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Topic – Laying the Groundwork 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.
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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 [email protected] / 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
Content courtesy of Active Learning LLC
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
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Content courtesy of Active Learning LLC
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
Content courtesy of Active Learning LLC
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
Content courtesy of Active Learning LLC
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
