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2 G.E.A.R.S. Grand Erie Assisted Research Strategies

3 Overview Why Grand Erie Research Guides What GEARS is all about Primary GEARS Junior/Intermediate GEARS Skills Continuum JK-12 Questions/Discussion

4 Children need to understand that research involves finding factual information about real people, places, events and things; evaluating or assessing that information; recording it and communicating it. Inquiry and research skills are an important part of the primary curriculum. Students need to be able to ask questions, find answers and reflect upon what theyve learned. They should become familiar with the continuum of skills that make up the research process. PRIMARY G.E.A.R.S. 2005

5 A note to teachers: The Primary guide is intended for use in kindergarten through grade 3. Lessons, activities and handouts will need to be tailored to suit the needs, the grade level, and the students level of experience with each topic. A recommended framework for teaching research concepts and skills is the modeled - guided - shared - independent model. A gradual release of responsibility, through the use of this model, builds in success for students. G.E.A.R.S. 2005

6 G.E.A.R.S. Grand Erie Assisted Research Strategies Primary Handbook

7 1st Gear Stage 1 - Preparing for Research Methods of Conducting Research Modeled Research in the primary grades, students often learn best from models each step in the four stage of research should be modeled steps maybe taught in isolation or as part of the whole process Shared Research student groups are responsible for researching individual subtopics related to a main topic throughout students collaborate findings and work together to synthesize the final product Guided Research while students are conducting research, circulate, monitor and assist guided research is a group activity and may be noisy, as discussion is encouraged through each step Independent/Teacher Assisted Research students work on their own with teacher/ teacher librarian intervening as needed

8 Children need to be able to wonder and ask questions to be good researchers. The ability to question is often assumed but many children have not developed this skill. It will need to be modelled and taught intentionally. model wondering, or asking questions in your head write down their questions without evaluating them set up a Wonder Table (could be based on a theme) 1stGear - Stage 1 - Preparing for Research Questioning and Wondering

9 1st Gear Stage 1 - Preparing for Research KWL Organizer Topic: __________________________________ What I Know What I Want to Know What I Learned

10 2nd Gear Stage 2 - Accessing Resources Inclusions Cultivating Primary Non-fiction Readers* Building a Non-fiction Collection Non-fiction Response Journal* Kindergarten Response Journal* Scavenger Hunt of the Library The Library and the Dewey Decimal System Finding a Book In the School Library Electronic and Card Catalogues Features of Books Use of Fiction Read Aloud* Reading Graphic Text* Evaluating Resources* Using Student Link 2* Interviewing

11 Pit Stop! Location, Location, Location In Stage 1, we learned how to question, sorted information, defined a topic, and got organized. Now, as we shift into second gear, students will learn to find and use resources. Theyll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more. Weve still got quite a few laps to go, lets get into 2 nd Gear. 2nd Gear Stage 2 - Accessing Resources

12 2nd Gear Stage 2 - Accessing Resources Reading Strategies Use of Fiction Reading for Information Short activities that can be used in the library or classroom setting

13 Reading a Diagram Reading a Chart Reading a Graph Reading a Map 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text

14 Reading Pictures for information Along with a discussion of the benefits of reading pictures, something that can be done frequently in a classroom or library program, a list of questions is included which can be used as discussion questions, or as an outline for students to respond in a small groups or by writing in a journal. 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text

15 What type of picture are you reading?

16 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text What is the pictures setting?

17 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text Describe the time of day, the geographic location.

18 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text What is the main idea of the picture?

19 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text Are there people in the picture? What are they doing?

20 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text Why do you think the photographer took this picture?

21 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text What do you think happened just after this picture was taken?

22 Cultivate your Info-Kids Emphasize informational text Display books on non-fiction themes (ie dinosaurs, sports, countries) Pair fiction with non-fiction (ie. Read Stellaluna, What is a Bat) Reduce borrowing limitations; number and level of difficulty allowed Provide wide selection of non-fiction for all grades Use non-fiction read-alouds 2nd Gear Stage 2 - Accessing Resources Non-Fiction (Cool books!)

23 2nd Gear Stage 2 - Interviewing Activity: Biographies An ideal opportunity to use interviewing is to teach about and write biographies. Children love to read about popular culture and biographies about current people they would know about are extremely inspiring to them.

