The Research Process Of Books and Bytes

1. The Research ProcessOf Books and Bytes STAO November 14, 2008 Sean Clark Richard McCormack mrclark21ca.googlepages.com

2. STAO PRESENTATION • Science Investigation Skills – As met in the space Project • The Research Process – Based on Grade 9/10 Academic Booklet • The Grade 9 Space Presentation • The Research Continuum – other research resources • CD Resource

3. Science Investigation SkillsSNC 1D - 2009 Curriculum

4. Developing the Research Booklet • Designed to help kids research effectively • it’s difficult for students to know where to look and what to use • If the research is done right, then the products are better • After all, the most important part of a student product is the information on it

5. Stage 1: Preparing for Research • Students needed to have an authoritative source that was quick and easy to access on their topic • not the web, as they are not yet familiar with their topic and not able to appropriately evaluate these sources • This source also allows them to create smaller topics (subtopics or issues) to help break down their research • Keywords are used to help kids prepare – What words will help them find information on their topic • Research doesn’t always work the first time - when one word doesn’t work – use the next one

6. Stage 2: Accessing Resources • Overview of what resources are available  library books + reliable electronic sources (eg. Online encyclopedias) • Overview of website evaluation

7. Stage 3: Processing Information • Use the graphic organizers (note taking sheets) to take notes • Record bibliographic information

8. Goals of the Research Process • To guide students in forming and answering meaningful research questions • To use visual organizers and help students use electronic resources efficiently • To help students critically assess appropriate sources of information • To guide students in merging information from various sources. • To provide a meaningful context for students to present their findings

9. 1 - Forming and answering meaningful research questions – “Pre-searching”

10. 2 – Visual organizers and electronic resources Armstrong NASA Apollo Rocket Disaster

11. 2 – Visual organizers and electronic resources

13. 3 - To help students critically assess appropriate sources of information

14. 4 - Merging information from various sources.

16. 4 - Merging information from various sources.

18. 5 - To provide a meaningful context for students to present their findings DRAMATIZATION Powerpoint Sales Pitch Pamphlets

19. 5 - To provide a meaningful context for students to present their findings

20. Built in Dialogue Opportunities As teachers, we like a prepared lecture style format to lessons so we don’t forget anything. We know that small group, personal tasks are more meaningful. Research booklet builds in what we don’t want to forget (site credibility, visual organizers using index etc) Guarantees “Individual Lessons” where teacher can use project specific examples!

21. The Grade 9/10 D Research FormatInitiating and Planning With teacher checks to provide opportunities for dialogue so that students can identifykey questions

22. The Grade 9/10 D Research FormatInitiating and Planning - Visual information organizer aids in electronic searches. - Checkpoints encourage dialogue with students and peers. Because students are looking to answer specific questions, they regularly approach the teacher with questions that do not easily yield answers. Working together, teacher can show students how to find the answer through the use of secondary questions.

23. The Grade 9/10 D Research Format Performing and Recording Selecting Various sources are required in the reference checkpoint Organizing, and recording note organizer assists students in merging information from different sources

24. The Grade 9/10 D Research Format Performing and Recording Recommended formats Notes organizer gives students a specific format for recording information gathered in each of the sub topics.

25. The Grade 9/10 D Research Format Performing and Recording Academic documentation Source citation information is also gathered in a specific and easy to use format. This can then be transferred to conventional formats

26. The Grade 9/10 D Research Format Analysis and Interpretation Notes organizer groups information according to sub topics to aid in the easy corroboration of information from these sources.

27. The Grade 9/10 D Research Format Analysis and Interpretation After each student has used the notes organizer, groups put information into presentation format. Each group then prepares a summary sheet, outlining the key points of the overall presentation

28. The Grade 9/10 D Research Format Analysis and Interpretation Presentation format is determined by the individual groups.

