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Research presentation072711rev1

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  • Norman Bridwell (Clifford Books) Formulating questions as a class before visit to The Friendship School
  • How to skip count by 2’s, 5’s or 10’s
  • Observing eagles on webcam; make observations on how they care for their babies; other sources as well
  • How a plant grows; Jamestown
  • Immigration; webquest; books; interview family members
  • Writer’s workshop
  • American History-interviews, primary documents, artifacts; online resources, etc
  • Ancient history
  • Interest centers-could contain books, non-fiction, picture, reference, fiction; primary documents; visuals, Artifacts; task cards, etc.
  • Show http://www.amnh.org/ology
  • Fill out the boxes with your questions.
  • IIM, see me for more info- happy to help
  • Transcript

    • 1. Student Research Process Made Easier Tammi Pittaro IDEA Teacher/Coordinator Grades K-8 Upper Township School District
    • 2. Common Core Curriculum State Standards  Found in English Language Arts  Writing Standards  Grades K-12  Formalized Research Standard doesn’t begin until fourth grade, but groundwork begins in Kindergarten
    • 3. Writing and Teaching Research Skills  Kindergarten: Research to Build and Present Knowledge  W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).  W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    • 4. Writing and Teaching Research Skills  First Grade: Research to Build and Present Knowledge  * W.1.7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).  * W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    • 5. Writing and Teaching Research Skills  Second Grade: Research to Build and Present Knowledge  W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).  W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
    • 6. Writing and Teaching Research Skills  Third Grade: Research to Build and Present Knowledge  W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).  W.2.8. Recall information from experiences or gather information from provided sources to answer a question.  W.2.9. (Begins in grade 4)
    • 7. Writing and Teaching Research Skills  Fourth Grade: Research to Build and Present Knowledge  W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.  W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. This standard begins here through 8th grade:  W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • 8. Writing and Teaching Research Skills  Range of Writing (from 4th to 8th grade)  W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    • 9. Writing and Teaching Research Skills  Fifth Grade: Research to Build and Present Knowledge  W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.  W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
    • 10. Writing and Teaching Research Skills  Sixth Grade: Research to Build and Present Knowledge  W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.  W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
    • 11. Writing and Teaching Research Skills  Seventh Grade: Research to Build and Present Knowledge  W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.  W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    • 12. Writing and Teaching Research Skills  Eight Grade: Research to Build and Present Knowledge  W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.  W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
    • 13. Research Skills Identify prior knowledge Asking good questions Developing writing skills Paraphrasing; summarizing Evaluating validity of resources Documenting resources
    • 14. Research skills Finding resources Synthesizing Analyzing Making decisions Managing time wisely; planning Using effective presentation skills
    • 15. Steps for Guiding Student Research  Assess, Find or Create Student Interest  Help Students Find a Question(s) to Answer  Develop a Research Question(s) to Answer  Develop a Plan of Action to Guide the Research  Help Locate Multiple Resources
    • 16. Steps for Guiding Student Research  Provide Managerial Assistance  Help to Find Products and Audiences  Provide Feedback/Escalate the Process  Evaluate
    • 17. Assess, Find and Create Interest Investigations Stem from Many Sources:  Individual interests  Curricular areas of study  Problems that exist in the world  Unresolved questions  Someone asking students to generate solutions to problems
    • 18. Assess, Find and Create InterestStrategies for Interest and Problem-Focusing- What invites students to learn? The Hook!: Sharing articles from news magazines, newspapers, etc. Guest speakers Questions that students ask Student identified problems “I Wonder” bulletin boards Interest centers in classroom
    • 19. Help Students Find aQuestion(s) to Research Who Does Research? What kinds of questions would these people ask?  Doctors  Newspaper Reporters  Geographer  Writer  Historian  “Ologists”
    • 20. What is an “Ologist?” Ologists are people who follows their curiosity about something and keep at it until they get answers. And then they have a hundred new questions! Anthropologist Psychologist Biologist Archeologist Zoologist Paleontologist Sociologist Meteorologist
    • 21. Help Students Find aQuestion(s) to Research  Researchers are always asking questions about the world around them. They notice things that are interesting, they make observations and wonder why certain things behave as they do. Researchers are sensitive to problems.  Categories: Eating habits Friendship Rules School Culture Growing Up Community Beliefs Lots more!
