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Incorporating research skills.pptx


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Presentation for #PSLA16

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Incorporating research skills.pptx

  2. 2. WHO WE ARE KAREN HORNBERGER • Librarian at Palisades High School AMBER SCHLOSSER • English teacher at Palisades High School
  4. 4. OUR PURPOSE AND PHILOSOPHY Our group started three years ago with the philosophy that we wanted to introduce students to research skills in various grade levels and various courses. We felt that we were isolating the skills to be taught mainly during the senior research paper process and worried that the students were not given enough time to master the skills and exhibit them during different curricular areas. As a result, we developed a study group to approach our concerns.
  5. 5. THROUGH THIS PRESENTATION, ATTENDEES CAN… Investigate a model on a research skills integration study group Look through our resources and see which seem useful to utilize within their own programs
  6. 6. YEAR ONE 2013-2014
  7. 7. GOAL ONE Set a vertical alignment/scope and sequence to incorporate research skills into projects during 9-12 grade English and social studies classes.
  8. 8. GOAL TWO Identify research skills (aligned with AASL standards) that we wanted to ensure were covered.
  9. 9. GOAL THREE Survey former students and college librarians on preparedness concerns.
  10. 10. GOAL FOUR To create and improve existing resources through: • Design/test run new resources • Development of discussion questions • Examination of student work • Modify/tweak resources
  11. 11. GOAL FIVE To develop a research check-in.
  12. 12. YEAR ONE ANALYSIS WHAT WORKED WELL • Set a framework based upon guidelines • Improved resources • Research check-in procedure (extremely valuable) WHAT DID NOT WORK WELL • Difficult to survey former students • Discussion questions were a good idea but ones that were originally developed were not high level (Amber and Karen followed up by taking a course during year three)
  13. 13. Example of Research Check-in responses (teacher view)
  14. 14. YEAR TWO 2014-2015
  15. 15. GOAL ONE Coach/mentor within department.
  16. 16. GOAL TWO Initiate middle school collaboration.
  17. 17. GOAL THREE Research and differentiate between long and short term research.
  18. 18. GOAL FOUR Begin to instruct students to evaluate sample work against rubrics.
  19. 19. GOAL FIVE To develop a system for progress monitoring and feedback.
  20. 20. GOAL SIX To focus upon teaching using primary source documents.
  21. 21. YEAR TWO ANALYSIS WHAT WORKED WELL • Beginnings of a research-centered relationship with middle school • Student evaluation of sample work against rubrics (extremely valuable) • Identifying short versus long term research opened an important discussion WHAT DID NOT WORK WELL • Coaching/mentoring (too hit and miss) • Instruction on primary source documents needed to be stretched into English classes
  22. 22. YEAR THREE OUR CURRENT YEAR: 2015-2016
  23. 23. GOAL ONE Incorporate scholarly journals and primary source documents into English classes more successfully.
  24. 24. GOAL TWO Align with school improvement plan.
  25. 25. GOAL THREE Create consistency with editing.
  26. 26. GOAL FOUR Develop skill specific rubrics (along with modified versions).
  27. 27. GOAL FIVE To create launchpads for units.
  28. 28. GOAL SIX To align summer reading assignments.
  29. 29. YEAR THREE ANALYSIS WHAT WORKED WELL…SO FAR! • Skill specific rubrics • Google Site launchpads • Integration of scholarly journals into English • Alteration of summer reading assignments…so far ☺ WHAT DID NOT WORK WELL…SO FAR! • Editing comment banks – not much feedback
  31. 31. HELP TO CREATE CONSISTENCY Developing a Launchpad for important research units helps to have all teachers teaching the course access the same resources. Integrating the same resources across the board helps students familiarize with expectations. Offer to teach any lessons that you can. Karen sat with each department and we determined in which units we would integrate which skills.
  32. 32. BE FLEXIBLE AND UNDERSTANDING Trust teacher’s professional judgment. Don’t worry how teachers are using the resources; be happy that they are using the resources while trying to get them to use and understand consistent resources (English example with units & skill specific rubrics example). Recognize not all teachers are trained English teachers. The teachers you work with may need professional development combined with patience and time to explain concepts that you want the students to understand. Develop resources prior to running it by peers; limit to review/feedback. View yourself as an educational support leader.
  33. 33. BALANCE THE WIDE PICTURE (SCHOOL AND DISTRICT GOALS) WITH SMALLER DETAILS (STUDENT READINESS AND RESPONSES) Work with students individually to see where they commonly struggle and try to develop assistive resources. Align to wider (national, state, and school (local) goals. Plan professional development on the larger level (inservice days) and the smaller level (ask to meet during department meetings, meet one-on-one, etc.)
  34. 34. Time to Explore! Thank you! We hope our resources are useful to you! Contact info: Karen: Amber: