At this stage you can
Use the most appropriate method to support and present findings in your preferred learning style or format (e.g. visual, oral performance, written, multimedia, digital).
Document sources using the Harvard style.
Post your presentation on an established physical or virtual space to rehearse and test its effectiveness.
Examine questions for future inquiry (e.g. journaling, online time capsule).
Reflect on the knowledge gained and the learning journey.
Making & presenting products, assessing product & process, extending & transferring learning
Knowledge and Understanding: The student:
• identifies the features of effective presentations
• identifies the criteria for assessing the product and process of inquiry
• identifies possible topics and real-life applications for subsequent inquiry
Thinking: The student:
• uses a variety of strategies to create a product that presents findings
• use a variety of self- and peer assessment strategies to assess the product and process
• uses a variety of strategies to identify skills and knowledge required for subsequent inquiry
Communication: The student:
• expresses thoughts and feelings about presentation
• explains how assessment of product and process of inquiry improves personal learning
• explains how new questions, issues, and ideas that emerged during inquiry may generate new learning
• applies knowledge of exemplary practices to make effective products
• makes connections between assessment of the current and past inquiries to track improvement information
• transfers current knowledge and skills to extend learning into new inquiries/contexts
Together for learning: school libraries and the emergence of the learning commons. A vision for the 21st century 2010, Ontario School Library Association, Pdf, accessed 27 July 2015, <https://www.accessola.org/web/Documents/OLA/Divisions/OSLA/TogetherforLearning.pdf>.