Research

1. Research Across the curriculums by Tiffany Stephens

2. Why research? “The National Association of Colleges and Employers (NACE) a Bethlehem, Pa. non-profit group that links college career placement offices with employers, ran a survey…where it asked hiring managers what skills they prioritize when they hire college grads. Though the survey sample is small—NACE collected responses from just 200 employers—the wisdom is sound. New and recent grads should pay attention”(Adams).

3. Top Ten Skills Here are the 10 skills employers say they seek, in order of importance: 1. Ability to work in a team2. Ability to make decisions and solve problems3. Ability to plan, organize and prioritize work4. Ability to communicate verbally with people inside and outside an organization5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others

4. Which of these 10 skills can be taught and mastered with Inquiry Projects? • Ability to work in a team • Ability to make decisions and solve problems • Ability to plan, organize and prioritize work • Ability to communicate verbally with people inside and outside an organization. • Ability to obtain and process information • Ability to analyze quantitative dataTechnical knowledge related to the job • Proficiency with computer software programs • Ability to create and/or edit written reports • Ability to sell and influence others 9 out of 10!

5. What research/inquiry is… A scaffolded set of skills that enable students to solve problems, collect data, interpret information, evaluate sources, collaborate with peers, reflect on learning, organize disparate information sources, and create meaningful projects.

6. What research is not… “Googling” information and regurgitating the results.

7. So, how do we get from… to here? Here….

8. How to create an inquiry project • Allow students to create their own questions. • Assess all parts of the research process, not just the summative assessment. • Tie curriculum to real-world events/problems. • Teach students to identify a variety of types of resources, even if they’re all online. • Have students present assessment to an authentic audience.

9. Follow a research process • Connect • Wonder • Investigate • Construct • Express • Reflect Based on Stripling Model of Inquiry

10. Connect • Connect the topic to yourself and your experience and to any background knowledge you already have.

12. Wonder • This is the step when students begin to develop their research question, or, if you have given the students a topic or question, students begin to make hypotheses and predictions. It may take a little “presearch” for students to develop good questions.

13. Bloom’s Levels of Questioning • Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. • Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.

14. Framing Questions Framing Words Person or Entity Action or Challenge Build…. Make…. Create… I, We How can… We as (fill in role or occupation How do… Real World or Historical Problem Design… Plan… How should… City, County State Solve… How Could… Nation Write… Propose… Decide…. Organization Name What… Adapted from “Driving Question Tubric”, BIE

15. Investigate • This is the point at which students begin information hunting and gathering to find answers to their questions.

16. Keyword Search Plan Major Topic: Climate Change Thesis: Climate Change is causing major weather disasters that cost thousands of lives and billions of dollars. Weather Disasters Costs Subtopic: Climate Change Natural Disasters Consequences Synonyms or examples: Global Warming Drought, Hurricanes, Tornadoes Impact Ozone depletion

17. CRAP Test • Currency- When was this information published? Is it necessary to have current information on your topic? • Reliability/Relevancy- Does your information answer your guiding question? Can you find the same information in another source? Does the source cite information? • Authority- Does your source have an author? Who is it? Are they an expert in their field? Are they a journalist? What are their credentials? • Purpose- What is the purpose of the information? To inform? To persuade? To sell? Why might the author want you to know this information? What bias might the author/organization have? Based on “Crap Detection 101”

18. Construct • This is the step when students begin processing their research, organizing their evidence, and drawing conclusions.

19. Point-Evidence-Analysis Evidence: Analysis (So What?) Claim Statement (Point): Evidence: Evidence:

20. Express • This is the summative/end product of the inquiry project. Whether it is a paper, presentation, poster, speech, or anything else you can dream up, this is the step in which a student EXPRESSES what they learned.

21. 50 ways to leave your research paper…or PowerPoint • Create a Newspaper using publisher. • Make an online animated video using Powtoon. • Create a resume for a historical scientist, philosopher, or artist. • Create a fake facebook page using classtools.net • Hold a press conference with students acting as historical figures and the press. • Hold a Current Event Debate. • Hold a Historical Event Debate. • Create a political campaign. • Hold a mock trial. • Create Historical Trip Itinerary or Travel Guide using an interactive mapping tool (see Lit trips) • What if _________ had never happened- Have students choose best scenario • Student Created Webquests • Create a blog as an historical person. • Create an online timeline. • Create an infographic using Easely. • Annotate a picture or political cartoon using Thinglink. • Create a Museum Box/Museum Display.

22. Continued • Make an historical Vlog. • Create a webpage using Wix or Kafafa • Have students create a sales pitch/ad campaign for an ancient technology. • Create a PSA. • Fantasy Geopolitics. • Have students create their own DBQs • Hold a mock election for current or historical figures. • Create historical fiction short story • Have students create political cartoons for historical events • Have students create a multi-genre portfolio around an event or idea. • Have students create superlatives, e.g. Genghis Khan as “Most Likely to Pillage your village” • Six degrees of separation- History Style • Have students participate in Project Citizen. • Create a Mock Supreme Court to look at Constitutionality of new laws. • Create an NGO for Human Rights issues. • Write a “This I believe” article from historical or international point of view.

23. More… • Create a Buzzfeed style list, e.g. 8 Amazing Things you Didn’t Know were invented in China!” • Create a dialogue between two people from different time periods. • Would you…the economics of risk • Create a book with ibook, simplebooklet • Create a pechkucha • Create a “Which _______ are you” quiz, e.g. “Which Roman Leader are you?” • Hold a Socratic Seminar. • Create an intelligence briefing for the President. • Create Propaganda Posters • Research 1 event, imagine event from 3 points of view (write letters, diaries, etc.) • Write a satirical story about historical event • Fact Check Wikipedia • Create a board game • Google Earth • Create Where in the World or Where in History scavenger hunt. • Create a press release • Rewrite history as propaganda Adapted from “50 Ways to leave your term paper”

24. Reflect • This step gives students the opportunity for self-assessment and reflection. Just like it is helpful for you to think about what went right and wrong in a lesson, it is good for students to reflects on successes and struggles in the inquiry process.

26. What This Means for Students… • The What: To help students understand content area and information literacy standards… • The How: By following a set of logical steps in their research… • The Why: So that they are prepared for college-level research, 21st workplace demands , and lifelong learning.

27. What This Means for You… • The What: • Incorporate inquiry steps into project and lesson planning. • The How: • Deliberately teaching students steps of inquiry process and helping them understand skills needed for each step. • Use formative assessments to monitor progress. • Collaborating with your friendly LHS librarian to ensure student success. • The Why: • To support content goals, information literacy standards, and lifelong learning. • To empower students to be successful with projects.

28. Works Cited Adams, Susan. "The 10 Skills Employers Most Want In 20-Something Employees." Forbes. Forbes Magazine, 11 Oct. 2013. Web. 07 Apr. 2014. Blooms Taxonomy. New York: Bloom's Taxonomy.org, 1972. PDF. "Driving Question Tubric 2.0." BIE. Buck Institute for Education, 2014. Web. 08 Apr. 2014. Rheingold, Howard. "Crap Detection 101." Howard Rheingold. Rheingold.com, 20 Feb. 2013. Web. 08 Apr. 2014. Stripling, Barbara. "Inquiry-Based Learning." In Curriculum Connections through the Library, edited by Barbara Stripling and Sandra Hughes Hassell. Libraries Unlimited, 2003. Valenza, Joyce. "50 Ways to Leave Your Paper (revised a Bit More and Crowd- sourced)." NeverEndingSearch. School Library Journal, 04 Sept. 2013. Web. 15 May 2014.