Staging Research Preparing Students to be Successful Performers Rose Dodgson & Jo-Anne LaForty TDSB...
Transcript of Staging Research Preparing Students to be Successful Performers Rose Dodgson & Jo-Anne LaForty TDSB...
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Staging Research
Preparing Students to be Successful Performers
Rose Dodgson & Jo-Anne LaFortyTDSB - Instructional Leaders Library and Learning Resources
Super Conference 2005
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Research is like…
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RESEARCH
How do you think and feel about research?
Marzano, Robert J. Classroom Instruction that Works, 2001
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Connections to the Ontario K-12 Curriculum
Research – 913 expectations Question – 634 expectations Projects – 234 expectations Information – 1745 expectations
English Language Reading Grade 6-8
Reasoning and Critical Thinking
plan a research project and carry out
the research
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SPECIFIC REASONS FOR RESEARCH
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RESEARCH
LITERACY
READING
WRITING
PHYSICAL
SMALL MOTOR SKILLS
HAND EYE CO-
ORDINATIONTHINKING
ANALYZINGMAKING CONNECTIONS
SYNTHESISTECHNOLOGICAL/
COMPUTER
SEARCHING
COMMUNICATING
METACOGNITIVEHOW TO LEARN
SELF-REFLECTION AFFECTIVE
PERSERVERANCE
CONFIDENCE
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WHY TEACH RESEARCH AS
A PROCESS? structure or map for students consistency and common language transferable to all subjects and grade framework for:
design of projectskillsassessing & evaluating
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STAGE 1 : PREPARING FOR RESEARCH• Define• Explore• Identify• Relate
STAGE 2 : ACCESSING RESOURCES• Locate• Select• Gather• Collaborate
STAGE 3 : PROCESSING INFORMATION• Analyse/Evaluate• Test• Sort• Synthesize
STAGE 4 : TRANSFERRING LEARNING• Revise• Present• Reflect• Transfer
Relate
Explore
Identify
Define
Locate
Gather
Select
Collaborate
AnalyseEvaluate
Test
Sort
Synthesize
Revise
Present
Reflect
Transfer
The Research The Research ProcessProcess
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Preparing our students for Success on the
journey
Well-designed Projectsperformance taskprocess highlighted throughout projectevaluation includedsamples and models
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Constructing a Performance Task for a research project
SITUATION/PROBLEM/SCENARIO the problem/challenge is the context is. . .
ROLEYou are parent, psychology, citizen, policeYou have been asked to . . .
AUDIENCEYou need to convinceYour audience is . . .
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Organizing Tools
OSLA portfolios
file folders
checklist
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The Four Stages of the Inquiry and Research
Model
Prepare
Access
Process
Transfer
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Ideas for teaching the 4 stages of Research
Consider:ESLSpecial EdYounger Students
Think/Pair/share
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Importance of Reflection
throughout the processassess student progress and the work completeddevelop a plan to move forwardprovide feedback for teacher and t-l
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Setting the Context for meaningful learning
background informationVideos and pictures books
emotional hook personal connection with stories
peak curiosity and motivation “I wonder” questions
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STAGE 1: PREPARING FOR RESEARCH
Define
information needs using a variety of strategies
Explore information using a variety of group activities
Identify varied ways of organizing information
Relate prior knowledge to information
needs
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Stage 1-Strategies
visuals/videobrainstorming & categorizingvocabulary (word wall)KWL chartreading a picture book, poem,
a newspaper article
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KWL Chart K
What I know about the topic?
WWhat I want to know about this
topic?
LWhat I have
learned about the topic.
Keywords
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Become a walking question mark!
“Clearly you must also learn what you need to know…..asking questions is probably the most valuable part of collecting information.”