29. The Grade 9 Space Presentation • How to stay one step ahead of your students (old) • Using the research booklet as a tool. (new)

30. The Grade 9 Space Presentation group research of space programs. present findings to an “investor” in space technology. convince investor that program benefited science and society account for failures or setbacks.

31. The Grade 9 Space Presentation • The investor highlights concerns with the program. • Group members share copies of rough notes and source information (research booklets) with investor. (Another Check) • Lone researcher on a level playing field with each group

32. Advantages • Group work with individual accountability • Check points => no more 0 • Peer verification of details

33. Peer Verification • Opposing viewpoints => thorough look at available information • Debate encourages students to find information the other side didn’t consider • In grade 9, few are ready to debate • Investor evaluates space program • Teacher assesses students’ presentation.

34. The Investor Role • Even at the start of grade 9, the average class has 2 or 3 students with the independence and ambition to take on a group of their peers. • Generally able to think on their feet well enough to present questions during or at the end of a presentation. • By removing these students from the pool, students who typically rely on them will have an opportunity to develop their own research abilities

35. Investor’s Product 4 Investor Reports on CD • 1 – Anna – prepared for the in class presentations. • 2 – Jimmy –entertaining to read • blunt analysis of his peer’s work. • questions during the presentation complex, • provided students with context and background information • evaluation sheet that he used for the various programs. • 3 – Mary – These reports were very methodical and concise • 4 – Adam – Less able writer. • during questions, I had to provide guidance to make questions more specific and guide the presenters in formulating an answer. This generated some discussion afterward about effective questioning techniques.

36. The Research Skills Continuum • Durham District School Board – Skills Continuum • http://programs.durham.edu.on.ca/ddsbinfoli/ • Designed to give teacher-librarians a standard as to what information literacy skills students should have at the end various grades. • The expectations were taken from the OSLA document “Information Studies”  Teacher-Librarian curriculum guideline

37. The Research Skills Continuum • At my school we integrated these skills into subject specific assignments, taught through the library • We thought that the only way to reach all students was to integrate these skills into the assignments of their mandatory courses in grade 9, 10 and 11 • It was a way to ensure all students were taught these skills • It also made it more meaningful and more relevant for students • This was an easy fit for many courses – example Science • Science curriculum expectations clearly indicate research components  These matched our “Information Studies” guidelines for Teacher-Librarians

38. Why Collaborate with your Teacher-Librarian? • Experts in research process • Collection development • Additional hands on deck

39. The “Continuum” of Research in Intermediate Grades

40. The “Continuum” of Research in Intermediate Grades Semester 1 – PRACTICE - Biotechnology • Students not familiar with research or forming position. • Presentation or scripted debate • Next year… sustainability • The research feedback provided but not assessed

41. The “Continuum” of Research in Intermediate Grades Semester 1 – ASSESSED – Space Programs • Familiar with presenting topics now. • Students more ready to defend against the scrutiny of their peers. • The research process is assessed

42. The “Continuum” of Research in Intermediate Grades Semester 2 – PRACTICE – Space Programs • Early in the spring, star gazing opportunities are at their best, • Space research project as a practice assignment. • Half of grade 9 behind them, students should be ready to defend their research and ideas • The research process is practiced but not assessed

43. The “Continuum” of Research in Intermediate Grades Semester 1 – ASSESSED - Biotechnology • With experience defending research already, students will be able to improvise a debate against another group. • The research process is assessed in this assignment.

44. The “Continuum” of Research in Intermediate Grades Grade 10 – ASSESSED – Weather Phenomena / Climate Change Issues Option 1 – Powerpoint / Digital Media Option 2 - Formal debate structure Based on other elements in school The research process is assessed in this assignment.

45. The “Continuum” of Research in SeniorGrades General Assumption that these basic skills have been developed. Less comparison should be needed between projects. Independent Study units are suitable at this time. Still require aid in using “back door” research techniques. Consultation session. More use of professional journals and databases should be introduced – will depend on topics