AGOPP REsearch Approach - Arkansas Reading Association · Web viewwas developed by the Montgomery...
4
AGOPP RESEARCH APPROACH ASK QUESTIONS Students begin research by forming questions. Stephanie Harvey, author of professional texts on comprehension and inquiry, stated that the key to student engagement in research is, “allowing students to choose what they want to write or research.” The first step in the AGOPP research process is to have students formulate questions that stem from their interests in a topic of your selection or theirs. It is important that students write researchable questions. Questions that require inquiry and are not, Research is developed around “big picture” questions that require digging deeper and that are based on problems, themes, and interests of students and the community. These are the questions that are teachers design to focus the research. (Wiggins Mctighe) A Ask Questions G Gather Evidence O Organize Information P Prepare/Produce Information P Present and Assess Short focused research projects and extended research are emphasizes of both the Common Core State Standards and the PARCC Model Content Standards. The AGOPP Research Approach was developed by the Montgomery County Public Schools in Maryland to serve as a simplified research process for student research and is one approach that can be used to engage ESSENTIAL QUESTIONS Lynn Holmes Beverly Cothran Library Media Specialist Literacy Specialist Eagle Heights Elementary OUR Cooperative QAR Questioning Four types of questions examined in the QAR: In the BOOK In YOUR HEAD Right there Questions: answers are found by reading text and are often stated exactly as in text. Author and You: the answers are based on the reader’s connection to the text. The reader reads the author’s message and adds background knowledge to arrive at the meaning. Think and Search Questions: the answers are still found by reading the text, but they require the reader to make On Your Own: the answer is not found in the text. Students have to apply all their to understand.
Transcript of AGOPP REsearch Approach - Arkansas Reading Association · Web viewwas developed by the Montgomery...
AGOPP RESEARCH APPROACH
ASK QUESTIONS
Students begin research by forming questions. Stephanie
Harvey, author of professional texts on comprehension and
inquiry, stated that the key to student engagement in research
is, “allowing students to choose what they want to write or
research.”
The first step in the AGOPP research process is to have students
formulate questions that stem from their interests in a topic of
your selection or theirs. It is important that students write
researchable questions. Questions that require inquiry and are
not, as the QAR method suggests, “Right There” questions.
Students should record their questions in graphic organizers
and/or their research journal.
Questions may be developed together as a whole group or
individually.
Research is developed around “big
picture” questions that require digging
deeper and that are based on problems,
themes, and interests of students and
the community. These are the
questions that are teachers design to
focus the research. (Wiggins Mctighe)
Research is also based on the “right
there “questions that require specific
information that supports the essential
questions.
A Ask QuestionsG Gather EvidenceO Organize
InformationP Prepare/Produce
InformationP Present and Assess
Information
Short focused research projects and extended research are emphasizes of both the Common Core State Standards and the PARCC Model Content Standards. The AGOPP Research Approach was developed by the Montgomery County Public Schools in Maryland to serve as a simplified research process for student research and is one approach that can be used to engage students in meaningful research.
ESSENTIAL QUESTIONS
Lynn Holmes Beverly CothranLibrary Media Specialist Literacy SpecialistEagle Heights Elementary OUR [email protected] [email protected]
QAR Questioning Four types of questions examined in the QAR:In the BOOK In YOUR HEADRight there Questions: answers are found by reading text and are often stated exactly as in text.
Author and You: the answers are based on the reader’s connection to the text. The reader reads the author’s message and adds background knowledge to arrive at the meaning.
Think and Search Questions: the answers are still found by reading the text, but they require the reader to make connections from two or three parts of the text or make inferences.
On Your Own: the answer is not found in the text. Studentshave to apply all their to understand.
*From QAR Model Taffy Raphael
GATHER EVIDENCE
Planning and Preparing for the Research
AGOPP research is student-centered. The students choose the focus of the
research and the topic and methods of presentation.
This does not mean that the teacher is not involved in the process. The
teacher’s role begins weeks before the student’s research. The teacher
should develop a research continuum that includes daily mini-lessons that
identify the responsibilities and roles of the teacher and student for each
day and that includes specific plans for instruction.
Collective Share Students gain from discussions and reflections, particularly when the discussions are focused on their learning process and assist them in understanding the purpose of the process. Collective share is a time when students reflect on their processes in finding information and the obstacles that may have occurred during that process.
Research Journals/Reflection LogsEach day, students are given the last 10 minutes to
participate in Reflection and Collective Share.
Below are some possible topics for the reflection and
collective share:
What steps of the AGOPP Research Approach did
you remember today?
Share your favorite question you formed today.
Which resource gave you the best answers to your
questions today? What resources do you still need
to use? Did you find good sources today? Were
you successful searching for information on your
topic? (key words) Look at your notes and
evaluate the quality of your notes. Can you make
sense of your information? Do you need to check
some information and add to your notes? Do you
have your sources recorded?
Name the topic heading you chose for your
graphic organizer. Will your topics include the
most important information about your subject?
Which topic heading is the most important? Do
you have enough information about this topic?
Explain. Do you need to research more before you
begin the project?
