Independent Investigation Method or IIM presentation ideas taken from: Morse, Virginia and Cindy Not

1
Independent Investigation Method or
IIM(presentation ideas taken from Morse,
Virginia and Cindy Nottage. The Parent Guide to
Raising Researchers. Epping Active Learning
Systems, 2002.)
2
Benefits of IIM

• All students are expected to do research, but few
  are shown how.
• Frustration occurs because research process can
  be complex.
• When process is broken down into steps, fear and
  frustration taken out of research.
• Students provided with a way to answer their own
  questions and curiosities.

3
7 Steps to IIM

• Topic (deciding what to study)
• Goal Setting (make a plan)
• Research (discovery many facts)
• Organizing (putting it together)
• Goal Evaluation (what was accomplished?)
• Product (creating something to show what you
  learned)
• Presentation (sharing the new knowledge)

4
Step 1 - Topic

• When picking a topic, try to focus on things your
  child is interested in.
• Once topic is decided, child needs to record what
  he/she knows and what he/she wants to know about
  topic on reproducible worksheet Help child
  remember prior knowledge, do not tell facts to
  write down.
• Remember, this is your childs topic. Do not make
  it your own by choosing topic for child.
• Accept all of facts and questions as long as
  child is focused on topic. Do not worry about
  quality of questions at this step.
• Do not rush this step.
• Do not write questions for child. Child may feel
  his/her questions are not as good.

5
Step 2 Goal Setting

• Check to see if there are teacher requirements in
  this step. If not, student will make own goals.
• Plan time each day that your child can have your
  help.
• Make a calendar with key dates. Are there other
  big projects child is working on?
• Help child identify what resources he/she might
  use.
• Important to have different kinds of questions,
  floodlight (big) and spotlight (fact).
• Your childs questions are important. Do not
  write for him/her.
• Use 5 Ws (who, what, where, when, why) for
  question starters.
• Do not let child write down too many questions.
• Do not criticize childs questions.
• Do not find all the resources for your child.
  This is an important part of learning how to
  research.
• Check on progress using assignment sheet from
  teacher or plan child developed.

6
Step 3 - Research

• Do not find all resources for your child.
  Rather, help your child by talking bout ideas you
  both have.
• Help as much as possible in preventing
  plagiarism.
• Suggest using a highlighter to find facts within
  a photocopied text. Then discuss how to reword
  what has been highlighted.
• Do not need complete sentences in notefacts
  taking.
• Help child cross out unnecessary words and reword
  copied phases.
• Help child think about what words will be new to
  classmates and need to be defined (glossary).
• Read over Steps to Taking Notefacts, which
  teacher should give.
• Be sure child is using correct bibliographic
  format, teacher should give.
• If child has problem reading research, give
  support by reading aloud together.
• Remind child of goal setting questions and due
  dates.
• Check reading level of resources.

7
Step 4 Organizing

• Read over Steps to Organizing with child, teacher
  should provide.
• Direct child back to concept map in Step 1 to
  help with categories.
• Encourage child to make the effort to do this
  step. Let child come up with own big ideas and
  explanations.
• Do not name category for child.
• Help child see patterns in notefacts if child
  cannot see it themselves.
• This step is messy with coloring, cutting and
  gluing.
• Encourage child to sequence notefacts in category
  before gluing.
• Save bibliography.

8
Step 5 Goal Evaluation

• Hard step for parents especially if you know that
  there are some things that have not been
  completed. However, this is your childs work
  and assignment. The work is what they have
  accomplished.
• Ask for information for each goal setting
  question and give support if more information is
  needed.
• Praise child for what was accomplished, but find
  time to help complete what was not done.
• Stay calm if everything was not complete.
• Focus on what child has learned, not on what
  he/she does not know.
• Do not expect child do know everything about
  topic.
• Do not do additional research for your child.

9
Step 6 - Product

• Purpose is to share what has been learned
  throughout research.
• At times, teacher might give product choices or
  student may be free to choose. Either way,
  encourage child or pick a product that he/she
  will enjoy and can do mostly by him/herself.
• Ask What kind of projects do you like best?
• Encourage child to use formal project plan,
  teacher should give this. Ask How do you plan
  to do that?
• Have child check due date and see if product is
  reasonable.
• Ask What part of project can I help you with?
• Have child refer to teacher guidelines or rubric
  throughout project.
• Provide basic supplies and materials that you
  both agree are reasonable.
• Have child edit and revise. Do not proofread
  something that your child has not already
  proofread him/herself.
• Proofread final draft, but let child correct.
• Remind child that facts are gathered and
  organized already. Should use these.
• Check to see if child has complete bibliography,
  this prevents plagiarism.
• Do not make the project or write the paper for
  your child.
• Do not use adult standards to judge childrens
  work.

10
Step 7 - Presentation

• Encourage child to present facts in an
  interesting way, not just read.
• Think about childs social skills and style when
  considering oral presentation.
• If shy, may feel more secure in a costume or mask
  or role-playing or recorded.
• Be sure to schedule uninterrupted time for child
  to practice.
• Make sure child actually practices actual
  presentation with you.
• Help child write short notes on note cards to use
  as prompts during presentations.
• Give positive and constructive feedback that is
  specific.
• Focus on what you learned about the topic.
• Do not interrupt child in middle of presentation.
  Save comments until finished.
• Suggest to child to practice in front of mirror
  or video practice.
• Suggest time limit if your child loves to talk.
• Help child gather props for presentation.
• Remind child to make sure he/she has everything
  needed the day before presentation.

11
For More Information

• The Parent Guide to Raising Researchers by
  Virginia Morse and Cindy Nottage
• Website http//www.iimresearch.com/
• Ask teacher for help or suggestions during
  process.