard 3- Research and Information Fluency====

This article explains and discusses what guided inquiry is and how it differs from traditional style learning and how it prepares students to meet the information requirements of the 21st Century. || The effects of a Web-based Guided Inquiry Approach on Students’ Achievement
 * Introduction To Guided Inquiry

This paper compares students using a linear style web-based application vs. a guided inquiry web-based application and its effectiveness with different learning styles. || Information Age Inquiry gives an overview of different types of inquiry, a review of informational search and use models, a review of literacies and corresponding resources, and standards.
 * [[image:http://cissl.scils.rutgers.edu/guided_inquiry/introduction_clip_image001.gif width="399" height="392" caption="Questions for Guided Inquiy"]] ||

**Research Module Maker** will structure and guide students research efforts while using higher level thinking as they construct their own questions and make up their own mind in making real-world connections. || Two workshops on Constructivism and Inquiry-based learning and how they can be applied in the classroom. ||
 * [[image:http://www.thirteen.org/edonline/concept2class/images/lp_top_off_01.gif height="30" link="@http://www.thirteen.org/edonline/concept2class/constructivism/index.html"]]

====**[|The Big6]** is a popular research model for K-12. Developed by educators, Michael Eisenberg and Robert Berkowitz, the Big 6 model has been adopted by many school districts in Maryland. The steps in the model (i.e., Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evulation) are taught in stages. Eisenberg and Berkowitz have adapted the stages to make them appropriate for primary, upper elementary, middle, and high school students.==== ||
 * Connections to //Learning with Technology//**: The Big6 is an information and //__technology literacy model__//. The stages of the Big6 support students as they investigate with technologies (Chapter 2).

Visual-Spatial: The Big6 model would appeal to these learners. Intrapersonal: Big6 model supports learners as they explore their own interests and questions. Logical-Mathematical: The sequential steps in Big6 make the research process clear to these learners.
 * Connections to Multiple Intelligences:**

MD Standards:** 2.0 Locate information: Students will be able to use resources, in a wide variety of formats, to locate information to meet an identified need. 3.0 Collect information: Students will be able to collect information relevant to their current information need. 4.0 Organize and manage information: Students will be able to print, non-print, and digital formats to organize and manage information. 5.0 Interpret Information: Students will be able to interpret information to generate new understandings and knowledge. 6.0 Share findings / conclusions: Students will be able to communicate findings/conclusions by producing materials in an appropriate format to support written, oral, and multimedia presentations. 7.0 Ethical use of information: Students will demonstrate responsible attitudes toward the use of information.
 * Connections to Standards:
 * NETS.S:** Standard 3- Research and Information Fluency

Connection to Ideas and Concepts from Meaningful Learning with Technology
An attribute of meaningful learning is constructivist thinking. Constructive thinking is seen in Standard 1.1.1 where students follow an inquiry-based process and actively engage in understanding the problem and form a personal perspective. This process relates to the category of Investigating with Technology whereby students have to plan, use search strategies, evaluate, and triangulate sources.

**Technology Tools and Their Application to the Standard**
====** takes an in-depth look at the search process. The resources in this website include “full circle kits” to teach students how to search, from getting started to teaching the ethical use of information, articles, podcasts, videos, assessment articles, tutorial games, curriculum connections, and annotated web resources and a live search to determine students level of competency. It Contains lessons on how to prepare a lesson including identifying key concepts in a research query for middle and high school. **====

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**Internet Expeditions: Exploring, Using, Adapting and Creating Webquests**===== This website examines the use of webquests to promote authentic learning through problem-solving, information processing and collaboration. It explains how to create an effective webquest and provides links to additional resources for creating webquests.

Connections to Multiple Intelligences - How can this standard be taught using technology to address the various intelligences?
//1. Information Fluency// //2. Internet Expeditions//
 * Visual Learners
 * Linguistic Learners
 * //Visual-Spatial//
 * Linguistic
 * Interpersonal
 * Intrapersonal
 * Logical

= = = = **Kuhlthau, C., Maniotes, L., & Caspari, A. (2007).** //**Guided inquiry: learning in the 21st century**//**. Retrieved from http://cissl.scils.rutgers.edu/guided_inquiry/introduction.htn** Allen, Christine, and Mary Alice Anderson. // Skills for Life Information Literacy for Grades 7-12 //. 2nd. Worthington, OH: Linworth Publishing, Inc., 1999. 16-22. Print. ==== Umar, I., & Maswan, S. (2007). The Effects of a web-based guided inquiry approach on students’ achievement. //Journal of Computers//,//2//(5), Retrieved from http://www.academypublisher.com/ojs/index.php/jcp/article/viewFile/02053843/312  Jonassen, David, Jane Howland, Rose Marra, and David Crismond.//Meaningful Learning With Technology//. 3rd. Upper Saddle River, New Jersey: Pearson, 2008. 15. Print. ====