24 2nd Gear Stage 2 - Interviewing Students write a biography about another student Read several biographies of familiar people Brainstorm - What is a biography Together create a list of interview questions As a class, interview a teacher or have a volunteer come in to be interviewed Write individual interview questions Interview the classmate previously written about Write new biography

25 2nd Gear Stage 2 - Accessing Resources Response Journal Non-Fiction Response Journal Organizer Sentence Starters for Non-fiction Journal I read_____________________________________________ It is by ____________________________________________ It is about __________________________________________ I learned1. ____________________________________ 2. ____________________________________ 3. ____________________________________ New words I learned1. ______________________________ 2. ______________________________ 3. ______________________________ Key words to help me find more information 1. ________________ 2. ________________ 3. ________________ This book reminds me of ________________________________ I wonder ____________________________________________

26 2nd Gear Stage 2 - Accessing Resources Kindergarten Response Journal Reading for Information in Kindergarten? Yes! Todays children are being encouraged more and more to read non-fiction materials. As much as 70% of reading in school should be reading for information. For the next few weeks your child will be bringing home a non-fiction book. Please spend a few minutes with him thinking about the topic of the book and have her print or draw or write with your help, his thoughts on the chart. Have her tell you what he knows about the topic of the book. Put this into the first box. Then, ask her to wonder something about the book, and have him print this information in the second box. Read the book together. Ask your child what she thinks about pictures or things he discovers as you go. When you are done, ask her to draw a picture of the thing he found the most interesting. An example for the book The Egg, by Pascal Bourgoing, is on the opposite page. Your childs chart might look something like this one.

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28 2nd Gear Stage 2 - Accessing Resources Read Aloud When you read a non-fiction book aloud, use it as an opportunity to model research skills such as using features of text reading diagrams, charts etc. using organizers When reading to children, think out loud. Show them what you want them to do by doing it yourself. For example, any non-fiction book will lend itself to choosing a topic. As you read, point out possible research areas that you come across in the text. Suggest other books that might be useful and helpful on similar topics. Show them HOW to think.

29 3rd Gear Stage 3 - Processing Information Inclusions Teaching to Inspire Academic Honesty Note Making Jot Notes Sentence Strips Using Graphic Organizers Evaluating Resources Web Site Evaluation

30 3rd Gear Stage 3 - Processing Information Note Making Jot Notes Using a Dollar Figure Australian Spiders Jot Note Page You have $4.00 to spend. Your job is to take notes from the handout on Australian Spiders, writing down enough information so that you can write two paragraphs about spiders, but without writing down ANYTHING you dont need to. Each word you write down will cost you ten cents. How many words can you write down before you are out of money? I can write down _____________ words.

31 3rd Gear Stage 3 - Processing Information Evaluating Sources Web Site Evaluation Name of Site: _______________________ Web Address: _______________________ Circle for great for good poor in the chart below CriteriaGreatGoodPoor Information is easy to find and use All links work Pictures are helpful Information is easy to understand Enough Information The Information is up- to- date I would recommend this site to my friend Overall rating

32 3rd Gear Stage 3 - Processing Information Using Graphic Organizers

33 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting Write sentences on chart paper before lesson or with children using a book for information Cut up paper into strips Arrange classification headings around room, on tables or walls Have students place sentences under corresponding heading Discuss their arrangement of sentences strips

34 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting

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38 4th Gear Stage 4 - Transferring Learning Inclusions Final Products Report Writing The Summary Comparing and Contrasting Editing Your Work Peer Editing Pizzazz! Academic Honesty Resources Page Evidence Based Practice (sample)

39 4th Gear Stage 4 - Transferring Learning Report Writing A REPORT HAS: A BEGINNING: Grabs the readers attention Defines your topic A MIDDLE: The information about your topic Written in the present AN ENDING: Wraps it up Tells final thoughts or statements.

40 4th Gear Stage 4 - Transferring Learning Pizzazz! Pizzazz is what children add to their final product that makes it outstanding. Model going the extra mile with the projects you do together in class, and they will reproduce this when they are doing their own. Model and discuss whats enough and whats too much. adding covers attention to layout borders colouring design different fonts, sizes of letters graphic elements, features of text pictures, labels use of space paper

41 G.E.A.R.S. Grand Erie Assisted Research Strategies Junior / Intermediate Handbook

42 1st Gear Stage 1 - Preparing for Research Inclusions Getting Started The Research Portfolio Defining Your Topic Define the Task Reference Materials Mind Maps Questioning Skills Developing a Focus Research Log

43 1st Gear: Stage 1 - Preparing for Research Project Management Skills Getting Started - GEARS Teacher Tip Project Management Skills: Organization and time management skills are important keys to a successful research project. It may be helpful to compare the research process experience to taking a trip. For example: When you take a trip, you plan the day you will leave, and when you will return. As well, you plan how far you will travel each day, what you will do along the way, and where you will stop each night. A similar type of time management plan is needed for a research project. Your project will begin on the day your teacher assigns it, and end on the due date. It is important to plan and schedule a due date for each step of the research process to ensure completion by the due date and to maximize your time without feeling pressured or rushed.

