Independent Investigation Research MethodPatricia Crow and Amy Sweetapple LS 542 September 23, 2012
Introduction Independent Investigation Method*IIM was created by elementary teachersCindy Nottage and Virginia Morse (1984)*Makes research process nagivable*Very adaptable for different age groups*Becoming more and more prevalent
Seven StepsStep One—Topic*Tap into personal interests*Not too broad or too narrow*Identify prior knowledge*What do I need to know?*Use graphic organizers*Can be a class activity
Seven StepsStep Two—Goal Setting*What am I looking for?*Think outside the box*Are you still on topic?*Create open-ended and focus questions*Identify resources*Time management
Seven StepsStep Three—Research*Locate new information*Note taking methods*Source information for works cited page*Plagiarism
Seven StepsStep Four—Organizing*Synthesis of information (Interpretation andanalysis)*Irrelevent information*Graphic organizers*Not just sequential
Seven StepsStep Five—Evaluating Research Goals*Revisit assignment requirements*Self-evaluation*Checklists*Summary paragraphs*Future research goals
Seven StepsStep Six—Product*Foster creativity*Foster good writing*Does not have to be traditional researchpaper*Can be more than one
Seven StepsStep Seven—Presentation*Public speaking skills*Different audiences, different settings*Plan*Practice, practice, practice
Eighth Grade Social Studies/Language Arts ProjectInfluential Romans Augustus Julius Caesar Theodora
Topic• Based on the videos we have seen, what we have learned and what we already know, students will brainstorm the topic.• Through Guided Discussions – What type of information do we need to know about these people?• Everybody in class chooses a Roman. No duplicates allowed.
Goal SettingGuided Questions – Developing Questions – What do we want to know? – Who are they? – How did they change/affect/influence Roman society? – What were any long term effects of the person and his/her works? – How do you feel that they have influenced modern society?
Goal Setting continued• Determine form product will take.• Set time line for due dates.• Determine what type of resources are needed.• Determine how much information you will need.
Research• Teach how to take notes and how to recognize main ideas.• Create Notecards using index cards. 1) Source 2) Pg # 3) Summary or Quote from source, If Quote be sure and enclose with quotation marks
Research Continued• Teach Easybib to cite sources using MLA style• Emphasize DO NOT PLAGIARISE and teach what plagiarism is using tutorials• Schedule time in Media Center to conduct research
Organizing• Use an outline or storyboard to organize your research in preparation for presentation
Goal Evaluation• Use rubric to self-assess your product (visual for presentation)• Is everything done?• Is there anything you missed?• Is it done to your satisfaction?• Is there anything else you want to learn, any further questions that you have related to your topic or Rome in general?
Product• Product will be the visual aid previously chosen by the student to accompany their presentation.• Students will have chosen from provided list or received approval from teacher.
Presentation• Students will give an eight-to-ten-minute presentation to the class using their visual aide to teach the class about their person of interest.
Language Arts UnitUnit: Ancient RomeTopic: Famous Romans YA Novel Tie-InGrade: EighthCollaborating With: Social Studies
OverviewAfter completing their research, students willselect a young adult novel from a list of textsprovided to them.
Overview• After reading the novel, they will tie their works of fiction to their research in an analytical paper and a visual presentation.
OverviewThe analytical paper consists of three parts,each consisting of two paragraphs.
Part OnePart one consists of describing the AncientRoman researched previously and how heaffected his society.
Part TwoPart two consists of a description of how thechanges brought about by the AncientRoman have influenced modern society.
Part ThreePart three consists of tying the work offiction to the research.
Additional Product*Visual*Open House in Media Center*3-5 minutes*Poster Presentation Style*Parents and fellow students
Step OneTopic*Brainstorm ways in which the novel relates toresearch.*What do you already know that applies to yourtopic?*Pair up with two class members and run ideasby them.*Map your ideas.
Step TwoGoal Setting*List questions you have*Play Good Questions Cubes
Step ThreeResearch*This step was completed in the socialstudies unit.*However, this is a good time to reviewmethods for avoiding plagiarism.*Review notes.
Step FourOrganizing*Organize your essay from weakest tostrongest points*Transitions*Diction*Outline essay using an Essay Map*Categorize pertinent quotes
Step FiveGoal Evaluation*Review outline and rough drafts. Is thereany information you can omit? Have you answeredyour essential questions?*Compare essay with rubric. Have youincluded all necessary information and steps?*Have classmates edit individual paragraphs.
Step SixProduct*Write final draft.*Read final draft aloud.*Edit and revise.*Create Web 2.0 visual*Review rubrics one more time beforeturning in products.
Step SevenPresentation*Essential information for presentation*Appropriate for parents?*Practice presentation multiple times.*Time yourself.
ConclusionThe Independent Investigation Methodmakes the research process less confusingto learners by providing scaffolding on whichto build research projects. By breaking theprocess down into manageable steps,student stress is lessened, deeper learningoccurs, and better products andpresentations are created.
Works Cited• Active Learning Systems LLC. (n.d.) IIM Independent Investigation Method. Retrieved from http://www.iimresearch.com/• Ball, Deborah Loewenberg, and Forzani, Francesca M. (Dec. 2007) What Makes Educational Research “Educational”? Educational Researcher Vol. 36 Issue 9, pg 529-540. Retreived from http//www.jstor.orgstable30137938• Remsen, Ken. (2004) Using the Library to Improve Student Literacy.Teacher Librarian, Vol. 31 Issue 5, pg 63. Retreived from http://search.ebscohost.comlobin.aspx?direct=true@db=iil@A
Work Cited Continued• Shapiro, Bonnie L. (1996) A Case Study in Elementary Student Teacher Thinking during an Independent Investigation in Science: Learning about the “face of science that does not yet know”. Science Teacher Education, Vol. 80 Issue 5, pg 535-560. Retreived from http://libdata.lib.us.edulogin?url=http://search.ebscohost.com• Ungar, Barbara. (2010) Revised Research. School Library Monthly, Vol 26 Issue8, pg 40-42. Retrieved from http//search.ebscohost.comlogin.aspx? direct=true@db=eft@AN=50298497@site=ehost-live