IIM Secondary Overview

Put Rigor in Your Secondary Curriculum with Authentic Research Studies Using IIM
Presented by
Cindy Nottage
www.iimresearch.com
I ndependent I nvestigation M ethod

PLAGIARISM (A TROUBLE SPOT FOR STUDENTS)
A LATIN WORD MEANING
KIDNAPPING
STEALING

Ways to Prevent Plagiarism When Requiring a Written Product
Process (with consistent vocabulary & aligned with standards)

Independent Investigation Method: The Model A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS K-12 Manual p.111 No More Plagiarism

Follow These Footsteps to Success in a Research Project
Topic
Goal Setting
Research
Organizing
Goal Evaluation
Product
Presentation
I NDEPENDENT I NVESTIGATION M ETHOD

IIM: A CONTINUUM OF LEARNING EXPERIENCES
Teachers must show that they have given students an opportunity to:
Work with a research question
Show evidence of research
Produce a product
Make a presentation
REVISED TEXAS STATE PLAN 3.2A

Process
Plagiarism (teach what it is and what the consequences are)
WEBSITE IDEAS: www.iimresearch.com/teacher_lounge

USA Today – 5/5/06 – p. 13A

USA Today – 5/5/06 – p. 13A
Alfred Doblin – Herald News – Passaic County, NJ
“ There is a lower level in hell for the plagiarist than for the ‘fictional’ news writer. Getting it wrong is unacceptable; getting it from someone else is unpardonable.”
Margo Hammond – St. Petersburg (Fla) Times
“ While plagiarism might still get you expelled from some schools, in the real world it is not the career-ender it used to be. . . . Did Viswanathan hang her head in shame? No, she went on the Today show and defended herself . . . She used the weasel word ‘borrowing.’ . . . The Founding Fathers must be spinning in their graves. (Intellectual property) is the only property specifically protected in the US. Constitution.”
The Hartford (Conn.) Courant
“ Sometimes being smart is not enough to prevent a person from being stupid. That may be the most important lesson Harvard sophomore Viswanathan will take away from her Ivy League education.”
Kaavya Viswanathan - Plagiarist

Process
Plagiarism
Resources (more than the internet)
WEBSITE IDEAS: www.iimresearch.com/teacher_lounge

VARIED, VALID SOURCES

Process
Plagiarism
Resources
Products
(more than a paper or report)

WRITTEN PRODUCTS
Book (ABC, biography, diary, fact, fantasy, flip book, journal,
picture book, recipes, science fiction, shape book)
Advertisement Brochure
Dictionary Fact cards
Letter Magazine
News article Poetry
Riddle Song
Travel log Play
Computer program Webpage

Step 1 - Topic
Researchers record information they already know (facts) and things they want to learn (questions) about a topic they have chosen or been assigned.
Standard 1: Make perceptive and well-developed connections to prior knowledge.
Standard 4: Express ideas and concerns clearly and respectfully in conversations and group discussions.

Topic
You can:
Raise controversial issue about class unit topic
Distribute interest center materials for class browsing
Dress-up for role play (John Adams, Harriet Beecher Stowe)
Choose topics from common pre-reading – Textbook chapter, etc.
Plan a speaker or field trip
Make class concept map of unit topic
Combine literature with other subject area – SS, math, science
Use information from one study (biomes) as foundation for next (geology)
Have curriculum content (geology) and tested skills (narratives) drive study
Students can:
Choose from teacher list
Do a “Quick Write” about topic
Conduct a Presearch of targeted reading to narrow topic
Record prior knowledge and questions on concept map
Start a glossary list
Choose appropriate research design

THE HOOK! (WHAT INVITES STUDENTS TO LEARN?)
Set up an interest center
Make a display of books, pictures, newspaper clippings, magazine articles, artifacts...
Invite an expert to make a presentation – meteorologist, volcanologist, physician…
Show a video
Play music
Take a field trip – virtual or actual
Pursue areas of passionate interest in depth within topics of study