44 1st Gear Stage 1 - Preparing for Research Defining Your Topic KWL - Organizer #1 My topic: ___________________________ My thoughts and feelings about my topic: Topic: _____ What I already know What I need to find out Where I can look __books __pictures __computer __interview How will I share what I learned: __oral report __picture __poster __other __written report __story __slide show

45 Asking The Right Questions To ensure that students obtain the answers that they really want, teach them to ask the right questions rather than have research materials drive the information they select. LOTS = questions which use lower-order thinking strategies result in simple sentence answers HOTS = questions which use higher-order thinking strategies result in deep, expansive answers Develop your questioning skills using Blooms Taxonomy. 1st Gear: Stage 1 - Preparing for Research Questioning Skills

46 2nd Gear Stage 2 - Accessing Resources Inclusions Selecting Resources - In and Out of School Reading Response Dewey Decimal System Finding a Book in the School Library Electronic and Card Catalogues Reading Strategies for Research Features of Books Dictionary, Thesaurus Reading Graphic Text (including pictures) Searching the Internet: A Primer Glossary of Computer Terms Steps in an Effective Internet Search Internet Research Using Student Link 2 Personal Safety/Netiquette The Letter, The Interview, The Survey

47 2nd Gear Stage 2 - Accessing Resources Reading Response Reading Response - Gears Teacher Tip 3 Rs Framework for Reading Response (Schwartz, Bone) Retell - briefly tell information available in resource Relate - making connections to research questions/topic Reflect - question, wonder, make inferences, inclusions/exclusions? Reading Response Journal track reading critically assess resources track accomplishments keep students accountable

48 2nd Gear Stage 2 - Accessing Resources Reading Strategies for Research 5 Fingers - vocabulary test to help determine suitable reading level Skim and Scan - concentrate to assess resources quickly - get main ideas, a few details - look for key words, phrases related to topic - first and last sentences in paragraph/paragraphs in chapter or article to determine relevance Assessing a Book Resource - Check Out the Cover Check Out the Title and Verso Pages Check Out the Table of Contents Check Out the Index Check Out the Preface/Introduction/ Forward/Appendix/Glossary Reflection Pit Stop - time to decide on quality and quantity of information to support and continue this research project

49 3rd Gear Stage 3 - Processing Information Inclusions Copyright and Researching Academic Honesty Paraphrasing and Summarizing Graphic Organizers Note Making Sheets Evaluating Resources Web Site Evaluation

50 3rd Gear Stage 3 - Processing Information Note Making Organizers At this stage of the journey students use graphic and note making organizers to collect information as they research their topics. KWL Organizers 5Ws and How Organizers T-Charts Venn Diagrams Ranking Ladders Bulls Eyes Note Making Organizers (for a variety of purposes)

51 4th Gear Stage 4 - Transferring Learning Inclusions Paragraph Writing (OSSLT) Research Report Writing How to Write a News Report (OSSLT) Essay Writing Writing an Opinion Essay (OSSLT) Brochure Writing Newsletters Posters Oral Presentations Book Talks and Reviews Presenting a Speech Preparing for a Debate Dramatic Presentations Camera and Videotaping Terms Slide Shows Revising and Editing Documenting and Citing Sources (MLA, APA) Self-Reflection/Self-Assessment

52 ISEEC Framework for Paragraph Writing Introductory Sentence Statement Explanation Elaboration Conclusion I - Its difficult to find heroes in our culture today who are also good role models. S - However, Spiderman is a popular hero with integrity and a good value system. E - He uses his special gifts for the good of all to save the city, instead of for personal gain or for evil. E - Even though it means confronting his best friends father, he risks his life to battle the evil that threatens the city. C - Figures like Spiderman, who perform heroically, without the motive of personal gain, are true heroes in my view.

53 4th Gear Stage 4 - Transferring Learning Essays and Reports Formats are included in this section for a variety of essays and reports. Research Reports News Reports (OSSLT) 5 Paragraph Essay Opinion Essay (OSSLT)

54 4th Gear Stage 4 - Transferring Learning Student Reflection Now that you have arrived at your destination, its time for self- reflection and self - assessment. Take some time to reflect on the journey you have taken for this project. 1. What do I know now about my topic that I didnt know before I began my research? 2. What aspects of the research process did I find the easiest or most comfortable to do? 3. What aspects of the research process did I find the most challenging? 4. What am I able to accomplish now that I couldnt before I began this assignment? 5. What specific research skills do I still need to work on? 6. What did I learn by doing this assignment that I can apply to other research assignments?

