Assignment+2

Part A:


 * 1. What is the model/framework?**

- Pappas and Tepe's Pathways to Knowledge.


 * 2. What is its purpose?**

- The primary purpose of Pathways to Knowledge is presenting students information in multiple ways as well as to let students choose their own path to find information. It incorporates a variety of strategies grouped into 4 stages: Presearch, Search, Interpretation and Communication. Two other strategies, Appreciation and Evaluation occur throughout the search process. Pappas and Tepe believe that information seeking starts with an appreciation of the arts, literature and nature, which, in their words "fosters curiosity and imagination." The Presearch stage makes students develop an overview of their topic(s) or project(s) and explore the relationship between them. Key terms are identified and webs and outlines are created to help organize thoughts. In the Search stage, students are told to plan their information-seeking activities before beginning by identifying what is available to them to use. After this, they may begin to search for information. The Interpretation stage starts when information is gathered, analyzed, synthesized and evaluated. Critical thinking is used throughout this process as students must decide what information is used and where. The Communication stage begins when students must apply the information they have to solve the problem and share their knowledge with others. Self and peer evaluation occurs in the Pathways model throughout, as mentioned above, in formative and summative activites such as peer grading of the project, self-assessment and continuous reflection. Since this model in nonlinear, students can go through various stages at any time or go back to a particular stage if they want to.


 * 3. What is its history? [Who developed it? When? What was its significance when it was published? How has it evolved over time?]**

- The Pathways to Knowledge model was developed by Marjorie Pappas and Ann Tepe. Originally published in 1997, the Follett company began sponsoring the model in 2000 creating resource guides and a web site to promote the Pappas and Tepe's model. The nonlinear focus of the model is different as it allows for students to switch between steps and doesn't lock them into a pattern that they have to follow. It has remained the same over time.


 * 4. Why did your group decide to include it?**

- Our group decided to include this model because we feel that Pathway to Knowledge is a framework that allows students to utilize a wide variety of search strategies to make searching for information more natural to the student and allows them to actively use critical thinking skills to constantly analyze and evaluate the information they find. This type of personilazation, we believe fits in quite well with 21st Century Standards.


 * 5. Which skills can be taught using this model/framework?**

- Skills that can be taught using the Pathway to Knowledge model include critical thinking skills, communication skills, higher level thinking skills, various cognitive skills and information skills.


 * 6. Which examples best represent how this model/framework can be used effectively to teach those key skills?**

The teacher and teacher-librarian also encourage students to return to any of the six stages if they need more information or find conflicting facts.
 * -** Motivated by their reading of fiction and nonfiction stories about birds, a second grade class generates numerous questions based on their readings (Russell & Reed, 1997). The teacher approaches the teacher-librarian for help. Using the Pathways Model, they collaboratively design a research path for students to:
 * develop an overview by using a K-W-L chart to assess the knowledge students already possess and brainstorm additional questions; [A K-W-L chart is a graphic organizer that helps students identify What they already KNOW, What they WANT to know, and later, What they LEARNED.]
 * explore relationships by creating a question web from the K-W-L chart that identifies clusters of needed information;
 * use information resources including print, CD-ROM, and community nature centers;
 * seek relevant information and record their findings in an information log;
 * share new knowledge by composing a brief report along with illustrations created with a drawing software program; and
 * assess and evaluate by using a checklist to examine their products and by writing simple logs to reflect on their information gathering process.
 * -** Harada, V., & Tepe, A. (1998). Pathways to knowledge [Trademark]. //Teacher Librarian//, //26//(2), 9.


 * -**Eighth grade students in a home economics course are researching teenage eating habits. Although the teacher has a textbook, pamphlets and magazine articles in the classroom, she wants her students to expand their awareness of other current resources. When she approaches her teacher-librarian, they decide to have the students form investigative search teams to seek information on a class-generated list of questions. Using the Pathways Model, they focus on the Search stage and collaboratively implement the following steps:
 * brainstorm possible information tools and resources (print, non-print, electronic and human resources) with the class;
 * assign each team one information medium to investigate (e.g., the Internet, community agencies, magazine database on CD-ROM);
 * help teams devise possible search strategies to retrieve and locate needed information in the different information media;
 * facilitate work sessions and team conferences;
 * ask teams to assess which search strategies and resources are most useful for the various questions; and
 * have teams pool their collective findings and reflect upon the results
 * -** Harada, V., & Tepe, A. (1998). Pathways to knowledge [Trademark]. //Teacher Librarian//, //26//(2), 9.


 * Two articles:**

Harada, V., & Tepe, A. (1998). Pathways to knowledge [Trademark]. //Teacher Librarian//, //26//(2), 9. - This article gives an extensive overview of the Pathways to Knowledge method as well as real classroom examples of the method in action.

Pappas, M. (2000). Pathways to inquiry. //School Library Media Activities Monthly//, //16//(9), 23-7. - This article goes over various ways to implement the Pathways model as well as how the model focuses on student centered learning.

**Part B:**

 Grade Level: 4th Subject: Social Studies Title: Are You a Loyalist, a Patriot or Something in Between?

- Students are to complete assigned project of presenting their family letter at a Town Meeting to state their reasoning for aligning with Loyalists, Patriots or remaining neutral. - Students will gather required information using the Pathways to Knowledge search strategy.
 * Objectives: **

- **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. - **1.1.6 – **Read, view and listen for information presented in any formation in order to make inferences and gather meaning. - **1.2.3 – **Demonstrate creativity by using multiple resources and formats. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2.1.4 – **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Use technology and other information tools to analyze and organize information. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3.1.2 – **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Participate and collaborate as members of a social and intellectual network of learners.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standards: From AASL’s Standards for the 21st Century Learner: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- Students, already divided into their “families” in the classroom, will find various books on the American Revolution and a printed list of appropriate digital resources when they sit down at their table in the library. This list is given to guide them in their effort to find information to develop and support their “family” viewpoint.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Anticipatory Set: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- Students will be introduced to the print materials on their tables as well as the printed list of digital resources. Students will also be advised that the digital databases are available through the library webpage and that a special wiki has been created to house Internet resources for students to use. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- Students are instructed that they will have 15 minutes to come up with search strategies to use, dividing information gathering responsibilities between group members and deciding if their “path” or “loyalty” needs to be changed before research begins.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Input: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- I will guide the students through a pre-planned example. This example will presume that I am a Loyalist that has decided that I want my family to return to England to escape persecution from Patriots. Utilizing World Book for Students, I will use the keyword search loyalists and go through the search results with students.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modeling: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- I will ask a student to volunteer what viewpoint they have chosen to represent in their letter and ask them to talk while searching to explain their search strategy to the class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Checking for Understanding: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- During the 15 minutes allotted to allow students to make the decisions explained above, I will help students with questions about materials, technical issues and clarifying information. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- As students are beginning their searches, I will divide my time equally between students utilizing print resources and digital resources utilizing the prompt, praise and leave method as well as answering student questions.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Guided Practice/Monitoring: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- Students will be advised with 10 minutes left in their period that they have 2 minutes left to search for information. When all students return to their seats they will be given an exit pass asking two questions: What source or sources did you use today? and Were these sources helpful in finding information to support your viewpoint?
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Closure: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">- Students with Internet access at home will be able to continue research at home via digital resources. Students without Internet access at home will have the opportunity to take out up to two (2) print resources to continue information finding at home. They will also
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Independent Practice: **