CURRENT EVENTS ISSUES KIDS CARE ABOUT

The 2004 Indian Ocean earthquake was an undersea earthquake that generated a tsunami that was among the deadliest disasters in modern history. Many people were injured and thousands of homes, hotels and businesses were destroyed. Countries as far away as the Maldives and Somalia were affected. The costs of aid, cleaning up, and rebuilding were around $6 billion. The rest of the world was shocked by the scale of the disaster and money flooded in to help victims and restore basic services.
http://wikipedia.org.wiki/2004_Indian_Ocean_earthquake
STUDENT READS ONE SOURCE TO GENERATE IDEAS AND QUESTIONS

Presearch Topic Use this form to narrow your topic. Area of Interest Possible Topic Economics Outcomes World Response 2004 tsunami Information, Ideas, and Questions Infrastructure destroyed. How will they rebuild? Who will benefit? Long term effects? Bad ones? Any positive outcomes? Offering $. Services? Any looting?

Steps 1-3 Topic – Research GLOSSARY OF THE STUDY
List NEW words and their meanings that are key to helping others understand your topic.
Tsunami series of waves created by underwater earthquakes
debris the remains of something that has been destroyed
propagation the movement of a tsunami away from its source
inundation flooding on dry land caused by a tsunami
VOCABULARY DEVELOPMENT K-12 Manual p.139 No More Plagiarism p.14

Step 2 – Goal setting
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 .

Standard 1 Ask specific questions to clarify and extend meaning.
Standard 3 Make decisions about the quality and dependability of texts and experiences based on some criteria.

You can:
Design and post broad Essential (Teacher Questions) from local, state, and/or national standards as foundation of unit and student research
Give specific goals for amount and type of resources, and number of notefacts and glossary entries
Require research and focus questions beyond knowledge level
Model the use of opinion questions that encourage analysis of information
Students can:
Develop research question based on topic and Essential (Teacher Questions)
Write sub-questions to guide research
Use activities to vary types and levels of focus questions: cubes, spinner, question starters, Blooms
Goal Setting

Goal Setting IIM Goal Setting at the Proficient Level CLASS UNIT: Natural Disasters STUDENT TOPIC: December 26, 2004 tsunami TEACHER (ESSENTIAL) QUESTION What are the environmental and cultural effects of a natural disaster? MY RESEARCH QUESTION: Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment? K-12 Manual p.140-141 No More Plagiarism p. 20-21

Red Cube Blue Cube Who What/Which Why When Where How Can Would is Will Might Did Green Cube They can also add or substitute the green words to get new ideas. Start your students with the red and blue words. Predict Analyze Verify Compare Contrast List

GOOD QUESTIONS CUBES ACTIVITY
AT YOUR TABLE, USE YOUR CUBES TO WRITE AS MANY DIFFERENT FOCUS QUESTIONS YOUR GROUP CAN THINK OF FOR YOUR RESEARCH QUESTION:
Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment?

Goal Setting – Proficient Level
Research Question
BASED ON A STUDY OF THE 2004 DISASTER, HOW MIGHT THE IMPACT OF A TSUNAMI BE BENEFICIAL FOR THE PEOPLE AND THE ENVIRONMENT?
Focus Questions :
A. Where was the greatest devastation? Casualty rates?
B. How was the environment affected?
C. What effects did the tsunami have on the people?
D. When the world heard the news, how did countries/individuals respond?
E. Which outcomes from the disaster might be positive?

No More Plagiarism p.24

Step 3 - Research
Researchers use a variety of resources and strategies so they can gather and record information, focusing on goals set in Step 2.
Standard 1: Select information appropriate to the purpose of their investigation and relate ideas from one text to another.
Standard 2: Read and view texts and performances from a wide range of authors, subjects, and genres.

You can:
Teach students to take notes from a variety of sources
Teach about plagiarism and how to avoid it
Tell students you can track plagiarism on Internet sites
Bookmark Internet sites – be sure to preview them
Partner with the librarian, G/T specialist, computer teacher or teachers from other disciplines
Help students identify key words for library or Internet search
Students can:
Use different forms for notes – cards, charts, grids, electronic
Attach copies of Internet/Encarta articles to final paper
Write observation, opinion, new idea at bottom/back of card or beside notefact in different color ink
Practice notetaking in other assignments
Use highlighter tape to highlight key words in books
Write glossary words on source cards
Research

D on’t P lagiarize!
A Plagiarist is
Uninformed
Careless
Lazy
Dishonest
Prevent plagiarism by
Telling students what it is and not to do it.
Modeling how to paraphrase and summarize.
Checking after 3-5 notefacts.
Varying the sources and the products.
WEBSITE IDEAS: www. iimresearch . com/teacher_lounge
K-12 Manual p.144 No More Plagiarism p.28

Research
Give credit to the author/creator
Share your sources with other researchers
Prove the authenticity of your sources
Allow others to validate your information

FREE ELECTRONIC CITATION SITES
www.citationmachine.net
www.noodletools.com
www.easybib.com
www.oslis.k12.or.us/secondary/
Why Cite Your Sources?

