Growing Researchers from the Ground Up: The Independent Investigation Method as a group process in...

Growing Researchers from Growing Researchers from the the

Ground Up:Ground Up:The The IIndependent ndependent IInvestigation nvestigation MMethod ethod as a group process in the elementary as a group process in the elementary

gradesgradesPresented by Stephanie Rosalia, SLMS

Eileen E. Zaglin School PS225srosalia@schools.nyc.govNYLA / SLMS Conference

May 1, 2009

Report of Report of InformationInformation

Topic – Laying the Topic – Laying the GroundworkGroundwork

Teaching research goes more smoothly by

• planning ahead,• designing key questions that frame

the study, and • introducing the research process

vocabulary and steps to students.

First, you grab ‘emFirst, you grab ‘em

TopicTopicIIM

Researchers record information they already know (facts) and things they want to learn (questions) about a topic they have chosen or been assigned.

IFC CONNECT• Makes connections to

prior knowledge• Connects ideas to prior

knowledge• Uses sources to acquire

background information• Revises the question or

problem as needed to arrive at a manageable topic

STEP 1 – TOPIC STEP 1 – TOPIC CONCEPT MAP AND GLOSSARYCONCEPT MAP AND GLOSSARY

Steps 1-3 Topic – ResearchSteps 1-3 Topic – Research

GLOSSARY OF THE STUDY GLOSSARY OF THE STUDY List NEW words and their meanings that are key to the

understanding of the topic.

tsunami series of waves created by underwaterearthquakes

tidal wave huge wave caused by tidesdebris the remains of something that has

beendestroyed

inundation flooding on dry land caused by a tsunami

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Goal SettingGoal SettingIIM

Researchers set goals by developing questions to guide their study. Other goals might include a time management plan, types of resources, and amount of information and key vocabulary words to be gathered.

IFC WONDER• Asks “I wonder

questions about the research topic

• Refines questions to lead to different types of information (e.g., overview, big-idea, specific detail, cause and effect, comparison)

Goal Setting

SETTING RESEARCH GOALSOur Notefact Goal: 25

Glossary Entries: 10Number of Resources: 3

Resource Types: Listening to a Book Video Book Text Passage

Teacher Questions:1. What are the characteristics of a tsunami?2. How are people affected by a tsunami?3. What is the impact of the tsunami on the

environment? Content courtesy of Active Learning LLC

WhoWho CanCanWhat/WhichWhat/Which WouldWould

WhyWhy IsIs WhenWhen WillWill WhereWhere MightMight

HowHow Did Did

Good Question CubesGood Question Cubes

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STEP 2 – GOAL SETTING

What are the What are the characteristics of a characteristics of a

tsunami?tsunami?(Teacher Question)

1. How high is the wave? 2. Where does a tsunami wave

begin? 3. Are there sometimes lots of waves?

4. What are some ways to know when one is coming to your beach?

(Student Sub-questions) Content courtesy of Active Learning LLC

ResearchResearch

IIMResearchers use a variety

of resources and strategies so they can gather and record information, focusing on goals set in Step 2.

IFC INVESTIGATE• Recognizes facts• Paraphrases,

summarizes information• Uses different formats

(visual, primary documents, graphs, charts, maps, diagrams, bookmarked websites, subscription databases, and video) as sources of information

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STEP 3 - RESEARCHBibliographic headings for

our notefacts

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Just say NO to Plagiarism!

A Plagiarist is• Uninformed

• Careless• Lazy

• Dishonest

Don’t be a COPY CAT! Don’t be a COPY CAT!

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NOTEFACTS Research

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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TsunamisThe trauma of an earthquake or volcanic eruption may have devastating aftereffects. Large ash eruptions are often followed by landslides or mud flows. The ash that piles up near the crater may collapse, bringing part of the mountain down with it. Heavy rains may combine with pyroclastic fragments to create a mudflow. In mountains, both quakes and eruptions may trigger avalanches; by or beneath the sea, both can cause giant water waves. These are incorrectly called “tidal waves”, but they are not created by tides. Scientists prefer the Japanese name tsunami. Tsunamis may travel across oceans and pile up into walls of water as they approach the coast. When they break on faraway shores, they can cause horrendous damage.

