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Approaching Research in the NY Curriculum Modules

Purpose of this Session• Participants will be able to:

Understand the key design principles of the NY Curriculum Modules’ approach to research

Identify ways in which this and similar approaches to research support instruction and the instructional shifts and standards

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Writing Standards: Writing has a progression too!

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Research to Build and Present Knowledge in the

CCSS• Read W.9-10.7, W.9-10.8 and W.9-10.9. Discuss: What are the skills and expectations embedded in these standards? o W.9-10.7. Conduct short research projects to answer a

question, drawing on several sources and refocusing the inquiry when appropriate.

o W.9-10.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

o W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Origins of the NY Curriculum Modules’ Approach to

Research

Research: NY

Curriculum Modules

Odell Education Research

Unit

CCSS Writing

CCSS Reading

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Research Module Overview

Unit 1: Close Reading

Using seed texts as

springboards for exploring topics

Unit 2: The Research

Process

Using inquiry to refine and deepen

understanding around a topic

Unit 3: The Writing

Process

Communicating research effectively

through writing

Productive Inquiry

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Research: Key Design Features

• Inquiry-driven process designed to deepen understanding

• Iterative and cyclical • Student topic selection• Writing from sources

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Unit Overview Jigsaw Activity

• Form groups of three. Divide the unit overviews from this module among you. Each person should read one overview.

• In your group, share details about your unit with the other group members, focusing on the following questions:

What does each unit provide to help students understand the research process?

How do the units connect and build on each other?

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Sampling a Seed Text• Read the excerpt from Animals in Translation

(pp. 9-14).• As you read, annotate the text for questions,

key understandings, and important lines. • Discuss the text focusing on the following

questions: What are the core understandings in this excerpt? What might be particularly challenging for your students? What are some of the qualities of a rich seed text?

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9.3 Research Investigation

• Form pairs, with each partner reading one of the following sample lesson excerpts:

Partner 1: Unit 1 Lesson 3 Partner 2: Unit 2 Lesson 4, pp. 5-11

• Discuss the following with your partner: Role of texts: How do the texts serve different

purposes in the unit 1 and unit 2 lessons? Role of standards: How do the standards differ in the

unit 1 and unit 2 lessons? Lesson assessments: What differences do you

notice between the unit 1 and unit 2 lesson assessments?

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Reflecting on NY Curriculum Modules’ Approach to

ResearchDiscuss: • What observations did you make about how

this approach to research supports the CCSS instructional shifts and standards?

• How might you envision adapting this to your classroom/school/BOCES?

• Which pieces will be most challenging to implement and what solutions can you think of to meet those challenges?

Q & A

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CONFIDENTIAL – DO NOT CIRCULATEEngageNY.org

Online Parking LotPlease go to:

engageny.org/resource/network-team-institute-materials-february-4-7-2014

and select “Online Parking Lot” for any

NYSED related questions.

Thank You!