Taking Notefacts on Note Cards
SOURCE CARD FORMAT
In upper right, put number to identify source (#1, #2, etc); make one card per source
Use MLA or APA format to record source information
Record if it is a primary source
NOTEFACT CARD FORMAT
In upper right, put # of source and letter of Focus Question (A, B, C, etc.)
Write notefacts about that Focus Question
Record number of notefacts in lower left
HOW TO WRITE NOTEFACTS
Paraphrase information
Keep notefacts short, but complete enough to make sense
Write page number from source beside notefact
Add your opinions/ideas in different color
Research K-12 Manual p.143 No More Plagiarism p.32

(Source Card) 1
(Source number)

Fang, Bay. “The Aftermath.” U.S. News & World Report . 10 March 2005: 11 – 16.
(MLA Format)
Primary source

(Notefact Card)
1 - B
1=Source Number
B=Focus Question
(How was the environment affected?)
Maldives - archipelago of 1190 coral
islands – 42 islands flattened p.12
Debris deposited everywhere p.13
Water/wells contaminated p. 13
Depth of seabed changed – shipping
lanes ruined; navigational buoys
inaccurate p. 15
4
MY OPINION: This might lead to improvements in navigational devices # of notefacts

Research Writing Organized Notefacts
NOTES ABOUT
What effects did the tsunami have on the people?
(FOCUS QUESTION C)
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _
many women & children – not swimmers
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
housing – too close to coast
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
hospitals – poorly prepared –limited medicine, doctors
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
training about emergency supplies required
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
K-12 Manual p.159 No More Plagiarism p.34 1 1 3 3

Name _______________ Source 1 _________________ Topic _______________ Source 2 _________________ Source 3 _________________ Write up to 6 key notefacts in each column. Record the source # in each box. NOTEFACT GRID Steps 3 & 4 Research & Organizing Effects on people Effects on environment Benefits K-12 Manual p.61

ACCURACY MATTERS
The Source says:
Exact phrases and sentences with page numbers; statistics, formulas, etc.
I say:
Paraphrased or summarized notes; pertinent specific data recorded accurately

Electronic Research Tools
www. notestar .com (New site being built)
www. Zotero .org (Runs on Foxfire)
www. evernote .com
www.ubernote.com
www.ndxcards.com
www.diigo.com
www.delicious.com (Social bookmarking)
www.noodletools.com ($1 or less per student)
No More Plagiarism p.33

Step 4 - Organizing
Researchers organize their data to allow them to analyze and interpret findings for use in a paper or project.
Standard 1: Use a wide variety of organizational patterns such as chronological, logical, (both deductive and inductive), cause and effect, and comparison and contrast.
Standard 1: Select and use strategies they have been taught for notetaking, organizing, and categorizing information.

You can:
Give credit for supplementary notefacts not necessary to support thesis statement
Assign graphic organizer to help organize thinking
Post graphic organizers as learning tool for other students about different unit topics
Students can:
Organize notefacts by focus question
Identify sub-categories for large body of information
Develop thesis statement from categorized notefacts
Identify notefacts essential to proving thesis statement
Represent information on graphic organizer
Present thesis statement and graphic representation to classmates
Organizing

Organizing, Analyzing, and Interpreting Research Data
Set aside Source Cards in preparation for your bibliography
Sort notefact cards by Focus Questions
Thinking about your Research Question
( Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment?)
and the notefacts you have taken, write a
Thesis Statement
you want to prove in your paper/product.