55 Assignmnt Outlines: Grade 7 Music Assignment Grade 7 Music Assignment January/February 2007 Creating a DK Non-fiction booklet Describing the history, construction and use of an instrument. Your assignment is two-fold. 1. Become familiar with the style of DK non-fiction books and other recently published non-fiction books that make extensive use of graphics and features of text. Assemble a list of features of text that you find in your investigation and draw a rough representation of each of these.

56 Assignmnt Outlines: Grade 7 Music Assignment 2. Research a musical instrument of your choice. You will need to discover its history, including how it was first conceived, designed and constructed. Give an overview of the time period that it was invented in. 3. Using your draft in step one, present your information in a fashion similar to the DK book you have investigated. Your presentation should be colourful and include many of the features of text you have looked at. Your information should be complete, but not necessarily lengthy. The use of graphs, charts, diagrams, cutaways, photographs etc., should show a good deal of information graphically. Write only what you need to write in order to give a thorough description of your instruments history, construction and use.

57 Assignmnt Outlines: Grade 7 Music Assignment You must include the following completed forms from GEARS: 1. Defining Your Topic 2. Research Log 3. Reading Response Journal for your history analysis 4. Note Making Organizers - one for each print source used 5. Note Making for Web Sites - one for each site accessed 6. Revising and Editing Form 7. Student Reflection Sheet Your booklet should be at least two full spread pages plus an index and bibliography. The use of fonts, colours, graphics and layout are all part of your final mark. Your booklet must be attractive and easy to read. A combination of hand-done and computer graphics is acceptable. Attach a bibliography to your final product.

58 Assignmnt Outlines: Grade 8 Music Assignment Grade 8 Music Research Assignment January/February 2007 Connecting Music with History Much of the music of the past and today is written by artists who are responding to their culture, their community, the events of their lives, the lives of others, or their nations. Your assignment is two-fold. 1. Research a period of history to become familiar with the events of this time. Some suggested times follow.

59 Assignmnt Outlines: Grade 8 Music Assignment 2. Locate a piece of music that was written by a composer or composers, that was written in response to these events. Read the lyrics, analyze the musical style. Think about why this particular piece of music could have been written at this time. Write a description of what you discover about your historical period that is directly connected to the song you have chosen. You may use charts, tables, pictures, graphs or diagrams to illustrate what you are talking about. Discuss your thoughts and feelings about this song. Tie these to the information you gather about the events of the time period in history that your song is connected to. Explain, with evidence from historical research, why the author wrote this song and how and what it is connected to.

60 Assignmnt Outlines: Grade 8 Music Assignment You may present this in the format of your choice. Suggested formats include: Essay Report Slideshow Speech Posterboard If you select a different format than one listed here, you need to discuss it with me before proceeding.

61 Assignmnt Outlines: Grade 8 Music Assignment You must include the following completed forms from GEARS: Defining Your Topic Research Log Reading Response Journal for your history analysis KWL to link history to music Note Making Organizers - one for each print source used Note Making for Web Sites - one for each site accessed Revising and Editing Form Student Reflection Sheet

62 Assignmnt Outlines: Grade 8 Music Assignment Here are some suggestions of time periods of history that you could research. You will need to find a song before you go too far into researching your historical period, otherwise you will need to do too much reading. An internet search should bring you some songs. Civil War (mid 1800's, USA) 60's (Rebellion) 50's (Birth of Rock & Roll) 40's (Second World War) 30's (Depression) 20's (Flappers, prosperity, post-war generation) 10's (First World War)

63 Assignmnt Outlines: Grade 8 Music Assignment

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69 G.E.A.R.S. Grand Erie Assisted Research Strategies

70 Inquiry and research skills are an integral part of the Ontario curriculum documents. Being able to define problems, narrow a focus, locate, evaluate and synthesize information, communicate ideas and reflect upon new understandings leads to better student achievement. G.E.A.R.S. 2005

71 A note to teachers: In our endeavour to promote student excellence in the Grand Erie District School Board, the GEARS guide has been designed to assist students in becoming familiar with the research process and in building upon a continuum of skills introduced in Kindergarten and used throughout elementary and secondary school. Students will be familiar with much of the language and many of the symbols used throughout this guide. G.E.A.R.S. 2005

