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Tame the Chaos of Classroom Research (IIM update 2015-ALT vers.)

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Tame the Chaos of Classroom Research (IIM update 2015-ALT vers.)

  1. 1. Organization Product Presentation Research TopicDevelopment GoalSetting http://www.iimresearch.com/ E.H. Eastman – MCLIMS.org 2015-16 Classroom Research! Tame the Chaos of…
  2. 2. 7 Steps to Research! 7 Presentation1 Topic 2 Goal-Setting 3 Research 4 Organizing 5 Goal-Evaluation 6 Product Successful
  3. 3. Research provides a Context for Integrated
  4. 4. Within framework of inquiry… • Research is a sequential process. • Answers come from a range of sources. • Information must be analyzed and organized. • Then it can be synthesized into a final product to share with audience(s). How to… • Record information they already know (facts) • Determine what they want to learn (questions). • Cite all sources. • Avoid plagiarism. Students are learning…
  5. 5. Resources … teach them not to expect instant magic answers (& design assignments with this in mind) … understanding will develop from many ideas pulled from multiple sources Grit Persistence, & Self Management
  6. 6. Guide process throughout with the whole class and research one topic together. Work through research process on individual topics in small groups or independently, & apply research skills. Group IIM Process Independent IIM Process
  7. 7. Kindergarten
  8. 8. 55Fifth Grade
  9. 9. Essential Questions •Frame unit of study •Connect what is learned to real world •Require critical thinking to answer •Allow students to form original ideas instead of pre-determined answers. •Point students toward key ideas & main concepts we want them to understand •Asked & re-asked What does it matter if I know this? Why do I have to do this? When will I ever use this?
  10. 10. Key starting points for planning effective units of study built around key curriculum –based big ideas. EXAMPLE: Natural Disasters Topic: hurricanes Essential Question: What are environmental and cultural effects of a hurricane? Guiding Questions: •What are the characteristics of a hurricane? •How are people affected by a hurricane? •What is the impact of a hurricane on the environment?
  11. 11. Topic: habitat Essential Question: How do living things depend on one another and on their environments? Guiding Questions: •How are living things connected? •How does human activity affect environments? •How are habitats alike and different? At the end of a unit, what key understandings should students have? --- > curriculum guides, TX-TEKS EXAMPLE: Habitats
  12. 12. TOPIC Step 1 Choose What to Study • What do you already know? • What do you want to find out? CD forms 17-20—my topic, concept map, glossary sheet for individual work •Spark Curiosity with Immersion Activities! •Generate facts + questions. •Organize & categorize (graphic organizer) •Post glossary.
  13. 13. Use range of flexible strategies to map out what we know & want to know Concept Map Diagram Wonderwall 1 Topic
  14. 14. Development of student questions 1. On your own, or with a partner, choose a book on our topic that interests you. 2. Write the title and author in your notebook or on an index card. 3. Under this, write: ‘I wonder…’ 4. During your reading, list all the questions the information in the book raises in your mind. These do not need to be questions answered in the book—just things that make you wonder. 5. Here is an example: 1
  15. 15. Development of student questions Distinguishing between ‘Thick’ and ‘Thin’ questions Flyer 1 Topic
  16. 16. GOAL SETTING Make a Plan • Set goals for your project. • What are the requirements? CD forms 21-23: goal-setting sheets Step 2 •Develop questions to direct research. •Set goals for notefacts and new words. •Define number & types of sources to be used
  17. 17. Clarity of purpose & expectations Focused specific research 2
  18. 18. RESEARCH Discover the Facts • Use many resources. • Cite your sources & record your notes. CD forms 24,29,30-31,35,56 Step 3 •Introduce concept of plagiarism. •Model & guide notefact-taking. •Record source information and numbers. •Reread & revise; encourage thinking & analysis. •Add new vocabulary to glossary.
  19. 19. 3 Research
  20. 20. NOTEFACTS are… make sense. phrases own words. questions. Research
  21. 21. • Short but complete enough to make sense. • Written in your own words. • Use phrases instead of complete sentences. • Connect to your questions & focus on important ideas. • Useful, meaningful, and easy to read. Notefacts SHORT(note) +TRUE (fact) 3 Research
  22. 22. Taking Group Notefacts • • • •
  23. 23. 3Research Kid-Friendly Search Tools
