1. EngageNY.org What Can Kids Do? Raising Expectations for Research Session 1, May 2014 NTI

2. Welcome! At this NTI, we will take a deep dive into “Module 4s” – the “research modules.” Note: Although research is the focus of Module 4, the research process is embedded in many modules. EngageNY.org2 ModuleGrade 3Grade 4Grade 5Grade 6Grade 7Grade 8 1 ✔ 2a ✔ ✔ ✔ 2b ✔✔✔✔✔ 3a ✔✔✔ 3b ✔✔✔ 4(a) ✔ ✔✔✔✔ 4b ✔

3. Norms for Collaboration Norms for Collaboration ensure that we support each other in a constructivist learning environment. Please rate yourself on the Norms Inventory based on how you typically participate in collaborative learning experiences. Set a goal for yourself for this NTI – how can you bring your “best self” to our learning experiences? EngageNY.org3

4. Learning Target Learning targets guide our work and ensure that the purpose of each session is explicit. Learning targets for this session:  I can describe the principles of teaching research that underlie Expeditionary Learning’s approach.  I can analyze the implications of expectation on student performance. EngageNY.org4

5. Video Case Study Focusing Question:  How are students engaged, supported, and motivated to begin the research process?  How does this teacher’s expectations of her students impact their performance? Use the “Principles of Teaching Research Notecatcher” to capture your thinking. After the video, we’ll discuss. EngageNY.org5

6. Adding to Your Thinking Turn your attention to page X in your Participants’ Notebook starting at subheading “Students are engaged in inquiry-driven research.” Read that short section, focusing on the grade band most interesting to you. Use the notecatcher to capture any other key ideas of importance to you. EngageNY.org6

7. Video Case Study Focusing Question:  How are students supported to become “experts” on their topics?  How does this teacher’s expectations of her students impact their performance? Use the “Principles of Teaching Research Notecatcher” to capture your thinking. After the video, we’ll discuss. EngageNY.org7

8. Adding to Your Thinking Turn your attention to page X in your Participants’ Notebook starting at subheading “Students read deeply, widely, and thoroughly to become experts, before and after the writing process.” Read that short section, focusing on the grade band most interesting to you. Use the notecatcher to capture any other key ideas of importance to you. EngageNY.org8

9. Video Case Study Focusing Questions:  How does this teacher scaffold students’ understanding of what their writing should communicate?  How does this teacher’s expectations of her students impact their performance? Use the “Principles of Teaching Research Notecatcher” to capture your thinking. After the video, we’ll discuss. EngageNY.org9

10. Adding to Your Thinking Turn your attention to page X in your Participants’ Notebook starting at subheading “Engaging students in writing from sources strengthens their reading.” Read that short section, focusing on the grade band most interesting to you. Use the notecatcher to capture any other key ideas of importance to you. EngageNY.org10

11. Final Learning Turn your attention to page X in your Participants’ Notebook starting at subheading “Teach and assess both research process and other skills.” Read that short section, focusing on the grade band most interesting to you. Use the notecatcher to capture any other key ideas of importance to you. EngageNY.org11

12. Discuss and then Journal What did you notice about this teacher’s expectations of her young students? How does that compare to what you have noticed about rigor in the modules? How does it compare to your own expectations for what kids can do? EngageNY.org12