72 G.E.A.R.S. Grand Erie Assisted Research Strategies Primary Handbook

73 G.E.A.R.S. Grand Erie Assisted Research Strategies Junior / Intermediate Handbook

74 G.E.A.R.S. Grand Erie Assisted Research Strategies A Student Handbook Intermediate / Senior

75 1st Gear Stage 1 - Preparing for Research Inclusions:

76 1st Gear Stage 1 - Preparing for Research Primary What is Research? Methods of Conducting Research The Research Folder Selecting a Topic Graphic Organizers Defining the Task Questioning and Wondering

77 1st Gear Stage 1 - Preparing for Research Junior/Intermediate Getting Started The Research Portfolio Defining Your Topic Define the Task Reference Materials Mind Maps Questioning Skills Developing a Focus Research Log

78 Developing Project Management Skills The Research Portfolio Defining the Topic Reference Materials Preparing for Research Templates Mind Maps Venn Diagram Questioning Skills Developing a Focus Research Log 1st Gear Stage 1 - Preparing for Research Intermediate/Senior

79 1st Gear Stage 1 - Preparing for Research The Research Folder How Do They Get Organized? Teachers can provide their students with a research folder, or students can make their own. Students use research folders to keep track of whats being worked on and what is finished. Instruct students to keep all organizers in their folders. Teaching this in the primary grades will foster good organizational habits. Remind students that organization is key to successful research. Professionally produced research folders can be purchased from the Ontario Library Association store at

80 1st Gear Stage 1 - Preparing for Research KWL Organizer Topic: __________________________________ What I Know What I Want to Know What I Learned

81 1st Gear Stage 1 - Preparing for Research Defining Your Topic KWL - Organizer #1 My topic: ___________________________ My thoughts and feelings about my topic: Topic: _____ What I already know What I need to find out Where I can look __books __pictures __computer __interview How will I share what I learned: __oral report __picture __poster __other __written report __story __slide show

82 1st Gear: Stage 1 - Preparing for Research Topic Web Organizer Topic: _________________________ What I already know: _______________________________ What I need to find out: _____________________________ Resources I plan on using: _Books _Websites _Reference _Videos _Online databases _Other KEYWORD WEB broader topics names, places events associated with topic narrower topics related topics another way to say it

83 Children need to be able to wonder and ask questions to be good researchers. The ability to question is often assumed but many children have not developed this skill. It will need to be modelled and taught intentionally. model wondering, or asking questions in your head write down their questions without evaluating them set up a Wonder Table (could be based on a theme) 1stGear - Stage 1 - Preparing for Research Questioning and Wondering

84 Asking The Right Questions To ensure that students obtain the answers that they really want, teach them to ask the right questions rather than have research materials drive the information they select. LOTS = questions which use lower-order thinking strategies result in simple sentence answers HOTS = questions which use higher-order thinking strategies result in deep, expansive answers Develop your questioning skills using Blooms Taxonomy. 1st Gear: Stage 1 - Preparing for Research Questioning Skills

85 LOTS and HOTS Knowledge - LOTS - When did World War II occur? Comprehension - LOTS - What is the definition of a dictator? Application - LOTS - Did Hitler demonstrate the qualities of a dictator? Analysis - HOTS - How do Hitler and Saddam Hussein compare as rulers? Synthesis - HOTS - What would happen if Hitler ruled Germany today? Evaluation - HOTS - What is your supported opinion of President Bushs tactics in waging war with Iraq? 1st Gear Stage 1 - Preparing for Research Questioning Skills

86 2nd Gear Stage 2 - Accessing Resources Inclusions:

87 2nd Gear Stage 2 - Accessing Resources Primary Cultivating Primary Non-fiction Readers Building a Non-fiction Collection Non-fiction Response Journal Kindergarten Response Journal Scavenger Hunt of the Library The Library and the Dewey Decimal System Finding a Book In the School Library Electronic and Card Catalogues Features of Books Use of Fiction Read Aloud Reading Graphic Text Evaluating Resources Using Student Link 2 Interviewing

88 2nd Gear Stage 2 - Accessing Resources Junior-Intermediate Selecting Resources - In and Out of School Reading Response Dewey Decimal System Finding a Book in the School Library Electronic and Card Catalogues Reading Strategies for Research Features of Books Dictionary, Thesaurus Reading Graphic Text (including pictures) Searching the Internet: A Primer Glossary of Computer Terms Steps in an Effective Internet Search Internet Research Using Student Link 2 Personal Safety/Netiquette The Letter, The Interview, The Survey

