Research Toolkit


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  • Summarizing strategies teach students to put information in their own words. Creating meaningful notes is a similar skill, and my instruction develops the connection for students.
  • Students need to work meaningfully with a wide variety of information. I model and encourage use in the classroom and the library of the high quality online resources available in HISD. Students need to work meaningfully with a wide variety of information. I model and encourage use in the classroom and the library of the high quality online resources available in HISD.
  • Formative – ongoing assessments that are the key to improvement; inform and provide feedback to teachers and students Summative – a culminating assessment that is more evaluative in nature; assess for degree of knowledge or skill proficiency
  • Research Toolkit

    1. 1. Research Strategies & Tools By Elizabeth H. Eastman River Oaks Elementary School
    2. 2. IBPYP Program of Inquiry @ River Oaks Elementary Overview of IBPYP Curriculum <ul><li>Delivering instruction in information literacy </li></ul><ul><li>skills/strategies and in the use of information </li></ul><ul><li>technology. </li></ul><ul><li>Helping students develop habits of independent </li></ul><ul><li>research. </li></ul><ul><li>Providing expertise in acquiring information. </li></ul><ul><li>Collaborating with teachers to identify links with </li></ul><ul><li>curriculum, learning goals, student information </li></ul><ul><li>needs, and information resources. </li></ul><ul><li>Bringing awareness of information issues to </li></ul><ul><li>teachers, administrators, and students so we are </li></ul><ul><li>socially responsible and ethical in our use of </li></ul><ul><li>information. </li></ul>Implementation of Library Instructional Program clip
    3. 3. Challenges <ul><li>Self directed independent research occurs when students: </li></ul><ul><ul><li>Select the topic </li></ul></ul><ul><ul><li>Develop questions </li></ul></ul><ul><ul><li>Locate resources </li></ul></ul><ul><ul><li>Acquire information </li></ul></ul><ul><ul><li>Organize information </li></ul></ul><ul><ul><li>Develop a meaningful product </li></ul></ul><ul><ul><li>Self-evaluate </li></ul></ul><ul><li>What are the challenges? </li></ul><ul><li>Limited reading ability </li></ul><ul><li>Limited vocabulary </li></ul><ul><li>Lack of motivation </li></ul><ul><li>A non-stimulating product </li></ul>clip
    4. 4. Task Definition <ul><li>EXAMPLES: </li></ul><ul><ul><li>▪ Research Made Easier ▪ Request for Library Research ▪ Process Checklist ▪ Clarifying Understanding ▪ Narrow A Topic ▪ Deciding Sheet </li></ul></ul>What do I want to know?
    5. 5. Questioning “ If we hope to see inventive thought infused with critical judgment, questions and questioning must become a priority of schooling and must gain recognition as a supremely important technology.” ~Jamie Mackenzie <ul><li>Using Non-Fiction: </li></ul><ul><li>Reading to learn, and writing to inform are often important components of inquiry. </li></ul><ul><li>Students should notice when they are learning something </li></ul><ul><li>new. </li></ul><ul><li>Learning something new leads to new questions. </li></ul><ul><li>Model using short pieces of non-fiction </li></ul><ul><li>text by thinking-aloud; kids do same with a partner. </li></ul>questions clip Thick & Thin Questions L: (I learned…) W: (Now I wonder…)
    6. 6. Locating & Accessing Resources Students use a variety of strategies to acquire information from print and electronic resources. Kids identify key concepts and terms describing an information need so a search strategy is developed. <ul><li>SOME EXAMPLES: </li></ul><ul><ul><li>ROE Webpage Visitor Primary Source Surveys Using Experts Using Library Spine Labels Dewey Scenario Cards Interviewing Non-Fiction Text Features </li></ul></ul><ul><li>Using: </li></ul><ul><ul><li>Text Features of Informational & Reference Books </li></ul></ul><ul><ul><li>Databases </li></ul></ul><ul><ul><li>Search Strategies </li></ul></ul><ul><ul><li>Dewey </li></ul></ul><ul><ul><li>Human, Print, & Digital Options </li></ul></ul>clip
    7. 7. I make a focused effort to locate and use primary sources with students, and to help them interpret and analyze them. Primary Sources Photo analysis Observations
    8. 8. Information Seeking Strategies Where can I find the information I need? <ul><li>EXAMPLES: </li></ul><ul><ul><li>▪ Online Resources </li></ul></ul><ul><ul><li>▪ Unlocking answers </li></ul></ul><ul><ul><li>▪ 3M Chart </li></ul></ul><ul><ul><li>▪ Comparing Databases </li></ul></ul><ul><ul><li>▪ Non-Fiction Study Sheet </li></ul></ul>
    9. 9. Using Information How will I collect and organize information? Read, View, Listen, & Record Information <ul><li>RESOURCES: </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Thinkfinity </li></ul></ul><ul><ul><li>Strategies That Work by Stephanie Harvey and Anne Goudvais </li></ul></ul>Note-taking clips “ Determining importance means picking out the most important information when you read, to highlight essential ideas, to isolate supporting details, and to read for specific information. Teachers need to help readers sift and sort information, and make decisions about what information they can disregard.” (Harvey, Stephanie. Strategies That Work . p.177).
