2. Staging Research Preparing Students to be Successful Performers Rose Dodgson & Jo-Anne LaForty TDSB - Instructional Leaders Library and Learning Resources Super Conference 2005

3. Research is like…

4. RESEARCHRESEARCH How do you think and feel about research? Marzano, Robert J. Classroom Instruction that Works, 2001

5. 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

6. SPECIFIC REASONS FOR RESEARCH

8. 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 project  skills  assessing & evaluating

9. 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 R e l a t e E x p l o r e I d e n t i f y D e f i n e Lo cate Gather Select Collaborate Analyse Evaluate Test Sort Synthesize Revise Present R e f l ec t T r a n s f e r The Research Process

10. Preparing our students for Success on the journey Well-designed Projects  performance task  process highlighted throughout project  evaluation included  samples and models

11. Constructing a Performance Task for a research project  SITUATION/PROBLEM/SCENARIO  the problem/challenge is  the context is...  ROLE  You are parent, psychology, citizen, police  You have been asked to...  AUDIENCE  You need to convince  Your audience is...

12. Organizing Tools  OSLA portfolios  file folders  checklist

13. The Four Stages of the Inquiry and Research Model Prepare Access Process Transfer

14. Ideas for teaching the 4 stages of Research Consider:  ESL  Special Ed  Younger Students Think/Pair/share

15. Importance of Reflection  throughout the process  assess student progress and the work completed  develop a plan to move forward  provide feedback for teacher and t-l

16. Setting the Context for meaningful learning  background information  Videos and pictures books  emotional hook  personal connection with stories  peak curiosity and motivation  “I wonder” questions

17. 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

18. Stage 1-Strategies  visuals/video  brainstorming & categorizing  vocabulary (word wall)  KWL chart  reading a picture book, poem, a newspaper article

19. KWL Chart K What I know about the topic? W What I want to know about this topic? L What I have learned about the topic. Keywords

20. 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

21. Developing Research Questions Strategies  5 Ws and H  Focus words  Bloom’s Taxonomy  Brainstorming Rationale  Stimulate curiousity  Challenge you to think about what you discover  Guide and focus your research project

22. Student Research Guide Stage 1- Developing Questions p. 11

23. 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

25. Video Don’t Get Caught in the Web: Research Strategies for Using Library Resources

26. Stage 2 - Strategies  print and electronic  human  community  consider  learning styles  multiple intelligence  first language  ability

27. Considerations  Variety of Formats  Match information sources to needs: best, most suitable  Reading Level  Overall Appeal  Layout and text  Text size  Visuals

28. 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/newspaper You as a teacher can set perimeters and limit resources for students.

29. Critical Thinking Skills  Reading:  previewing page features  analyzing features of text  skimming, scanning  Finding the “right source(s)”  Searching effectively  Evaluating sources

30. Critical Reading Skills  Skimming/Scanning  Think Literacy  Student Research Guide  Features of Text  Think Literacy - Ministry  Student Research Guide - TDSC  Building your own Information Literate School- Koechlin, Zwann

31. Student Research Guide Stage 2- Skimming

32. The Canadian Encyclopedia www.thecanadianencyclopedia.com

33. Online Periodical Databases Online Magazines and Newspapers Access - School Library Webpage

34. Internet  Preparing to Search  Searching Effectively  Evaluating Web Sources  Key Sites

35. SEARCH TIP # 1  Be specific with your search terms  Adding more terms allows for specific searching and more accurate results Example Kyoto global warming Olympics Beijing preparation

36. TIP # 2  Try a variety of related terms and concepts to find different articles Example homeless “ street people” poverty habitat biomes wetlands  Think of synonyms for terms Example teenagers adolescents youth juvenile

37. TIP # 3  use “quotations” around terms you want together as a phrase Example “acid rain” “Bank of Montreal”

38. 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

39. “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

40. Evaluating Resources  need  usefulness  bias  accuracy  relevance  content  point of view  validate source

41. Kathy Schrock’s ABC’s of Web Site Evaluation http://kathyschrock.net/abceval/

42. Media Awareness: The 5 W's of Cyberspace http://www.media- awareness.ca/english/resources/educational/handouts/internet/ 5ws_cyberspace.cfm

43. Student Research Guide Stage 2- Checklist for Evaluating a Website

44. Key Sites  School Library Website  Develop a focused specialized list  Curriculum  Teaching and Learning  Subject Specific

45. School Library Web Page http://www.tdsb.on.ca/libraries/links.asp?schoolNo=1442

46. About Canada

47. Historica www.histori.cawww.histori.ca

48. CBC Archives

49. Student Research Guides Thames Valley DSB TDSB

50. 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

51. Staging Research Preparing Students to be Successful Performers Rose Dodgson & Jo-Anne LaForty TDSB - Instructional Leaders Library and Learning Resources Super Conference 2005