    • 22. Generating ResearchGood Question Cubes  Cube 1- Who, What/Which, When, Why, Where, How  Cube 2- Is, Can, Will, Could/Should/Would, Might, Did  Cube 3 (Middle School recommended, but can be used with younger students) - Predict, Analyze, Verify, Compare, Contrast, List
    • 23. Generating Research Questions1. Roll the dice to generate beginning questions. Select one word from each cube to generate possible questions.2.Use research phrases to prompt possible research questions.
    • 24. Research question examplesIt might be interesting to know if?It might be interesting to know how?It might be interesting to know why?Historically, I wonder how or why?I wonder if ________is related to ___________?What factors influenced___________
    • 25. Question Boxes Is Did Can Will Might Should Would CouldWhoWhat/WhichWhenWhereWhyHow
    • 26. Develop a plan of action to guide the research- kinds Descriptive Research  primarily concerned with finding out “What is? Or How are things now?”  Determining the likes and dislikes of a group  Student opinion surveys  Recording the reactions to an event  Example- Do fifth graders have a favorable attitude toward the new playground equipment?
    • 27. Develop a plan of action to guide the research- kinds Correlational Research  Purpose is to make an attempt to discover or clarify relationships that exist between and among variables  Example- Is there a relationship between the size of the wheels on a toy car and the distance it can travel?
    • 28. Develop a plan of action to guide the research- kinds Historical Research  Purpose is to search for facts relating to questions about the past. By studying the past, the historian is trying to achieve a better understanding of the present.  Finding data through sources such as diaries, official documents and relics. Primary and secondary sources.  Example: In what way has this school changed since it was built?
    • 29. Develop a plan of action to guide the research- kinds Experimental Research  Purpose is to investigate possible cause and effect relationships  Control groups and experimental groups; gathering data; looking for differences  Key question: How do you know the treatment caused the effect?  Example: What is the effect of color on “taste buds?”
    • 30. Develop a plan of action to guide the research- kinds Developmental Research  Purpose it to examine changes and patterns of growth over time and answer the question: How has ___________changed over time?  Longitudinal studies follow the same subjects over an extended period of time  Example: How have we changed as fourth graders over the school year?
    • 31. Provide Methodological Assistance  Shift from learning about to learning how to gather, categorize, analyze and interpret data.  Learn the different types of research conducted by professionals and the tools and methods they use to conduct their research.
    • 32. Provide Methodological Assistance  How to gather your data from your questions  Interviews (questioning individuals, asking open-ended questions)  Surveys and questionnaires (make one)  Recording notes  Recording references  Designing an experiment
    • 33. Develop a plan of action to guide the research Provide Managerial Assistance  Provide access to people and equipment  Help students to design a way to gather data, organize findings and report findings.
    • 34. Develop a plan of action to guide the research  What- This is what I plan to research  Resources- These are the resources I need to conduct my study  Steps-Here are the steps I need to take to accomplish my plan  Problems-These are the problems that I may encounter  Audience- This is the audience who could benefit from my research  Product- This is the type of product that I could create
    • 35. Help Locate Multiple Resources Books Magazines Individuals for interviews Places to write for information Historical documents Other researchers Use the internet and other electronic resources
    • 36. Just Say “NO!” to PlagiarismA plagiarist is~ Uninformed Careless Lazy DishonestDon’t be a Copy Cat!
    • 37. How to avoid plagiarism? NOTEFACTS! Note (short) and Fact (true).  Written in your own words  Short but complete enough to make sense  Related to your questions  Documented (Must be cited to show your sources.)
    • 38. Why cite your sources?  Give credit to the author/creator  Shareyour sources with other researchers  Prove the authenticity of your sources  Allowothers to validate your information
    • 39. Easy as ABC A Author/Editor B book/magazine/article title C Company D Date of copyright/Date viewed E Entire page numbers/URL
    • 40. Great Websites forResearching with Students  http://www.tizmos.com  http://www.amnh.org/ology/ Search engines for kids http://www.kidrex.org/ http://www.askkids.com/ http://www.boolify.org/index.php http://quinturakids.com/
    • 41. Questions?