89 Selecting Resources Dewey Decimal System Electronic and Card Catalogues Reading Strategies for Research Features of Books Dictionary and Thesaurus Searching the Internet Glossary of Computer/Internet Terms Personal Safety/Netiquette Computer Use Guidelines Searching an Electronic Database The Letter, The Interview/The Survey Reading Graphic Text 2nd Gear Stage 2 - Accessing Resources Intermediate/Senior

90 Pit Stop! Location, Location, Location In Stage 1, we learned how to question, sorted information, defined a topic, and got organized. Now, as we shift into second gear, students will learn to find and use resources. Theyll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more. Weve still got quite a few laps to go, lets get into 2 nd Gear. 2nd Gear Stage 2 - Accessing Resources Primary

91 2nd Gear Stage 2 - Accessing Resources Response Journal (Primary) Non-Fiction Response Journal Organizer Sentence Starters for Non-fiction Journal I read_____________________________________________ It is by ____________________________________________ It is about __________________________________________ I learned1. ____________________________________ 2. ____________________________________ 3. ____________________________________ New words I learned1. ______________________________ 2. ______________________________ 3. ______________________________ Key words to help me find more information 1. ________________ 2. ________________ 3. ________________ This book reminds me of ________________________________ I wonder ____________________________________________

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93 2nd Gear Stage 2 - Accessing Resources Reading Response (J/I) Reading Response - Gears Teacher Tip 3 Rs Framework for Reading Response (Schwartz, Bone) Retell - briefly tell information available in resource Relate - making connections to research questions/topic Reflect - question, wonder, make inferences, inclusions/exclusions? Reading Response Journal track reading critically assess resources track accomplishments keep students accountable

94 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text (J/I/S) Another skill set that contributes to successful researching is reading and interpreting graphic text. Reading a Diagram Reading a Chart Reading a Graph Reading a Map Reading Pictures Strategies for each of these formats are outlined.

95 3rd Gear Stage 3 - Processing Information Inclusions:

96 3rd Gear Stage 3 - Processing Information Primary Teaching to Inspire Academic Honesty Note Making Jot Notes Sentence Strips Using Graphic Organizers Evaluating Resources Web Site Evaluation

97 3rd Gear Stage 3 - Processing Information Junior/Intermediate Copyright and Researching Academic Honesty Paraphrasing and Summarizing Graphic Organizers Note Making Sheets Evaluating Resources Web Site Evaluation

98 Graphic Organizers (T chart, Ranking Ladder, Bulls Eye, Venn Diagram) Notemaking Organizers Forming a Focus Statement Forming a Thesis Statement Evaluating Resources Evaluating Websites Copyright Practicing Academic Honesty 3rd Gear Stage 3 - Processing Information Intermediate/Senior

99 3rd Gear Stage 3 - Processing Information Junior/Intermediate Pit Stop! Now that students have prepared for their research project and found resources, now its time to shift into 3rd Gear, Processing Information. Students need guidance to manage their resources and their information to help them create their projects. The skills involved with processing information will assist students to learn how to evaluate information, use graphic organizers, and take notes to assist them to focus and gather information. Academic honesty has become a huge issue in our society. Students learn how to process information using best academic honest practices. Lets now shift into 3rd Gear, Processing Information.

100 3rd Gear Stage 3 - Processing Information Note Making Primary Jot Notes Using a Dollar Figure Australian Spiders Jot Note Page You have $4.00 to spend. Your job is to take notes from the handout on Australian Spiders, writing down enough information so that you can write two paragraphs about spiders, but without writing down ANYTHING you dont need to. Each word you write down will cost you ten cents. How many words can you write down before you are out of money? I can write down _____________ words.

101 The 5 Ws and How Organizer Topic: _________________________ BEFORE RESEARCH What I already know about my topic:______________________ What I need to find out: Use these questions to help make research easier: Research Notes: Sources used (circle): Book Internet _______________________ Encyclopedia CD ROM Database _______________________ Magazine Video Other __________ _______________________ Author: _______________________ _______________________ Title: _________________________ 3rd Gear Stage 3 - Processing Information Note Making Organizers (J/I) Who?What?Where? Topic How? When? Why?

