Teaching 1.0–information retrieval
Teaching 2.0–information creation
I think when you frame your definition of teaching around “information” you’re already marching in the wrong direction.
Teaching 3.0 information to solve problems.
Teaching 4.0 information to solve significant problems.
Could we say Teaching 4.0 information to solve authentic problems.
IF you need to work the concept around information, I think I’d characterise the process instead as…
Teaching 1.0 – Information delivery
Teaching 2.0 – Information as conversation
BUT I’d prefer to see
Teaching & Learning 2.0 – Information <=> Conversation!
So Tom. Help us out. If that’s the wrong direction, what’s the right one? You simply have to stop being so short and cryptic… ;0)
Yup. for what it’s worth, here is the information problem-solving (research) rubric we use:
A Research Question Rubric
Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic.
Primary example: My research is about an animal.
Secondary example: My research is about the economy of a state.
Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question.
Primary example: What methods has my animal developed to help it survive?
Secondary example: What role has manufacturing played in an assigned state’s economic development?
Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents.
Primary example: What animal would be best for my family to adopt as a pet?
Secondary example: How can one best prepare for a career in manufacturing in my area?
Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well supported conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information.
Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community?
Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in my state?
I’d say level 3 is authentic; level 4 is significant.
Wow — Can I use this language? It’s fantastic. I hate to seem ignorant — but where is this rubric from, and how can I get more information like it?
How about “understanding” instead of “information?”
I think Level 3 would be connecting information. That includes problem-solving, constructivism, learning communities, etc., etc.
But what about learning 5 and 6?
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