Research in the time of Common Core

“Our students see “research paper” as simply a writing exercise for which they need to gather

some information. We need to change that mindset by helping learners understand that research/inquiry is really a thinking process

that is expressed in writing.”Brenda Boyer, MLSKutztown Sr. High

Common Core Poll

• Poor – I’ve barely heard of it.• Fair – I’ve heard about it but don’t know any

details.• Good – Am familiar with the big picture of

Common Core and a little of PA’s version.• Great – District has already aligned our

curriculums to PA Common Core standards.

Overview• Focus on inquiry starting with Pre-K and building to constructing

arguments/opinions products• Increased rigor – critical thinking and problem-solving• Increased focus on use of informational text – starting at 4th grade

use is about equal with literature and continues to rise • Increased focus on text complexity• Increased focus on use of multiple sources and especially Primary

sources and citing evidence from them• Earlier introduction of skills such as source evaluation• Increased focus on academic vocabulary in student products• MUST be able to explain how they came to their conclusions• Focus on career readiness skills

Pre-Assessment Activity

Think of a research/inquiry activity you already assign and jot down:

1. Purpose of the research assignment?2. What pre-assessments of research skills did you use?3. What guidance tools (ie: rubrics) did you give students and

when in the process?4. When you expected independent practice from students?5. Amount of time built-in for students to reflect/self-evaluate?

Immersion

While the explicit instructional standards for research are found under the ELA Writing standards it is obvious students must also be able to DEVELOP the skills under the Reading of Information Text and Reading Literature, therefore we will need to teach students to multi-task as we immerse them in the PA CC standards across content areas.

Focusing on CC ELA (draft)

• ELA Long term transfer goals – DRAFT (white)• PreK – 12 Standards: Writing 1.4

Informational Text A - l and U – X (orange)• PreK – 12 Standards: Speaking and Listening

1.5 A – G (orange)• Grades 6- 8 Content areas – Science,

Technology/Technical, History, Social Studies, Grades PreK – 12 areas Business, Computer and Information Technology

Partner Activity

After reading through the standards that apply to the age level(s) you teach, develop with a partner or small group (3 – 4) a definition for what research is?

• For yourself as the teacher.• For your students (age appropriate language).• For your student’s parents.• For your administration team/school board.

Did it include?• Skilled research techniques• Source evaluation• Documentation/citing• Active, close reading• Note taking• Critical thinking• Meta-cognitive reflection• Does it stress process over product?• Does it give credit for all the hard work along the way that develops better

research mindsets or just the final product score?• Is it presented in a logical process within context that includes a

framework for connecting subject area research versus reporting?

Common Core SHIFTS

1. At nearly all grade levels, students are expected to DEVELOP research skills across content areas with a strong focus on non-fiction/expository/informational text (Reference materials, databases, Primary resources, Internet) and use them to develop products that demonstrate critical thinking skills – argument supported by evidence.

Common Core SHIFTS

2. Greater emphasis on text complexity and intentional explicit instruction to connect it to use in research by all content areas – text structure, text features, vocabulary.

Common Core SHIFTS

3. Different approach to both reading and writing:• From retelling to summarizing• From summarizing to analyzing• From summarizing to persuasion• Use of multiple sources that may give conflicting

information• Evaluation of sources• Emphasis on use of Primary sources

The Pros and ConsPositive Negative

Increased student enthusiasm and engagement (student interests)

Teachers will need to rethink “research” projects and their purposes

Authentic inquiry based projects – skills will easily transfer to “real world”

Projects will need to be redesigned to reflect shifts – cross content embedded

Process focused not just product focused Lessons will need to be designed to put greater responsibility on students

Active reading required so comprehension is increased as well as cross content connections – text based

Teachers will need to work more collaboratively to ensure that developmental appropriate scaffolding of skills is addressed - LOOPING

Improved non-fiction resources – better use of text-features for all and younger grade levels

Students will need to develop the ability to formulate ideas based on their analysis (comprehension) of the text – critical thinking

Promotes social/global learning – creative, collaborative and digital aspects

Requires increased use of academic vocabulary

Digital Tools

• Research Ready – tool within EasyBib can use if already are EasyBib user or can sign up for this trial just add coupon code 5100259be2447.

• This is an research skills evaluation and instructional tool – add it to your digital presence as a support and give extra credit for students using it.

Digital Argument Building Tool• aMap is short for ‘argument map’. The idea’s very simple – to promote

the art of arguing by mapping out complex debates in a simple visual format.

• aMaps are based around the same structure as “informal logic” – this is the logic people use to argue in everyday life. Informal logic has a four-tiered structure:

• - Your position (I think . . .) – what you think overall- Propositions (Because . . .) – reasons that support your position- Arguments (As . . .) – supporting arguments that back up each of your propositions- Evidence (Supported by . . .) – supporting evidence to back up your arguments

• http://www.amap.org.uk

Design a research project• Return to the project you used from slide four

and using the new PA Common Core standards (draft) and the Library Curriculum (draft) flesh out the project to meet the new standards.

• What changed?• What stayed the same?• What did you add or eliminate?

Getting started

Slow and Steady Wins the Race

• Pre-assess research skills to establish a baseline to compare to the skills standardized for your grade level.

• Pick a FEW areas to concentrate on – skills to introduce, skills to improve on, and skills to polish – use a spiral approach to keep moving students up the skills ladder

• Don’t do it alone – collaborate with your librarian!!!!