102 Check the type of resource you used: o Book o Web site o Online Database o Encyclopedia o Other Author (if given)_____________________ Title of chapter or article or web site _________________________________ Title of book or encyclopedia or URL of web site ______________________________ Page #______________ Publisher, place of publication and date of publication_________________________ _________________________________ Date you found information_____________ Checklist: Record information in your own words Use point form, not complete sentences Delete any unnecessary words Change words to shorten notes Omit unneeded examples Add sub-headings Use abbreviations and symbols 3 rd Gear: Stage 3 – Processing Information Note Making (I/S) Topic _________________ Main Ideas/ Key words/ Dates/ Events/ People/ Places/ Quotes: ______________________________________________________

103 Example of Forming a Focus Statement Topic: Prisons and their effectiveness Narrowed Topic: The effectiveness of Alcatraz as a prison Research Question: Was Alcatraz effective as a maximum security prison? My Central Idea: Alcatraz was one of the most effective maximum security prisons. 3rd Gear Stage 3 - Processing Information Forming a Focus Statement (J/I)

104 3rd Gear: Stage 3 - Processing Information Thesis Statement (I/S) Examples of Forming Thesis Statements Self and Society Science SAMPLE TOPIC Family issues in the 21st Century Environmental concerns NARROWED The changing role of the father The role of the individual DOWN TOPIC and the effects on the family and government in cleaning up the environment RESEARCH How has the fathers role Who is responsible for QUESTION in the family changed? cleaning up the environment? THESIS Because of changes in Cleaning up the environment womens education level should not be the sole and career expectations, responsibility of government and the necessity for dual agencies; if each individual incomes, the fathers role did his/her part daily, the in the family has grown to process would be much more include not only the successful. breadwinner but the nurturer

105 3rd Gear Stage 3 - Processing Information Evaluating Sources (Primary) Web Site Evaluation Name of Site: _______________________ Web Address: _______________________ Circle for great for good poor in the chart below CriteriaGreatGoodPoor Information is easy to find and use All links work Pictures are helpful Information is easy to understand Enough Information The Information is up-to-date I would recommend this site to my friend Overall rating

106 3rd Gear Stage 3 - Processing Information Evaluating Web Sites (J/I) Web Site Evaluation - Short Answer 1) Ease of Access - URLs ease to enter? - site loads quickly and completely? 2) Design - ease of movement from page to page? - organization of information? - information easy to read? - useful links? 3) Context - URL includes.edu?.org?.gov? - distracting advertising? - point of view of information? - bias or stereotype? - site appropriate for grade? - information useful for topic? 4) Coverage - coverage of information for topic? 5) Authority/Validity - site up-to-date? - authors expertise? - origin of site? - trust of information on site? Overall rating / Explanation _________________

107 3rd Gear Stage 3 - Processing Information Evaluating Web Sites (I/S) Evaluate the web site you are using! Complete the following: URL ___________________________________________ 1) Design Is the site easy to navigate? ____ Explain: _____________________ Is the information well organized? ____ Explain: _________________ How many spelling and/or grammatical errors can you find? __________ 2) Context Does the URL include edu, org, or gov. which would indicate that it is credible? ______ Does the site provide a point of view or does it simply provide information?______ How much advertising does it contain? ___________________________ Who is the intended audience? _________ How do you know? __________ 3) Authority Is there a qualified author? Name________________________ Where does the site originate? ___________________________ How many links are there to other good sources of information? _____ 4) Coverage How many topics are covered on the site? _________________ How detailed is the coverage? _________________________ 5) Currency What is the date of the page? __________________________ Based on your answers, rate this site. Circle one: 4 very good 3 good 2 fair 1 poor Explain your rating: ___________________________________________

108 4th Gear Stage 4 - Transferring Learning Inclusions:

109 4th Gear Stage 4 - Transferring Learning Primary Final Products Report Writing The Summary Comparing and Contrasting Editing Your Work Peer Editing Pizzazz! Academic Honesty Resources Page Evidence Based Practice (sample)

110 4th Gear Stage 4 - Transferring Learning Junior/Intermediate Paragraph Writing (OSSLT) Research Report Writing How to Write a News Report (OSSLT) Essay Writing Writing an Opinion Essay (OSSLT) Brochure Writing Newsletters Posters Oral Presentations Book Talks and Reviews Presenting a Speech Preparing for a Debate Dramatic Presentations Camera and Videotaping Terms Slide Shows Revising and Editing Documenting and Citing Sources (MLA, APA) Self-Reflection/Self-Assessment

111 4th Gear Stage 4 - Transferring Learning Intermediate/Senior Report Writing Essay Writing Editing Your Rough Draft Proof Reading and Editing Symbols Seminars Debates Book Talks Slide Shows Brochures and Newsletters Annotated Bibliography Documenting and Citing, MLA and APA Reflection of the Journey

112 4th Gear: Stage 4 - Transferring Learning Intermediate/Senior Pit Stop! Now you are at the crucial stage of your journey. Youve chosen the format for your project; youve done the research; youve evaluated the information; youve recorded your sources - now its time to consider the components for successful completion. What will you do to cruise to the checkered flag at the finish line? This section will provide the help you need to complete the last stage of your research journey by offering how to guides for a variety of products. It will also show you how to document or cite the information you researched using both MLA and APA styles as well as to create a list of works cited so that you practice academic honesty.

