Instructor Guide LESSON 1

Introduction
Gain Attention Students will have finished the bellwork for the morning, put their materials away, and signed a laptop out of the cart. If by the time the class is finished signing out laptops there are some working on signing in, the instructor will ask students to close their computers and direct their attention to the board. The instructor will show students the State Farm I Read it on the Internet commercial found at: http://www.youtube.com/watch?v=AduH3WIdq8g Following the video, the instructor will ask students how many of them can relate to the video that either they themselves or a friend have found some faulty information on the internet. Ask students why would the information be out in the open if it werent true? What could be the consequences of using false information? How can someone avoid passing on false information? Inform Learners of Purpose The instructor will inform students of their goal for the day: familiarize themselves with InfoTrac and complete a search on their particular research question. The instructor will then introduce students to the online databases and explain that the purpose of the database is to pool together sources that are already credible and ready to use for research.

Arouse Interest and Motivation The instructor will ask how many students have done online shopping before, and relate the process to finding something they would like to buy on a site like Amazon.com where the choices are almost limitless. The instructor will then relate searching for articles to a Google search, the more specific the keywords one puts into the search bar, the more specific results will be.

Provide Overview The instructor will explain that students will be asked to find an article for their research project using the database. They will use specific strategies to find the article and citation, then as an assessment, they will email an article and explain the strategies they used to find it.

Recall prior knowledge The instructor will walk students through finding the library website and logging into the article database. After students are logged in using the provided password, the instructor will show students the basic features of the home screen for InfoTrac. 1.0 Given a computer and the password, students will access the article database to find an article on their topic. 1.1 Given the web address for the school, students will locate and open the school library homepage 1.2 With an open browser window, students will access the schools article database and log in to Infotrac with the given password. Present information and examples The instructor will then perform a search as students would complete it in Google, but using the search bar in InfoTrac and show students the massive amount of results that come back to the user. The instructor will hand out the Boolean Search Terms handout from Indiana University: http://library.indstate.edu/about/units/instruction/key.pdf Using the results from the previous step, the instructor will then demonstrate the benefits of utilizing Boolean terms in the database. The instructor will also demonstrate the benefits of utilizing specific keywords rather than phrases. The instructor may use this video to supplement instruction on keywords, then allow students practice time: http://www.youtube.com/watch?v=FPMQytcI1is 2.0 While logged into the article database, students will complete an article search on their topic. 2.1 Given a list and overview of Boolean search terms, students will evaluate options for limiting web searches. 2.2 After evaluating the options for search terms, students will choose the most appropriate term for their search. 2.3 Given the search results, students will evaluate results from the initial search for content and bias on their research topic.

Focus Attention The instructor will then ask students to pause their search, find an elbow partner, and explain how they changed their search using the Boolean terms and what the results of the changes were. The instructor will then redirect student attention to the board for a demonstration of the date, publication type, and full text filters on the left menu and explain the benefits of each. Practice time will be permitted and the instructor will monitor and answer student questions. 3.0 Given a list of options, students will determine how the search should be best limited to retrieve the desired search results. 3.1 Given a list of options, students will limit the search results by at least two filters (date, type of publication, and full text availability) and evaluate results. Employ Learning Strategies The instructor will stop students and ask them to share with an eyeball partner on the other side of the room what kind of filters they have used and something interesting they have discovered about the databases that may or may not have been included in instruction. The instructor will then redirect student attention to the board for a demonstration of how to email an article to themselves so they may keep it for use in their projects. The instructor will remind students to select MLA citation and include the pdf of the article if it is available. Provide for and guide practice The remainder of class time prior to closure will be spent on practicing and evaluating articles as the teacher monitors student use and assists with troubleshooting. Transfer learning The instructor will remind students that they may also access the database from home to continue their research. Provide feedback The instructor should monitor student use, ask questions about research and comfort level as they notice students struggling and offer assistance. Conclusion Students will be asked to write a letter to an absent student explaining what we did in class that day and how it will benefit them to learn the information.

Assess learning The instructor will reflect on student progress based on the letters returned by students and whether they satisfactorily summarized the process, then adjust the following days lesson to remediate students who may have struggled. Provide feedback The instructor will use information from the days closure to clear up any misconceptions and remediate students the following day. LESSON 2: Recall prior knowledge The instructor will conduct a quick review of the previous days lesson, focusing on areas that may have been missed in student letters from the previous days closure. Present information and examples The instructor will remind students that it is important to cite their sources when creating an argument and facilitate discussion on why it is important and show the students the video Why and When to Cite Sources: http://www.youtube.com/watch?v=DIUDA5Bl5bQ Focus Attention The instructor will answer student questions about citing sources and pulling the information from the database. The instructor will explain that the days objective is to find a good, credible article that can be used in the students research project, email it to the instructor, and compose two summaries: 1. Why was the article chosen? 2. What was the step-by-step process used to find the article? 4.0 Given a chosen article, students will review articles for relevant information on the topic and select one for use in their research and email it to the teacher and themselves. 4.1 After finding an article that fits their criteria for research, students will then select the email icon from the left menu. 4.2 Given an open email dialogue box, students will explain the reason that the article was chosen in the message window. 4.3 Given a previous experience in article research, students will describe the process and filters used to find the article. 4.3 Given an email window, students will select "Attach as PDF" on the bottom of the window and choose MLA citation, then attach the article for the instructors review.

4.4 Given an open email with a PDF selected, students will enter their own email and the instructors email separated by a semicolon, and send.

Provide for and guide practice Students will continue working with the database and searching for articles that assist them with supporting their answer to their research question. The teacher will monitor progress, assist students with troubleshooting, and suggest alternatives while students work. Conclusion Summarize and review The instructor will remind students that they must send their email before the conclusion of the class period and that it must include the article, citation, reason for choosing that article, and the step-by-step process for finding the article. Transfer learning The instructor can point students to various YouTube tutorials if they get stuck in their search at home. Provide remediation and closure The teacher will offer students after school research sessions to further assist students who would like help. After putting away computers, the teacher will ask students to write reflections that include their opinions on the database, its ease of use, and the consistency of results. They may also include any questions they may have on the topic. Assess learning The teacher will periodically check their email for student submissions, verifying that the article is included, the paragraphs are written, and the citation is included. Provide for feedback and remediation The teacher will read off names to confirm that their email has been received and notify students if they are missing a portion of their submission.