As they start to search for information for their next project, they were asked a series of questions to help them frame their thoughts and actions. A Google form was created and students submitted responses via the link. The "gathered" results were copied and pasted into Wordle.
The first questions had to do with thinking about the process they employ as they begin.
What process (steps) do I use to solve (information) questions in my academic life?
The second question asked them to consider how what they already know or how they decide to proceed impacts the process.
How does personal knowledge or direction enhance learning?
And then finally, the last question was relevant to the specific topic at hand.
What is important to know about my topic?
The following two posts contain a Wordle created by using the answers for each of the first two questions.
I cannot say with scientific certainty, but in the act of carrying out this first step - asking them to frame their start, I did notice a difference in how the students approached their research / note-taking.
I suppose there could be several additional variables that contributed to this difference, but "my professional instinct" tells me that this simple activity created a bridge between the content and them. THEIR direction, THEIR thoughts, were captured - for the first few moments. I do believe this seemingly little (yet, thoughtful) pause to consider, contributed to the difference noted throughout the several classes of students.
In the grand scheme, the first two questions could preface any project, any need, be it personal or academic. The third ties it into the immediate task at hand.
The more I continue to build "process thinking" into activities, the more I am certain it adds to the learning experience. And so on...
