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Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
Research Process
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Research Process

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An outline of the PLUS research process to scaffold a Grade 6 research assignment.

An outline of the PLUS research process to scaffold a Grade 6 research assignment.

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  • This slide partially covered in slides 13 & 14 – but not to the same depth
  • Transcript

    • 1. PLUSINFORMATION SEARCH PROCESS
    • 2. PLUS - RESEARCH CYCLE• the research process goes in a cycle, in both directions – it is not a step by step, linear process• you may well find that you move frequently between each stage, revisiting, revising and going deeper• the most important stage for a successful outcome is the P – preparation and planning – if you spend sufficient time on this, the rest will be much easier• always remember that citing your sources is vital – keep track of them as you go
    • 3. PLUSPlan what you need to do, and when – use your calendar to set target due dates.
    • 4. PLAN AND PREPARE (Thinking) P• What exactly is my topic about?• What do I already know about this topic?• What are the questions I want to ask about this topic?• What concepts am I investigating?
    • 5. WHAT DO I NEED TO DO? P• Brainstorm This initial brainstorm is to record everything you know already, and your thoughts and ideas, without judging your thinking. Inspiration© works well. Work with a friend, bounce ideas off each other …. Be excited!• Broaden your knowledge base Before you can start on meaningful research, you need to have background information of a general nature - use encyclopedias, books and dictionaries – read the outlines, look at images, graphs and tables, read the captions, get a general overview – talk to people.
    • 6. WHAT DO I NEED TO DO NEXT? P• Brainstorm revision Work on your initial brainstorm by grouping together similar ideas and adding new information as you broaden your knowledge base• Define your area of investigation Write a statement that shows clearly what you will be researching
    • 7. WHAT DO I NEED TO DO NEXT? P• Questions, questions, questions - This is the crucial part of your planning.• What are the questions I want to ask about this topic? What concepts am I investigating?• Write clear, creative and interesting questions that fit the topic - break down complex questions into manageable parts
    • 8. WHAT DO I NEED TO DO NEXT? PFormulating questionsWho? what? what if? where? why? when? which? how? so what? Key concept questions:Form - What is it like? Function - How does it work? Causation - Why is it like it is? Change - How is it changing? Connection - How is it connected to other things? Perspective - What are the points of view? Responsibility - What is our responsibility? Reflection - How do we know?
    • 9. WHAT DO I NEED TO DO? P• Once you have a body of questions, make an outline of the areas you will be researching. This will be the framework of your investigation.• Go back to the brainstorm, and develop a list of key words and search terms that come from the questions.• Use a thesaurus to find related terms, and broaden your search• You are now ready to start locating information, using these key words.
    • 10. LOCATE (Finding) LUse a variety of information sources:• print - books, magazines, newspapers• online databases and encyclopedias• videos• primary and secondary sources• internet (advanced searches on appropriate search engines)• experts• EVALUATE each source before using it• Enter all the sources you use into your Works Cited page(Noodle Tools)
    • 11. LOCATE (Finding) L• Do you understand what you are reading?• Is the information reliable? up to date? biased?• Is it relevant to your research?• If not, revisit the P stage…….• Enter all the sources you find into a bibliography (Noodle Tools)
    • 12. USE (Producing) U• gather the information that helps you understand your defined topic• make notes• record fact fragments• summarize, paraphrase, write down actual quotations if you need them• record your metacognition – thoughts, opinions, questions, connections• if necessary, revisit P and L• retain all the details for your in-text citations, as well as your bibliography
    • 13. USE & SHARE (Producing) UKeeping in mind specific instructions you havehad, and the rubric you are working fromdecide on the format of how you will shareyour work.
    • 14. SELF-EVALUATE & ACT (Reflecting) SDetailed and thoughtful reflection:• the aspects of the inquiry that were successful• aspects of the inquiry that needed more work• the action that resulted/will result from this inquiry.

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