Blended Learning in Research

1. Blended Learning in Research By: Kelly Gustin and Stephanie Harris Lake Norman High School

2. Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Standards Addressed

3. RIT.1 I can support my ideas using strong evidence from the text. • RIT.3 I can cite the source of the evidence in writing using MLA or another appropriate style guide. • W1. I can write an argumentative composition. • W8. I can evaluate multiple and relevant print, non-print, and digital sources. Learning Targets

4. Setting Up the Project: Topic Selection and Essay Requirements Research Sessions -- Blended Learning Reading Potential Sources / Narrowing Topic Working Thesis Graphic Organizer for Essay Writing the Essay Rough Draft Self Edit Rough Draft Peer Edit

5. Topics to Questions Select at least three of the following topics, and propose a research question that you might be interested in learning more about. School Uniforms Zero Tolerance for Weapons Zero tolerance for drugs Zero tolerance for alcohol Student Privacy School sports funding and participation Soft drinks and healthy diets at school Random drug testing for students Community service requirements for graduation School Prayer Displaying 10 commandments Free speech in school Academic performance requirements to drive cars Year-round school calendars Required physical education requirements in high school Racial discrimination in school discipline “Flipped” classrooms Switching to the “common Core” standards Mandatory exit exams & standardized testing The value of homework

6. Requirements: • This paper will require at least three sources: • One interview with an expert of public schools and education. This must be a staff person at Lake Norman High School. • We will discuss how to prepare for the interview. • We will also discuss how to select the appropriate person to interview. • We will discuss how to document your interview. • One article published in popular media in the last two years concerning education. The author must be identified, along with where the article was published, when it was published, and who published it. It requires teacher approval. Some sources may be Time or Newsweek Magazine, a national newspaper such as the Washington Post, or a national broadcast. • One article published in scholarly journals, preferably “peer-reviewed.” The articles are found by going through the sources in the media-center with the help of Mrs. Holleman. • This paper must be 2 to 3 pages for academic students, 3 to 4 for honors students.

7. Look at your notes on your returned research question. Think about what changes you might need to make to fix any problems (based on the notes). Start brainstorming what your reasons might be (for your thesis statement). List all the possible reasons that could go along with your topic. 2nd block Group 2 Lawton M. Rachel G. Isaaiah L. Tripp C. Brady S. Tyler M. Jackie L. Group 1 Austin L. Devin J. Justin G. Brooke A. Sydney L. Calum B. Sam G. Group 3 Luke M. Sarah J. Carson L. Graham P. Darnell B. Christian H. Brandon P.

8. Interviewing Interviewing is a great way to learn detailed information from a single individual or small number of individuals. It is very useful when you want to gain expert opinions on the subject or talk to someone knowledgeable about a topic. Types of Interviewing: Several different types of interviews exist. You should choose one based on what kind of technology you have available to you, the availability of the individual you are interviewing, and how comfortable you feel talking to people. Face to Face Interviews Phone Interviews Email Interviews Setting up an interview When setting up an interview, be sure to be courteous and professional. Explain to the person being interviewed who you are, what you want to talk them about, and what project you are working on. Don’t be discouraged if not everyone you contact is willing to be interviewed.

9. Interview do’s and don’ts • Do be careful of the types of questions you ask. See the “Creating good survey and interview questions” section for more information. • Do start the interview with some small talk to give both yourself and the person you are interviewing a chance to get comfortable. • Do bring redundant recording equipment in case something happens to one of your recording devices. • Do pay attention to what is being said during the interview and follow up responses that sound interesting. • Do come to the interview prepared. You should learn as much as you can about the person you are going to interview before the interview takes place so that you can tailor your questions to them. • Don't pester or push the person you are interviewing. If he or she does not want to talk about an issue, you should respect that desire. • Don't stick to your questions rigidly. If an interesting subject comes up that relates to your research, feel free to ask additional questions about it. • Don't allow the person you are interviewing to continually get off topic. If the conversation drifts, ask follow-up questions to redirect the conversation to the subject at hand.