  24. 24. ORGANIZING Build a Framework From Your Notes • Put your notes in categories. • Analyze & interpret your findings Step 4 •Reread notefacts & look for categories. •Cut & manipulate, sort. •Refer to guiding questions. •Write category choices on organizing charts. •Color code magnifying glasses. •Group/regroup/ cut+ paste. CD forms 36-37
  25. 25. Organizing Student researchers will: • Identify useable categories. • Organize with color-coding. • Sort, cut & paste. • Begin to analyze and interpret findings toward a written product or project. ACTIVITY : Categorization of Notefacts Putting it all together 4 Organizing
  26. 26. Organizing Chart: Kindergarten Initially, students’developmental levels may require more teacher control over the process. 4 Organizing
  27. 27. Organizing Group Notefacts •Read notefacts together. •Review guiding questions. •List possible categories on chart paper. •Make final choices and color code. •Cut notefacts into strips and model with 1 or 2 •Give notefact to pair of students who will explain choice to class, color & glue
  28. 28. Organize information to create a clearer picture of new knowledge. 4 Organizing
  29. 29. Use a variety of flexible strategies to represent new ideas & information. Organizing
  30. 30. GOAL EVALUATION Check Your Progress • Look back at Step 2. • How did you do? Step 5 •Requirements met for notefacts connected to questions? • Number of sources & type? •Where are gaps or holes from research plan? •Gather additional facts & glossary words as needed. •Identify/Summarize key findings CD forms 38-40
  31. 31. Student researchers will: • Review goals set in Step 2. • Decide if they have fulfilled the requirements. • Evaluate the quality of their work in steps 1-4. • Move forward in the process or identify areas for refocus. • Summarize key findings Goal Evaluation What was accomplished? 5 Goal-Evaluation
  32. 32. Goal Evaluation MY GOALS: My Notefact Goal: 30 Required Glossary Entries : 5 Required # of Resources: 3 Required Resource Types: • Non-fiction Book • My choice: Online Encyclopedia • My choice: Video Clip What I Did: Note facts Written: of Glossary Words # of Resources Used: Resources Used: √ √ √ Evaluating Research Goals (What I Learned) KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product) 1. 2. 3. MY KEY GLOSSARY WORDS: 24 9 3 5
  33. 33. PRODUCT Create Something New • Write about it! • Share what you learned. Step 6 •Choose audience & presentation format. •Plan, design, and write final products. •Develop topic sentences, develop written product, use evidence to support conclusions. •Use technology to publish work for specific audience. CD forms 41-42: Choosing My Product & My Product Plan
  34. 34. Product Student researchers will: • Make a plan. • Identify tools and resources needed. • Use writing and technology skills to transform new understandings into diverse creative products. Create Something to Show What Was Learned
  35. 35. Expository Paragraph &/or Essay Writing •Lead or Hook •Topic sentences-main ideas •Summarize findings with descriptive evidence to support conclusions •Elaborative details compiled from range of sources •Conclusion Organized Notefacts Extended Writing (to inform)
  36. 36. Role of the Writer • Who or what are you as the writer? • A character? A reporter? An eyewitness? Audience • Who will read your writing? • A friend? Your teacher? Other students, a parent, or people in the community? Format • In what format are you writing? • What is best way to present your ideas? • A letter? A narrative? A speech? A persuasive article? Topic & Strong Verb • What are you writing about? • Why? What’s the subject or the point? Students should process and transform information, rather than simply write out answers to questions. Writing R.A.F.T.
  37. 37. Pre-Kindergarten
  38. 38. Fifth Grade
  39. 39. Planning • Role, Audience, Format, Topic • Layout & design • Tools needed
  40. 40. PRESENTATION Step 7 • Who’s the audience? • Present what you know. CD forms 43-44: Listening & presentation forms •Prepare/practice speaking & listening skills for presentations.
  41. 41. PRESENTATION Student researchers will demonstrate essential presentation skills. Sharing New Knowledge •Prepared and confident •Speak clearly & use new vocabulary •Knowledgeable and accurate •Look at audience & use visual tools as support •Respond to questions •Share sources of information 7Presentation
  42. 42. References “The IIM Model." IIM - Independent Investigation Method. Web. 31 Mar. 2011. <http://www.iimresearch.com/ii> Nottage, Cindy, and Virginia Morse. IIM Teaching Research Skills in Grades K-5: TEKS Edition. Epping, NH, 2013. Nottage, Cindy, and Virginia Morse. 7 easy steps to successful research for students in grades K-12: Teacher manual. Epping, NH, 2006.

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