113 ISEEC Framework for Paragraph Writing Introductory Sentence Statement Explanation Elaboration Conclusion I - Its difficult to find heroes in our culture today who are also good role models. S - However, Spiderman is a popular hero with integrity and a good value system. E - He uses his special gifts for the good of all to save the city, instead of for personal gain or for evil. E - Even though it means confronting his best friends father, he risks his life to battle the evil that threatens the city. C - Figures like Spiderman, who perform heroically, without the motive of personal gain, are true heroes in my view.

114 4th Gear Stage 4 - Transferring Learning Report Writing (Primary) A REPORT HAS: A BEGINNING: Grabs the readers attention Defines your topic A MIDDLE: The information about your topic Written in the present AN ENDING: Wraps it up Tells final thoughts or statements.

115 Introductory Paragraph: -Background information e.g. the issue, the problem -Topic sentence i.e. your main idea about your opinion -Briefly mention your main points (assertions) Main Points (assertions): Supporting Evidence: (explanation, facts, proof, reasons, examples, data, references) Concluding Paragraph (restate your main idea about your opinion, summarize your main points, end with your final message to make your reader think) 4th Gear Stage 4 – Transferring Learning Opinion Writing Organizer (J/I)

116 4th Gear: Stage 4 - Transferring Learning Intermediate/Senior How to Write an Essay Paragraph 1 - Introductory Paragraph background statements about topic thesis statement which is arguable and provable a statement that shows how you will prove your thesis Paragraph 2 - Body Paragraph - Subthesis 1 - initial point supporting thesis introductory sentence, using transition word body sentences including statement and explanation examples, illustrations and/or quotations concluding sentence Paragraph 3 - Body Paragraph - Subthesis 2 - second point… introductory sentence, using transition word Paragraph 4 - Body Paragraph - Subthesis 3 - third point… Introductory sentence, using transition word Paragraph 5 - Conclusion restate your thesis using different words

117 4th Gear: Stage 4 - Transferring Learning Annotated Bibliography (I/S) What is an annotated bibliography? An annotated bibliography is a list of citations including: … Each citation is followed by a short description and evaluation. What is the purpose of an annotated bibliography? informs the reader of the relevance and accuracy of sources indicates the quality of the research you have done What should an annotated bibliography include? a complete citation using either MLA or APA style information on the qualifications and background of the author the main purpose of the book or article a brief description of the contents the intended audience an explanation of the strengths and/or weaknesses of the book or article a comparison to other works you have cited

118 4th Gear Stage 4 – Transferring Learning Editing Your Work (Primary) Once you have finished writing your project, you need to edit it. This checklist will help you to be sure you have taken all the steps to have a great report! Research Mark when done I have used at least two sources to get my information I have written down my sources on my resources page I have answered all the questions I wrote on my organizer I have all the diagrams and pictures I need to illustrate my project I have practised Academic Honesty Editing I have checked the spelling of unfamiliar words in a dictionary I have read my project out loud to listen for mistakes I have checked my punctuation My writing is in complete sentences My project is neat My project has pizzazz!

119 Revising and Editing Questions Reasoning Are the title and the introduction interesting? Is the conclusion strong? Have I used ideas that are complex? Have I used my sources of information to answer my research questions?... Communication Did I communicate my ideas clearly and precisely? Is my language level suitable for my intended audience? Are any of my sentences unclear?... Organization of Ideas Have I followed the appropriate format for the task? Do I have a clear introduction and conclusion? Do my ideas flow in a logical and/or sequential order?... Application of Language Conventions Is my spelling correct? Are my sentences complete, varied in length and type? Have I used capitalization correctly?... 4th Gear Stage 4 – Transferring Learning Revising and Editing (J/I)

120 4th Gear Stage 4 - Transferring Learning Student Reflection Now that you have arrived at your destination, its time for self- reflection and self - assessment. Take some time to reflect on the journey you have taken for this project. 1. What do I know now about my topic that I didnt know before I began my research? 2. What aspects of the research process did I find the easiest or most comfortable to do? 3. What aspects of the research process did I find the most challenging? 4. What am I able to accomplish now that I couldnt before I began this assignment? 5. What specific research skills do I still need to work on? 6. What did I learn by doing this assignment that I can apply to other research assignments?

121 G.E.A.R.S. Grand Erie Assisted Research Strategies


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