Staging Research

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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
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Research is like
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RESEARCH
How do you think and feel about research?
Marzano, Robert J. Classroom Instruction that
Works, 2001
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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

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SPECIFIC REASONS FOR RESEARCH
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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

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• 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

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Preparing our students for Success on the
journey

• Well-designed Projects
• performance task
• process highlighted throughout project
• evaluation included
• samples and models

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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 . . .

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Organizing Tools

• OSLA portfolios
• file folders
• checklist

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The Four Stages of the Inquiry and Research Model
Prepare
Access
Transfer
Process
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Ideas for teaching the 4 stages of Research

• Consider
• ESL
• Special Ed
• Younger Students
• Think/Pair/share

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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

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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

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• 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

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Stage 1-Strategies

• visuals/video
• brainstorming categorizing
• vocabulary (word wall)
• KWL chart
• reading a picture book, poem, a
  newspaper article

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KWL Chart
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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

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Developing Research Questions

• Strategies
• 5 Ws and H
• Focus words
• Blooms Taxonomy
• Brainstorming

• Rationale
• Stimulate curiousity
• Challenge you to think about what you discover
• Guide and focus your research project

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Student Research GuideStage 1- Developing
Questions p. 11
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• STAGE 2 ACCESSING RESOURCES
• Locate a 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

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Video Dont Get Caught in the Web Research
Strategies for Using Library Resources
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Stage 2 - Strategies

• print and electronic
• human
• community
• consider
• learning styles
• multiple intelligence
• first language
• ability

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Considerations

• Variety of Formats
• Match information sources to needs
  best, most suitable
• Reading Level
• Overall Appeal
• Layout and text
• Text size
• Visuals

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Most Appropriate Information

• Considerations
• Canadian OR American OR doesnt 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.

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Critical Thinking Skills

• Reading
• previewing page features
• analyzing features of text
• skimming, scanning
• Finding the right source(s)
• Searching effectively
• Evaluating sources

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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

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Student Research Guide Stage 2- Skimming
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The Canadian Encyclopedia www.thecanadianencyclope
dia.com
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Online Periodical Databases Online Magazines and
Newspapers Access - School Library Webpage
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• Internet
• Preparing to Search
• Searching Effectively
• Evaluating Web Sources
• Key Sites

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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
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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

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TIP 3

• use quotations around terms you want together
  as a phrase
• Example
• acid rain Bank of Montreal

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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.

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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

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Evaluating Resources

• need
• usefulness
• bias
• accuracy
• relevance
• content
• point of view
• validate source

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Kathy Schrocks ABCs of Web Site Evaluation
http//kathyschrock.net/abceval/
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Media Awareness The 5 W's of Cyberspacehttp//w
ww.media-awareness.ca/english/resources/educationa
l/handouts/internet/5ws_cyberspace.cfm
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Student Research Guide Stage 2- Checklist for
Evaluating a Website
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Key Sites

• School Library Website
• Develop a focused specialized list
• Curriculum
• Teaching and Learning
• Subject Specific

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School Library Web Pagehttp//www.tdsb.on.ca/libr
aries/links.asp?schoolNo1442
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About Canada
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Historica www.histori.ca
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CBC Archives ltarchives.cbc.cagt
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Student Research Guides
Thames Valley DSB
TDSB
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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

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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