research and inquiry information studies k – 12 curriculum for schools and school libraries
Post on 13-Dec-2015
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Why Adopt a Research Model?
A Research Model• recognizes research as a process• provides students with a consistent common
language • is transferable to all grades and subjects• provides a framework to cluster skill sets• facilitates student independence• Provides opportunities to assess process and
product
Research Model Activity #1
Think about every step that goes into research. Write each one on a separate sticky note.
The 4-Stage Process
• Preparing for Research
• Accessing Resources
• Processing Information
• Transferring (Communicating) Learning
Overall Expectations define information needs using a
variety of strategies explore information using a variety
of sources Identify varied ways of organizing
information Relate prior knowledge to
information tasks
1. Preparing for Research
Students develop an overview of topic area a vocabulary of search
terms a list of possible resources inquiry question possibilities initial focus statement
1. Preparing for Research
2. AccessingResources
Overall Expectations
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
2. AccessingResources
Students
use effective search strategies (boolean logic)
select and evaluate resources
print and electronic
human
community
3. Processing Information
Overall Expectations:
Analyse and evaluate information using a variety of strategies
Test ideas to adjust research and problem solving stgrategies
Sort informatin using a variety of organizers and formats
Synthesize findings and formulate conclusions
Students analyze/evaluate sources record and process information
note-making- jot notes with own ideashighlighting with focus - facts/opinionusing graphic organizers
refine focus and develop ‘big idea’
3. Processing Information
4. TransferringLearning
Overall Expectations Revise product appropriate to purpose,
audience and format Present research findings in a variety of
forms for a variety of audiences Reflect on and evaluate product and
process Transfer new information skills and
knowledge to solve problems and make decisions
4. TransferringLearning
Students Conference (peer edit, teacher
conference, rehearse) Check format, permissions and
documentation Communicate new information,
message, findings and understandings
The teacher-librarian can help students. provide a context for research teach the research process select topics develop research questions set the stage for research process
1. Preparing for Research
2. AccessingResources
The teacher-librarian can help students locate select gather collaborate
Information Sources
• print and electronic
• human
• community
• consider
– learning styles
– multiple intelligence
– ability
The teacher-librarian can help students analyze/evaluate information sort/organize
note-making- jot notes with own ideas highlighting and with focus - facts/opinion using graphic organizers post-it notes drawing pictures
test synthesize
3. Processing Information
4. TransferringLearning
The teacher-librarian can help students revise present (samples, exemplars)
newspaper- (e.g. editorial, review, sports) short stories, plays, narrative, poetry letters advertisements reports essays promotional pamphlets presentation
reflect transfer/apply analyze/evaluate
Overview of Information Studies
• READ the introduction• SELECT one grade and examine the
‘Expectations in Specific Areas’ sections• IDENTIFY the explicit skills lessons that
would be necessary in order for students to meet the expectation
• DEVELOP a lesson to deliver to a class that would support the acquisition of this skill
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