Eyewitness Books: Volcano & Earthquake by Susanna Van Rose, DK Publishing, New York, 2004. p. 56

NotefactsNotefactsResearch

Source #

Van Rose, Susanna. Eyewitness Books: Volcano & Earthquake.

New York: DK Publishing, 2004.

3

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Content courtesy of Active Learning LLC

NOTEFACTS Research

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

earthquakes can cause tsunamis 1- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

name – tsunami =Japanese 1- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

not tidal waves 1- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -effect – serious damage to shoreline 1

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - water like wall – travels long 1

distances - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Content courtesy of Active Learning LLC

NOTEFACTS Research (Common student errors)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - The trauma of earthquake or volcano 1 may have everlasting aftereffects. (Plagiarized)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ash that piles up (Not key facts) 1

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - craters collapse, mudflows happen, 1avalanches triggered, tsunami waves begin; all cause much damage (Too much in 1 notefact) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - craters (Incomplete information) 1

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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OrganizingOrganizingIIM

Researchers organize their data to allow them to analyze and interpret findings for use in a paper or project.

IFC CONSTRUCT• Demonstrates simple

organizational skills such as sorting and categorizing

• Identifies facts and details that support main ideas

• Uses common organizational patterns to organize information (chronological order, cause & effect, compare & contrast) in order to draw conclusions

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Steps to Group OrganizingSteps to Group Organizing• Think about categories as you read all notefacts

together. • List possible categories on chart paper• Make final category choices and identify by color.• Cut notefacts into strips; pass to pairs of students.• Make and defend category choices to class.• Glue color-coded notefacts to category sheets.

After-effects World Response

(BLUE) (GREEN)

Characteristics Causes (RED) (YELLOW)Content courtesy of Active Learning LLC

Organizing our Tsunami NotefactsOrganizing our Tsunami Notefacts

Notes About Characteristics

Some waves as high as 100 feet 1

Happen after earthquakes on ocean floor 3

Water pours up onto land 2

Travel up to 600 miles an hour 1

Organizing

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STEP 4 – ORGANIZING NOTEFACTS IN CATEGORIES

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Goal EvaluationGoal Evaluation

IIMResearchers check to see

if they've fulfilled the assignment requirements and evaluate the quality of their work during the first 4 steps.

IFC REFLECT• Identifies own

strengths and sets goals for improvement

• Develops evaluative criteria

• Participates in peer evaluation

• Asks new questions for continuing inquiry

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ProductProductIIM

Researchers write papers and create projects to show what they have learned.

IFC EXPRESS• Presents facts and simple

answers to questions • Creates a product with a

beginning, middle, and end• Presents information

clearly so main points are evident

• Presents conclusions & details in a variety of ways

• Uses information to create original and creative products

• Cites all sources used

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PresentationPresentation

IIM

Researchers present their findings to an appropriate audience. 

IFC EXPRESS & SOCIAL INTERACTION

• Uses a variety of media and formats to communicate information and ideas effectively to multiple audiences

• Presents information clearly so that main points are evident

• Participates in discussions and listens well

• Seeks ideas and opinions from others

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and the Big61. Topic2. Goal setting3. Research4. Organizing5. Goal evaluation6. Product7. Presentation

1. Task definition2. Information seeking

strategies3. Location & access4. Use of information5. Synthesis6. Evaluation

and the IFC1. Topic2. Goal setting3. Research4. Organizing5. Goal evaluation6. Product7. Presentation

1. Connect2. Wonder3. Investigate4. Construct5. Express6. Reflect

The marriage of IIM, IFC, & Big6

You can be a school leader by:• Using a research model for scaffolding skills• Aligning your research model with state

standards, school goals, and student needs.• Collaborating with teachers & administrators

to integrate teaching information fluency throughout the school

• Ordering quality resources for research • Co-teaching whenever possible

®

THE INDEPENDENT THE INDEPENDENT INVESTIGATION METHODINVESTIGATION METHOD

CAN BE THE VEHICLECAN BE THE VEHICLETO GET YOU THERETO GET YOU THERE

AcknowledgementsAcknowledgementsI am grateful to:

Cindy Nottage & Virginia Morse of Active Learning Systems® LLC

for providing guidance and content.www.activelearningsystems.cominfo@activelearningsystems.com

800-644-5059And to

NYCSLS & Barbara StriplingFor the brilliant IFC