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  1. http://danslee.files.wordpress.com/2009/12/informationoverload-2.jpghttp://danslee.files.wordpress.com/2009/12/informationoverload-2.jpg

  2. ACCESSING INFORMATION- the easy part- In today’s age, there is far more information available than is necessaryfor reaching a conclusion.- This vast information is also constantly changing.

  3. Students need to realize that although the Internet is an excellent resource, it is not the only one, and often not the most appropriate one, for the task. Also, since this is where the vastness of the information lies, it can be overwhelming to use the Internet.

  4. ANALYZING INFORMATION- This part takes skill and practice.- This skill should be taught and reinforced byevery teacher.

  5. ANALYZING INFORMATION- Recognize valid vs. invalid information and sources; especially Internet- be able to identify key information in a mass amount of text

  6. ANALYZING INFORMATION- Decide for yourself (student) what is true, necessary, and interesting.- Comparing sources (journals, Internet, documentaries…) helps to ensure legitimacy.

  7. ANALYZING INFORMATIONQuestions to ask: • What’s my goal or purpose? • Where am I now? (How far am I from my goal?) • Am I seeing clearly?(Am I assuming anything about the topic?) • What do I need to know? (in order to make a decision) • Where do I get information? • What do I think about it? Add your own judgement – the final ingredient.

  8. Why Should We Learn To Analyze Information? When you learn how to analyze information, you are really learning how to think.

  9. Dr. Jonas Salk – Developer of the Polio Vaccine When asked if he subscribed to Darwin’s theory about “survival of the fittest” he answered: “Survival of the fittest is correct, but we need to change the definition of “fitness” from what it meant when Darwin used it. In the modern world, “fitness” no longer refers to physical strength. From now on, it means wisdom.”

  10. ACTIVITY IDEA: Collaborative Power Point For any topic, in any subject area, assign teams (maybe 3 students per team) different subtopics. Ex. WWII: Team 1 – Who was involved and how did each become involved? Team 2 - What were some significant events that occurred during this war? Team 3 – Describe the effects on civilians. …There may be several more teams with several more subtopics. 2. Give students access to the same blank Power Point presentation with slides set up with just their subtopic as a title, so they will know which slide to put their information onto. Have them use various resources from which to gather information (class notes, books, Internet…). Hence, the library would be a good location for this activity. 3. Once the Power Point has been collaboratively created, for the next class period, have teams take turns presenting their slides. Allow question and answer time after each team’s presentation. Now, the students have done their own research and work, and likely learned more from it, while saving the teachers time from creating the Power Point themselves.