Online Research Model. Use tabs above to access Online Research Models & Slam Dunks for each level and subject.
The BCPS Online Research Models (ORMs) and Slam Dunks are learner-centered digital research lessons designed to guide students through a structured inquiry process. The research models have been developed by collaborative teams of library media specialists, teachers, and content specialists at the BCPS summer curriculum workshops since 1998. The structure and process for these customized lessons are informed by research-based information literacy process models including Guided Inquiry Design (Kuhlthau, Maniotes, and Caspari) and the Slam Dunk Digital Lesson (McKenzie).
Get Ready Skill 1: Make connections and build background knowledge. Skill 1: Make connections and build background knowledge.
You’re about to begin a research project. Your teacher may have given you a topic to research, or you may be choosing a research topic of your own. You may be thinking, "How do I begin? " Before you begin to select a topic or look for information, it helps to connect to any prior knowledge you might have about the subject. You will also begin wondering and asking some questions about the topic. Have you read any books or seen any Web sites or movies about this topic? You can use some general reference sources to begin building background knowledge about your research topic. Empowerstudents.wikispaces. Jamie McKenzie is the Editor of From Now On - The Educational Technology Journal, a Web-based "ZINE" published online since 1991.
In this journal, he has argued for relevant technology use for students. Coining the term, “powerpointlessness,” McKenzie advocates the use of Slam Dunk Lessons to generate high level thinking skills for students. The Slam Dunk lesson hinges on developing an essential question that leads students to a deep understanding of the content in order to move beyond recall and comprehension and into more rigorous thinking and learning. Students use online resources and embedded scaffolds to gain knowledge and understanding of content instrumental in producing a product that requires critical thinking and creativity. Slam Dunk lessons are based on standards and should take only 30-45 minutes for students to complete, delivering a lot of bang for your class time buck! Examples for you to work through as if you were a student. Making Slam Dunk Lessons. By Jamie McKenzie (About Author) This article first appeared in CDW (CDW-G - K-12 EDTECH - March/April 2006 - How To: Nothing But Net) and is republished here with permission. © 2006 CDW, all rights reserved.
The secret to effective use of digital resources is good lesson design. Teachers often find these resources overwhelming or unreliable until they have seen the power of Slam Dunk Digital Lessons (SDLs) to structure learning activities in ways that make them efficient, reliable and worthwhile. This article describes SDLs and explains how teachers can build their own SDLs to match local or state curriculum goals. Slam Dunk Digital Lessons are growing popular from New Zealand and Australia to Canada and the USA as teachers recognize their value for translating digital resources into powerful classroom allies. For example, teachers in Canyon ISD (Texas) have built dozens of SDLs and found them well received by students. The Origin of the SDL Concept 1. 2. 3. 4. 5. 1.
The NoTime Slam Dunk Digital Lesson. Teachers are so busy that they just don't have much time for lesson design and development.
They need to throw together a lesson in a few minutes on a Tuesday night that they can use with their students the next day. They need an approach that takes very little time but delivers good results. To meet this need, I have been working on a kind of Slam Dunk Digital Lesson (SDL) that is quick and easy to build. I call this lesson type, the NoTime SDL. Good Content plus Tough Questions Each NoTime SDL combines solid digital content with a number of challenging questions drawn from a source such as the National Assessment of Educational Progress (NAEP).
For examples of these NAEP items drawn from the 2002 Reading Test, go to the bottom of the page in Chapter Two of the Reading Framework for the 2005 National Assessment of Educational Progress "How Is the NAEP Reading Assessment Designed? " You will find items listed such as the following: Good Content?