10. Creating Good Interview Questions When creating questions you want to avoid: Biased questions Biased question: Don't you agree that campus parking is a problem? Questions that assume what they ask Biased question: There are many people who believe that campus parking is a problem. Are you one of them? Double-barreled questions Double-barreled question: Do you agree that campus parking is a problem and that the administration should be working diligently on a solution? Confusing or wordy questions Confusing questions: What do you think about parking? Questions that do not relate to what you want to learn Unrelated questions: Have you ever encountered problems in the parking garage on campus? Do you like or dislike the bus system? Be sure that your questions invite open-ended responses where you get your interview-subject to talking. Don’t write questions that can be answered in just a word or two like yes/no or a number.

11. Popular Media Sources: National Magazines Time.com Consider searching 1) opinion column 2) or use the search box where you can put in key terms and then limit searches to the last two years. Newsweek (owned now by the Daily Beast) Thedailybeast.com Consider just using the search box near the top of the form. Theatlantic.com The Atlantic magazine is a recognized, respected, national magazine. You can search their site by clicking on the magnifying glass icon on the same line at their tabs. National Newspapers Washingtonpost.comConsider searching 1) opinion column 2) or use the search box where you can put in key terms and then limit searches to the last two years. Please note, this source is harder to search CSMonitor.com This is the Christian Scientist Monitor online. Despite its name, it isn’t a religious publication, and it is a widely respected, national newspaper WSJ.com The Wall Street Journal is also a widely respected, national newspaper. Consider searching 1) opinion column 2) or use the search box. usatoday.com This national newspaper is more likely to have shorter, fact-based artciles. It has both an opinion tab at the top, or you can search the website by clicking on the icon of a magnifying glass. NYTimes.comis subscription only, so avoid.

12. National Broadcast and Cable Media Abcnews.go.comConsider just using the search box near the top of the form. Cbsnews.comConsider just using the search box near the top of the form. CNN.com Consider just using the search box near the top of the form. Foxnews.comConsider just using the search box near the top of the form. NBCnews.com(This site includes both NBC as well as MSNBC ) Consider just using the search box near the top of the form. NPR.org National Public Radio also publishes news across the country. You can search this website by using the box at the top of the page. These popular media sources were required to have an author and students could not find a resource from any other place without teacher permission. If students struggled to find a source from these media outlets, we did use Google News as a search engine.

13. Author’s complete name (list all) • Title of Article • Title of publication • Page numbers if listed • Title of website • Publisher • Date Published • Date Found Documenting your sources:

18. Password is: wiseowl

20. What goes into a well constructed introductory paragraph? The structure of the essay is held together in the introduction by the following the HOBIT: H= Hook reader’s attention O= Overview of the bigger issue B= Background information needed to understand the issue. I= Interest you personally have in the subject. T= Thesis statement that has a narrow topic, a position or conclusion you want the reader to understand and accept, and your signals about what your arguments will be.

21. What goes into a well constructed body paragraph? Topic Sentence (This is a general statement about your supporting idea or supporting argument.) Evidence(This is information must be credible, relevant, and valid, it could be examples, statistics, expert opinions, or quotations from an outside, credible sources.) Analyze(What does the evidence tell you? Look at patterns, changes to patterns, or the preponderance of evidence.) Conclusion or Connections(How does the evidence, and the analysis of each piece of evidence connect to the topic sentence, or what conclusion should the reader draw from your analysis? This is the statement that pulls it all back together.) How(How will you connect this paragraph to the next paragraph? This would be a transition statement.) Note: For this assignment, the evidence and analyze portions MUST be completed multiple times within a single paragraph. You must give at least 2 pieces of evidence and analyze them in each body paragraph.

22. What goes into a well constructed conclusion paragraph? • A concluding paragraph is your chance to remind your reader of your thesis idea and bring the paper to a natural and graceful end. • Common Methods of Concluding: • End with a summary and final thought • Restate your thesis in new words, summarize your supporting points • Include a thought-provoking question or series of questions • Questions can grab a reader’s attention and is a direct appeal to think further about what you’ve written. • The questions should follow logically from the points you’ve already made in the paper • Questions should deal with why the subject is important; what might happen in the future; what should be done about the subject; which choice should be made. • End with a prediction or recommendation • Predictions and recommendations take your reader into the future, and involve the reader directly.