Frank Feather 1996
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Developing Research Questions
Strategies5 Ws and HFocus wordsBloom’s
TaxonomyBrainstorming
RationaleStimulate curiousityChallenge you to
think about what you discover
Guide and focus your research project
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Student Research GuideStage 1- Developing Questions p. 11
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STAGE 2: ACCESSING RESOURCES
Locate a variety of appropriate resources from a variety of sources
Select information appropriate to needs using a variety of strategies
Gather information from resources using internal organizers and conventions of text
Collaborate with others to share findings and ideas
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PURPOSE
RESEARCH
ENTERTAINMNET
WISDOM
PERSUASION
CONSUMING
PROPAGANDA
ENLIGHTENMENT
CATHARTISM
CREDITS
KNOWLEDGE
PLEASURE ENJOYMENT
MEDIA
AUDIO-VISUAL
AUDIO ELECTRONIC
WEBSITES
DATABASES
MUSIC
RADIO
BOOKS
NEWSPAPER
FILMS
DOCUMENTARIES
JOURNALS
CD-Roms
REFERENCE
CONTEXTS
BLIMPS
CHURCH
TRAINS
SHOWS
BUS
SCHOOL
LIBRARIES
ARENAS
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VideoDon’t Get Caught in the Web: Research Strategies for Using Library Resources
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Stage 2 - Strategies
print and electronichuman community consider
learning stylesmultiple intelligencefirst languageability
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Considerations Variety of Formats Match information sources to
needs: best, most suitable Reading Level Overall Appeal Layout and text Text size Visuals
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Most Appropriate Information
Considerations: Canadian OR American OR doesn’t
matter Primary OR Secondary Sources Books OR Electronic Databases OR Internet Reference (encyclopedia) OR
journal/newspaperYou as a teacher can set perimeters
and limit resources for students.
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Critical Thinking Skills
Reading: previewing page features analyzing features of text skimming, scanning
Finding the “right source(s)” Searching effectively Evaluating sources
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Critical Reading SkillsSkimming/Scanning
Think LiteracyStudent Research Guide
Features of TextThink Literacy - MinistryStudent Research Guide - TDSCBuilding your own Information
Literate School- Koechlin, Zwann
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Student Research Guide
Stage 2- Skimming
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The Canadian Encyclopedia
www.thecanadianencyclopedia.com
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Online Periodical Databases Online Magazines and Newspapers
Access - School Library Webpage
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Internet Preparing to Search Searching Effectively Evaluating Web Sources Key Sites
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SEARCH TIP # 1
Be specific with your search termsAdding more terms allows for specific searching and more accurate results
ExampleKyoto global warmingOlympics Beijing preparation
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TIP # 2Try a variety of related terms and
concepts to find different articlesExamplehomeless “ street people” povertyhabitat biomes wetlands
Think of synonyms for termsExampleteenagers adolescents youth juvenile
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TIP # 3
use “quotations” around terms you want together as a phrase
Example“acid rain” “Bank of Montreal”
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TIP # 4
use the the Boolean operator and to combine keywords for specific results
Example: family and violence will locate articles with both terms in
them.family
violence
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“Students must be taught the skill of evaluating sources … Books have editors
and publishers who select authors by their credibility and authenticity. Facts
are meticulously checked before publication. However, on the Internet
you are not always sure who the author is, and you rarely know their credentials.”
Doggett, Sandra, 2002
Evaluating Web Resources
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Evaluating Resources
needusefulnessbiasaccuracyrelevancecontent point of viewvalidate source
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Kathy Schrock’s ABC’s of Web Site Evaluation http://kathyschrock.net/abceval/
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Media Awareness: The 5 W's of Cyberspacehttp://www.media-awareness.ca/english/resources/educational/handouts/internet/5ws_cyberspace.cfm
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Student Research Guide
Stage 2- Checklist for Evaluating a Website
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Key Sites
School Library Website Develop a focused specialized
list Curriculum Teaching and Learning Subject Specific
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School Library Web Pagehttp://www.tdsb.on.ca/libraries/links.asp?schoolNo=1442
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About Canada
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CBC Archives <archives.cbc.ca>
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Student Research Guides
Thames Valley DSBThames Valley DSBTDSB
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Success for all Learners RESEARCH
complex process -- model the process time to prepare the students provide sample final products
RESOURCES select appropriate resources that
address learning styles physical and intellectually accessible
teach “search logic” determine right information source for right need searching strategies
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Staging Research
Preparing Students to be Successful Performers
Rose Dodgson & Jo-Anne LaFortyTDSB - Instructional Leaders Library and Learning Resources
Super Conference 2005