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Explore the framework for teaching research as a process, encompassing stages from preparation to transfer of learning. This comprehensive guide outlines strategies and tools for each stage, catering to diverse student needs, such as ESL, special education, and younger learners. Learn how to engage students in meaningful inquiry, access resources effectively, process information critically, and transfer learning confidently. Empower student reflection and enhance project performance through tailored approaches.
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Staging Research Preparing Students to be Successful Performers Rose Dodgson&Jo-Anne LaForty TDSB - Instructional Leaders Library and Learning Resources Super Conference 2005
How do you think and feel about research? RESEARCH Marzano, Robert J. Classroom Instruction that Works, 2001
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
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
L o c a t e S e l e c t R e l a t e G a t h e r I d e n t i f y C o l l a b o r a t e E x p l o r e A n a l y s e E v a l u a t e D e f i n e T e s t S o r t S y n t h e s i z e R e v i s e P r e s e n t R e f l e c t T r a n s f e r • STAGE 1 : PREPARING FOR RESEARCH • Define • Explore • Identify • Relate The Research Process • 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
Preparing our students for Success on the journey Well-designed Projects • performance task • process highlighted throughout project • evaluation included • samples and models
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 . . .
Organizing Tools • OSLA portfolios • file folders • checklist
The Four Stages of the Inquiry and Research Model Prepare Transfer Access Process
Ideas for teaching the 4 stages of Research Consider: ESL Special Ed Younger Students Think/Pair/share
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
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
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
visuals/video brainstorming & categorizing vocabulary (word wall) KWL chart reading a picture book, poem, a newspaper article Stage 1-Strategies
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 KWL Chart
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
Strategies 5 Ws and H Focus words Bloom’s Taxonomy Brainstorming Developing Research Questions Rationale • Stimulate curiousity • Challenge you to think about what you discover • Guide and focus your research project
STAGE 2: ACCESSING RESOURCES • Locatea 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
Video Don’t Get Caught in the Web: Research Strategies for Using Library Resources
print and electronic human community consider learning styles multiple intelligence first language ability Stage 2 - Strategies
Considerations • Variety of Formats • Match information sources to needs: best, most suitable • Reading Level • Overall Appeal • Layout and text • Text size • Visuals
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.
Critical Thinking Skills • Reading: • previewing page features • analyzing features of text • skimming, scanning • Finding the “right source(s)” • Searching effectively • Evaluating sources
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
Student Research Guide Stage 2- Skimming
The Canadian Encyclopedia www.thecanadianencyclopedia.com
Online Periodical Databases Online Magazines and Newspapers Access - School Library Webpage
Internet • Preparing to Search • Searching Effectively • Evaluating Web Sources • Key Sites
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
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
TIP # 3 • use “quotations” around terms you want together as a phrase Example “acid rain” “Bank of Montreal”
violence family 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.
Evaluating Web Resources “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 Resources • need • usefulness • bias • accuracy • relevance • content • point of view • validate source
Kathy Schrock’s ABC’s of Web Site Evaluation http://kathyschrock.net/abceval/
Media Awareness: The 5 W's of Cyberspacehttp://www.media-awareness.ca/english/resources/educational/handouts/internet/5ws_cyberspace.cfm
Student Research Guide Stage 2- Checklist for Evaluating a Website
Key Sites • School Library Website • Develop a focused specialized list • Curriculum • Teaching and Learning • Subject Specific
School Library Web Pagehttp://www.tdsb.on.ca/libraries/links.asp?schoolNo=1442
Student Research Guides Thames Valley DSB TDSB
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
Staging Research Preparing Students to be Successful Performers Rose Dodgson&Jo-Anne LaForty TDSB - Instructional Leaders Library and Learning Resources Super Conference 2005