23. ESSAY ORGANIZER: You do not need to use complete sentences, but each block should be filled in. This is the last step before your first draft of your essay. INTRODUCTION Hook: Overview of the bigger issue: Background information on the specific topic: Interest you have in topic: Thesis (1-topic: 2-stance: 3-signals of your arguments):

24. Topic Sentence (Argument #1) Evidence #1 Explain the significance of evidence #1 (analyze). Explain the significance of evidence #2 (analyze). Evidence #2 Indicate your source What does your combined evidence and analysis in this section cause you to think about the original claim (conclusion)? How does this section connect to the next paragraph? Indicate your source Repeated for each body paragraph.

25. CONCLUSION Paraphrase your thesis/claim: Summarize your main points (topic sentences) if your paper was long: Graceful Ending (final thoughts or thought-provoking questions or predictions or recommendation):

26. Writing your Body Paragraphs & Incorporating Evidence • IneffectiveUse of Quotation • Today, we are too self-centered. “We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity” (Gleick 148). Everything is about what we want. • This paragraph is ineffective because: • the quotation is not integrated with the writer’s ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the reasoning. • Furthermore, she has not discussed the quotation’s significance, which makes it difficult for the reader to see the relationship between the evidence and the writer’s point. • Finally, it uses on a single point of evidence rather than two or more. • REMEMBER: Discussing the significance of your evidence develops and expands your paper, and your thoughts on the matter are perhaps more important than just reporting the evidence!

27. A More Effective Use of Quotations • Today, Americans are too self-centered.As James Gleick says in his book, Faster. “We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity” (148).Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity. So, even families don't matter as much anymore as they once did. In her blog Kommein, Author Deborah Ng goes on to say “We’re so busy talking about ourselves, our goals and accomplishments that we’re not taking enough time to hear the other guy and learn about his wonderful achievements.” Many times, in conversations, people spend so much time thinking about what they are going to say next that they give poor attention to what their conversation partner is trying to express. So, whether it is racing from place to place for individual activities, or even pretending to listen when individuals are really focusing too much their own ideas, they are hiding behind the barricade of self absorption. Some researchers believe this self-centeredness is associated in some way with an apparently increasing lack of empathy for other people. (T.E.A.C.H. pattern)

28. In-text Citations – the 2 ways According to Harris, “I like to kick puppies” (10). Although it might be wrong, some people “like to kick puppies” (Harris 10). *For this essay, author is required but you may not have page number. Then only use author’s name in citation. Introduction Hook reader’s attention Overview of the bigger issue Background information needed to understand the issue. Interest in the subject. Thesis statement Body Paragraphs Topic Sentence - a general statement about your supporting argument. Evidence – info from outside source; must be credible, relevant, and valid Analyze - What does the evidence tell you Conclusions – what should your reader understand after reading paragraph How will you transition statement *Remember that you must use the E and the A twice per body paragraph Works Cited Page Article in a Magazine Format Author Last, Author First. “Title of Article.”Title of Periodical Day Month Year: pages. Medium of publication. Day Month Year of access. Article in Scholarly Journal Format Author Last, Author First. “Title of Article.”Title of JournalVolume.Issue (Year): pages. Medium of publication. Day Month Year of Access. Personal Interview Author Last, Author First. Job Title, Place of Employment. Personal interview. Day Month Year of interview. Works Cited Page Reminders Use hanging indent Put entries in ABC order by author last name. If used in paper, must be in WC page.

29. Use this list to check your paper carefully. As you have checked to make sure you have done each of these items, initial beside them. If you have NOT done them, you should complete that task. Self Check

30. Peer Editing checklist Author’s name ________________________ Editor’s Name _______________________ 1. HIGHLIGHT Highlight the thesis statement. Highlight the evidence in each paragraph. 2. Organization Introduction

31. Peer Editing checklist Body Paragraph 1 Write Reason 1 here from thesis: ________________________________ Repeated for each body paragraph.

32. Peer Editing checklist Conclusion 3. Works Cited Page

33. Peer Editing checklist • Coherence 5. Ideas/Content 6. Grammar and Mechanics -- Point out any of the following that you find ON THE ESSAY: Misspelled words Grammatical mistakes Punctuation errors Run-on Sentences Fragments

34. Questions?