Mini-Lessons
Mini-Lessons should be taught throughout the AGOPP unit to guide
students through the research. Topics for mini-lessons should be based
on the support and instruction the students need to complete the
process. Topics may include mini-lessons on management or skills.
Management Skills Research Process
Collaborative
Research
Asking Researchable
Questions
Determining a
Problem for Research
Group Discussion Developing a Topic Credible Sources
Listening Organizing Ideas Recording Results
Providing Feedback Editing/ Revising Presenting Findings
AGOPP
Planning Ahead
We can assist students in the process of gathering information by organizing
and providing access to great texts and credible resources. Magazines,
newspapers, photographs, government documents, graphics, artifacts, on-line
encyclopedias, websites, videos and other forms of media, as well as all
types of books, are types of resources that students will need to access to
complete research. Forming a list of resources that are available and their
location in your school will save you and your student’s valuable time.
Students will also need some time learning to effectively use the resources.
AGOPP
Continue newsletter text here. Continue
newsletter text here. Continue newsletter
text here. Continue newsletter text here.
Continue newsletter text here. Continue
newsletter text here.
Continue newsletter text here. Continue
newsletter text here. Continue newsletter
text here. Continue newsletter text here.
Continue newsletter text here. Continue
newsletter text here.
SUBHEAD, SUBHEAD, SUBHEAD,ORGANIZE INFORMATION
Planning Ahead
At this stage of the AGOPP research process, students should be led to
reexamine their questions to see if the information they are gathering
answers the little specific questions and supports the big picture
questions. Discussions should center on analyzing the information they
have gathered to determine the importance related to their problem.
After students have found information and taken notes answering their
questions, they will organize the information for use in their product. In
the American Wax Museum lesson, students were given two choices for
a graphic organizer. I offered them the Cornell Note taking system and
the Fishbone Map. See below.
Graphic Organizers
Taking Notes With Graphic Organizers
Students in my 4th grade classes unanimously
chose the Fishbone Map, which shows that my
students are much more comfortable with graphic
organizers than I am.
By putting their information into short phrases,
they eliminated some of the tendency to write
every word. Some students avoided plagiarism by
this method. Students wrote the topics they wished
to discuss about their character, such as early life,
career, fame, and later life. Then they wrote
details for each topic. This helped them limit their
information so their script would be manageable.
Other graphic organizers to consider could be
Series of Events Chain, Problem/Solution Outline,
Mind Map, Network Tree, Interaction Outline, or a
Spider Map. Two links for free graphic organizers are
included on the last page of this document in the
resources section.
A title or caption about the photograph.
PREPARE/ PRODUCE INFORMATION
You must determine what product you want from the students, or give
them a choice of products to produce. A Rubric must be included for
students to self-assess. Some possibilities might include:
Written research report
Structure Web with visuals
Power Point Presentation
Photo Story
Excel spreadsheet and graph
Script
Oral report
Team presentations
Mural
Storyboard
Writing Process
Have students create a rough draft
Revise Edit Proof
For the American Wax Museum, students wrote a script. They wrote a
rough draft and the classroom teachers and I edited their work. When
possible, students pair/shared their work. Some students were only
edited by teachers. Once students had a workable script, they were
instructed to memorize the script and begin looking for costumes and
props for their presentation.
RubricsRubrics are great tools for assessing writing, reports, projects and presentations. They are generally designed on a continuum from unsatisfactory, or not meeting criteria, to advanced or above expectations.
Rubrics should be presented to students at the beginning of the assignment. Students are able to review the criteria and set goals for completing the tasks.
The language of the rubric is as important as the clear specific scoring criteria. When possible, statements should be made as “I Can” statements.
References and Resources
Harvey, H. D. (2009). Comprehension and Collaboration: Inquiry Circles in Action. (K. Montgomery, Ed.) Portsmouth, New Hampshire: Heinemann.
TeachingTolerance.org. (1991). teachingtolerance.org. Retrieved October 21, 2013, from TeachingTolerance.org.
Web Resources: Graphic Organizers: http://cuip.uchicago.edu/~mmanning/2001/graphicorganizers.htm
http://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html
AGOPP
PRESENT/ ASSESS INFORMATION
There are almost unlimited ways students can produce and
present their findings. Choices should be discussed and
narrowed down at the beginning of the research stage to match
the presentation rubric.
Mini-lessons may be needed on formats available for
presentation and the key considerations of the presentation; the
presentation of the problem and the findings and engagement
of the audience.
Assessment should be an on-going process throughout the
research process. Entries in research journals should indicate
the students’ progress. Formative assessments for the process
may include discussions questions and discussions developed
from the collective share as well as peer and teacher led
conferencing.
Students can be involved in the assessment of their own
research through reflections in research journals and by having
them score their own presentation on a rubric.
This AGOPP resource was created by Library Media Specialist Lynn Holmes, Harrison Public Schools, and Literacy Specialist Beverly Cothran, OUR Educational Cooperative. The AGOPP Research Stratey Approach Model’s original source is the Montgomery County Schools in Maryland.
