Research in the 21st century Peggy Monroe and Carol Hailey Shawnee Mission Schools

Goals: I can use an essential question to focus research. I can apply the Big 6 for doing research. I can evaluate a website using a graphic organizer. I can use technology for research note taking. I can present my research information in a variety of formats using technology. I can document my research sources.

“There’s no denying it. We’re past the point where we can keep doing old things with old tools, or old things with new tools….they [students] are all looking to us to push them, to stretch their thinking, and to teach them to use the tools of the truly literate in a rapidly changing world.” Sara B. Kajder

21st Century Learning ACADEMIC ACHIEVEMENT ACADEMIC ACHIEVEMENT Digital-Age Literacy Basic, Scientific, Economic, and Technological literacies Visual and Information literacies Multicultural Literacy and Global Awareness Inventive Thinking Adaptability, Managing Complexity, and Self Direction Curiosity, Creativity, and Risk Taking Higher-Order Thinking and Sound Reasoning 21st Century Learning ACADEMIC ACHIEVEMENT ACADEMIC ACHIEVEMENT Effective Communication Teaming, Collaboration, & Interpersonal Skills Personal, Social, and Civic Responsibility Interactive Communication High Productivity Prioritizing, Planning, and Managing for Results Effective Use of Real-World Tools Ability to Produce Relevant, High-Quality Products ACADEMIC ACHIEVEMENT

Research : What is it? The strict definition of scientific research is performing a methodical study in order to prove a hypothesis or answer a specific question. Finding a definitive answer is the central goal of any experimental process.

Common Core State Standards 3rd : Conduct short research projects that build knowledge about a topic. 4th: Conduct short research projects that build knowledge through investigation of different aspects of a topic. 5th: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Common Core State Standards 6th: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 7th – 12th: Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate ; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

A New Way to think About an old Assignment – the Research Paper Students as Infotectives Jamie McKenzie http://fno.org/grazing1.html

What is an Infotective? Infotective is a term designed for education in an Age of Information. An Infotective is a student thinker capable of analyzing a question, collecting and analyzing data and information about the question, developing insight into the question based on data and information solving the problem /question An Infotective is a skilled thinker, researcher, and inventor.

What to research: The Big Question Inquiry-Based Learning: Instead of topics – Essential Questions Questions worth asking –relevance Questions with more than one answer Questions that provoke critical thinking

Essential Questions Are broad in nature. Are central to the content of the unit or subject. Have no single correct or obvious answer. Lead to additional questions. Invite higher-order thinking skills: analyzing, synthesizing and evaluating. Provoke student interest and allow students to draw from experience.

Recasting Topics into Essential Questions Transforming common curricular questions into Essential Questions shifts the emphasis from (what is often) content-based knowledge to the engagement and development of cross-discipline critical thinking skills.

A Common Curricular Topic This can be answered directly, concretely. A student can simply list the factors. This may not invite discussion about current issues. “What are the main factors influencing the development of the Abolitionist movement?” Is this question provocative in any way? What core disciplinary concepts are covered? How does this evoke debate? Lead to more questions? 13

As an Essential Question… A student needs essential discipline knowledge and researched data in order to respond. This evokes more than one possible answer. “How would you convince a slave owner in the mid-1800s South to free his slaves, based on his own needs, desires, and beliefs?” Students are asked to make evaluations and judgments. This is a question a practitioner or historian would investigate. 14

As an Essential Question… A student needs essential discipline knowledge and researched data in order to respond. This evokes more than one possible answer. In A Modest Proposal by Jonathan Swift, who should be more offended, the Irish or British, and why? Students are asked to make evaluations and judgments. This is a question a practitioner or historian would investigate. 15

As an Essential Question… A student needs essential discipline knowledge and researched data in order to respond. This evokes more than one possible answer. Is Mexico a developing or a developed nation? Why or why not? Students are asked to make evaluations and judgments. This is a question a practitioner or historian would investigate. 16

Another example: Secondary “Imagine that you and your partners are consultants hired by the states of Washington and Oregon to recommend new policies to stem the decline of the fish harvests in the region during the past decade. Conduct research to identify all useful practices already tested around the globe and then determine the applicability of these practices to the particular conditions and needs of the Northwest. Create a multimedia report for the two governors sharing specific action recommendations as well as the evidence sustaining your proposals.” Jamie McKenzie http://fno.org/grazing1.html

Example: Elementary “Imagine that your parents have been given job offers in each of the following three cities: New Orleans, Seattle, and Chicago. Knowing your research skills, they ask you to help them decide which city will be the best for the family’s relocation. Before gathering your information, discuss and identify with them the criteria for selection a new home city. Create a presentation showing the strengths and weaknesses of each city based on the criteria your family identifies as important. Jamie McKenzie http://fno.org/grazing1.html

Your Topic: “Imagine that your husband/wife has been given job offers in each of two cities: Seattle and Chicago. Use your research skills to decide which city will be the best for your relocation. Before gathering your information, identify the criteria for selecting a new home city. Create a presentation showing the strengths and weaknesses of each city based on the criteria you identify as important.

The BIG Six Steps to Research for Students Michael B The BIG Six Steps to Research for Students Michael B. Eisenberg and Robert Berkowitz 1. Task definition 1.1 Define the problem 1.2 Identify the information requirements of the question 2. Information Seeking 2.1 Determine sources 2.2 Evaluate the possible sources to prioritize 3. Location and Access 3.1 Locate and access sources 3.2 Find information within sources

The BIG Six cont. 4. Use of Information 5. Synthesis [of information] 4.1 Read, listen, view information in a sources 4.2 Record information from each source 5. Synthesis [of information] 5.1 Organize information from multiple sources 5.2 Present information 6. Evaluation 6.1 Judge the presentation (product) 6.2 Judge the information problem-solving process (efficiency of research skills)