    10. 10. Recording &Organizing Information Note-taking clips <ul><li>Some note-taking formats : </li></ul><ul><ul><li>▪ Note-making ▪ Bulleted List ▪ Sensory Notes ▪ Source-Fact-Response ▪ Working w/Info Resources ▪ Summarization ▪ Outlining ▪ I-Charts : supports the use of many info. literacy skills—seeking and accessing information, extracting and using it, and then making comparisons and evaluations. ▪ 2-Column Notes </li></ul></ul><ul><ul><li>RESOURCE: Fact Fragment Frenzy from </li></ul></ul>
    11. 11. Synthesis How will I make sense of and show what I learned? EXAMPLES: ▪ Comparing Sources ▪ I.M.Honest vs. Cheatum A. Lot ▪ Whose Is It Anyway? ▪ Copying-Intermediate RESOURCE : CyberSmart
    12. 12. Choosing & Evaluating Sources <ul><li>Students learn to seek, select, and evaluate sources of information. They receive explicit instruction on how to make informed choices and judgments. </li></ul><ul><li>I instruct students in evaluating information in order to determine its reliability, validity, accuracy, authority, and currency. </li></ul>clip ▪ Choosing non-fiction ▪ Primary Non-Fiction Book Review ▪ Website Evaluation ▪ : Hints About Print
    13. 13. <ul><li>Change the research product-change the thinking! When students have to use information in new ways, copying stops. </li></ul><ul><li>Importance of developing knowledge and strategies early. </li></ul><ul><li>For students in the early grades, we model and make charts to credit sources, and older students use a template to do this independently. </li></ul>clip Citing Sources & Avoiding Plagiarism ▪ Template Primary ▪ Template Intermediate ▪ Scenarios ▪ Copyright w/ Cyberbee
    14. 14. Evaluation ▪ Notes checklist ▪ Evaluating Sources Checklist ▪ Citing Sources Rubric ▪ 5 th Grade Exhibition Formative Assessment: Used to inform instruction throughout the unit of inquiry. Summative Assessment: Used as a summary of learning at the end of a unit of inquiry. 
    15. 15. This is What I Did… I Did It Myself I Did it With Help I Cannot Do It Yet I chose a topic that is interesting to me. I made questions about my topic. I chose where I was going to look for information. I chose at least two different places to look for information. I used keywords in my short and long answers. I set up my outline in the order I wanted to share the information I found. I evaluated my report and made changes. I decided how I am going to present my information.
    16. 16. Bibliography <ul><li>Allen, Janet. Yellow Brick Roads: Sharing and Guided Paths to Independent Reading K-12 . Stenhouse, 2000. </li></ul><ul><li>Armstrong, Tricia. Information Transformation . Pembroke Publishers, 2000. </li></ul><ul><li>Burke, Jim. Tools for Thought . Heinemann, 2002. </li></ul><ul><li>Duncan, Doinna and Laura Lockhart. I-Search, You Search, We All Learn to Research .Neal-Schuman Publishers, 2000. </li></ul><ul><li>Eisenberg, Michael B. and Robert E. Berkowitz. Teaching Information & Technology Skills: The Big 6 in Elementary Schools . Linworth Publishing, 1999. </li></ul><ul><li>Harvey, Stephanie and Anne Goudvis. StrategiesThat Work . Stenhouse, 2000. </li></ul><ul><li>Koechlin,Carol and Sandi Zwaan. Info Tasks for Successful Learning . 2001. </li></ul><ul><li>Ryan, Jenny and Steph Capra. Information Literacy Toolkit . American Library Association,2001. </li></ul><ul><li>Valenza, Joyce, Power Research Tools . American Library Association, 2003. </li></ul>