Notefact card 3 - A 3=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Thailand - 5322 India’s Andaman & Nocobar 182,340 confirmed dead Notefact card 2 - A 2=Source Number A=Focus Question (Where was the greatest devastation/casualty rates?) Myanmar (Burma) – 61 dead Malaysia – 74 dead Tanzania – 10 dead 129,897 missing Notefact card 1 - A 1=Source Number A=Focus Question (Where was the greatest devastation & casualty rates?) Aceh province, Sumatra – 80,000 dead p.13 Sri Lanka – 30,680 dead p.13 Somalia – 982 dead p.14

Developing a Sound Thesis
A good thesis should :
Be one (1) arguable point
Your opinion in statement form – not a question
Restricted to ideas you intend to discuss
Have unity – a single purpose
Summarized from 12 Easy Steps to Successful Research Papers by Nell W. Meriwether. NTC Publishing Group, 1997.
Draw clear and appropriate conclusions supported by evidence and examples No More Plagiarism p.42

STUDENT RESEARCH QUESTION: Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment ?
POSSIBLE THESIS STATEMENTS
A tsunami isn’t all bad.
Good things can happen because of a tsunami.
The world responds in a positive way to a tsunami.
The actions of the tsunami survivors demonstrates the power of good over evil.
Life in Indonesia will be better for women and children because of the 2004 tsunami.
The humanitarian, economic, and environmental advances balance the horrific tragedy of the 2004 Indian Ocean tsunami.

REBIRTH FROM DISASTER

Step 5 – Goal Evaluation
Researchers check to see if they've fulfilled the assignment requirements and evaluate the quality of their work during the first four steps .
Standard 2: Synthesize information from diverse sources and identify complexities and discrepancies in the information.
Standard 3: Evaluate and compare their own and others’ work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important .

You can:
Check new vocabulary through written paragraph, poem, acrostic, riddle . . .
Use Teacher Questions for open-ended test
Use rubric to evaluate process
Students can:
Write paragraph about one focus question
Write position statement and supporting paragraph
Play class game to share/review information
Reflect on the process of being a researcher
Goal Evaluation

ASSESSMENT IDEAS
IIM Goal Evaluation page
Glossary Activity
Paragraph writing
Visual representation of facts
Test related to Essential Question
Whole class review
Conferencing

Self-Assessment K-12 Manual p.150 No More Plagiarism p.47

Step 6 - Product
Researchers write papers and create projects to show what they have learned .
Standard 2: Write original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect .
Standard 3 : Express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence.

You can:
Set standards for quality product on rubric/checklist
Assign one product type to all students
Vary products to address different talents/learning styles
Assign different types of writing that require understanding of notes and eliminate plagiarism (poetry, play, fiction, autobiography, journal, letters, personal narrative, persuasive essay, instructional writing)
Students can:
Write research paper/report
Choose from variety of product types to match topic and audience
Use rubric criteria to design quality product
Product

Product Developing a Product
AUDIENCE
Business Competition Community Government
Parents Professional Publisher School
Other
PRODUCT CHOICE
Action: Campaign, dance, debate, demonstration, lesson, performance
Collection: art gallery, exhibit, learning center, list, portfolio, scrapbook
Model: costume, invention, musical instrument, puppet, reproduction
Technology: animation, audio/video tape, photography, web page,
Visual Representation: artwork, brochure, cartoon, collage, graph, map
Written Work: book, diary, editorial, letter, news article, poem, report, script

You can:
Set up venue to feature student work: museum, theater, courtroom, laboratory
Set quality presentation standards on rubric/checklist
Give test based on information from all presentations
Students can:
Identify appropriate audience for product
Practice necessary skills
Record information from other students' presentations on study guide based on Teacher Questions
Presentation

There are many different ways your students can present the results of their research studies.
Teach Perform Use technology Sing

CHECK OUT THE WEBSITE FOR
IIM “TOOLS” FOR SUCCESS WITH RESEARCH www.iimresearch.com/products/
STUDENT PRODUCTS, IIM UNITS, RESEARCH STRATEGIES, AND OTHER “GOODIES” www.iimresearch.com/teacher_lounge/
IIM TRAINING www.iimresearch.com/training/
QUESTIONS?
CALL CINDY, VIRGINIA, OR KIM AT 1-800-644-5059
E-MAIL US AT [email_address]
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IIM Secondary Overview

by iimresearch on Mar 01, 2010

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