FLIP IT! Information Problem Solving Model School Board Proposal Monday, February 8, 2010 Presented By: Marcella Didio, Aimee Feldman, & Mathew Oram

TONIGHT’S OBJECTIVES Information Problem Solving Method Benefits of using IPS Effects on Student Learning FLIP IT! Model Plan of Implementation

PURPOSE OF INFORMATION PROBLEM SOLVING MODELS Step-by-step Process Used for research Using model is necessity today Preparing students for future Purpose:

BENEFITS OF INFORMATION PROBLEM SOLVING METHODS? Model embedded through curriculum Scaffolding from year-to year (Building Skills, not just teaching) CONSISTENCY Student & teacher working together Provides approach to solving real life problems (Connection) A problem solving method can benefit our student population in a variety of ways, all leading to increased student achievement and learning. If implemented correctly, a model can be used not only horizontally across the curriculum within a grade level, but vertically from grade to grade throughout the entire student body. This K-12 approach provides our students with an atmosphere of consistency, where new learning is built upon previous knowledge, and students play a role equal to that of teachers in their academic endeavors. We also feel this team approach through a learning model provides a foundation for our students that can be applied to real life situations well beyond their time in the school building.

HOW WILL THIS HELP STUDENTS AND THEIR LEARNING? Appropriate for grades K-12 Standard Based Adapts to various learning styles Can be applied to real life (If….then) Appropriate for Grades K-12: Standards Based: model and method for efficient use of information - FLIP IT can be applied to any unit of study in any content area, provides tools for students to achieve specific standards as well as broad learning Adapts to Various Learning Styles: student is active in her/his own learning, teacher / student team, tools to learn at a pace and level appropriate the individual, freedom to approach a project in a variety of ways using the same learning model, visual auditory and kinesthetic learners can all use FLIP IT to achieve the same learning through different approaches Can Be Applied to Real Life: the need for efficient gathering and use of information doesn’t stop at graduation

FLIP IT! Flip IT! is a four stage problem solving approach that builds on students prior knowledge. Focus Links Input Payoff all part of Intelligent Thinking skills! Focus skills: narrow your subject, identify specific key words, understand questions and answers that are needed Links / Locations / Logistics skills: identify, select, and explore resources (print, electronic, personal), create a search strategy, make connections to additional possibilities Input / Implementation skills: record information, evaluate and choose useful information, integrate and organize variety of information, cite sources Payoff / Presentation: understand the final product needed, organize presentation of information, create a finished product IT: “- all part of Intelligent Thinking skills!”, also refers to process of using prior knowledge to create new learning – “If I know this, Then what should I do?”

WHY FLIP IT! ? Reading + Writing+ Critical Thinking= INFORMATION PROBLEM SOLVING METHOD Students will know 4 steps of research Learner centered

How Does It Work? FLIP IT! Model uses all four of the stages with the IF/Then concept. IF( I know this) THEN (what can/should I do next)? The following slide will show the details of how the FLIP IT! Model is used.

? Overview of how flip it works. Flip it is learner centered, allows for reflective thought, Flip reminds students that they will need to flip back and forth evaluating, rethinking, and revising (Aliceinfo).

PLAN OF ACTION Administrators, Teachers, & librarians are trained= May or June Educate community members/parents through newsletter and in-school presentations Librarians sit in on curriculum meetings= Summer Students K-12 exposed through content area assignments=on-going Implementation: Administrators, Teachers, and Librarians receive proper training: start at lower grade level, use these teachers to assist other teachers as FLIP IT is implemented at the next grade level, continue to expand Educate Community Members: newsletter articles on benefits of learning model and FLIP IT, open house presentations, offer training for parents who want to further assist students at home Librarians Attend Curriculum Meetings: librarian plays a key role in student information gathering, teacher/librarian collaboration is essential Student Exposure to FLIP IT:

WHAT DID YOU LEARN? Information Search Process Models Purpose & Benefits Effect of ISP on student learning All about FLIP IT! Plan of Action

WORKS CITED Doiron, Ray and Judy Davies. Partners in Learning. Englewood, CO: Libraries Unlimited, Inc., 1998. NetLibrary. Web. 29 January 2010. Emmons, Mark, Elizabeth B. Keefe, Veronica M. Moore, Rebecca M. Sanchez, Michele M. Mals, and Teresa Y. Neely. “Teaching Information Literacy Skills to Prepare Teachers Who Can Bridge the Research-to- Practice Gap.” Reference and User Services Quarterly Winter 2009: 140-150. Web. McCarthy, Cheryl. “Alice Yucht’s FLIP IT! An Information Literacy Framework that Really Works for All Ages!” School Library Media Activities Monthly XIX.7 (2003): 22+. Print. Yucht, Alice. “Alice in Infoland.” N.p. N.d. Web. 27 January2009. Yucht, Alice. “Flip IT! For Information Skills.” Teacher Librarian Jan 1999: 37-38. Web. Yucht, Alice. “Strategy: FLIP IT for Collaborative Planning Strategies.” Teacher Librarian Sept. 2000: 48-51. Web.