Presentation is loading. Please wait.

Presentation is loading. Please wait.

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

Similar presentations


Presentation on theme: "G.E.A.R.S. Grand Erie Assisted Research Strategies"— Presentation transcript:

1 G.E.A.R.S. Grand Erie Assisted Research Strategies
GEARS introduction by Sharon

2 Overview Why Grand Erie Research Guides What GEARS is all about
Primary GEARS Junior/Intermediate GEARS Skills Continuum JK-12 Questions/Discussion This is what we expect to cover over the next minutes. Please don’t hesitate to ask questions along the way. A number of activities will be elaborated on along the way as well.

3 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 they’ve learned. They should become familiar with the continuum of skills that make up the research process. PRIMARY G.E.A.R.S. 2005 Sharon - So why a research guide? (read slide) This statement is taken directly from our GEARS document.

4 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 -provides a continuum of skills -much of the same language and symbols used throughout -want students to realize that there is a process -want to provide some comfort while researching

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

6 synthesize the final product
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 All primary teachers are familiar with the gradual release of responsibility model, it is used in classrooms for guided reading. It applies equally to the research process…we want to model it, have them do it together with us, guide them through the process and finally release them to do this on their own. There needs to be no hurry to this process, as children will learn at their own speed and developmental readiness. The beauty of introducing this right from kindergarten is that children can assimilate the skills at a time when there is no pressure to do so. They LOVE to research! Gwen Booker, who wrote this guide with me and has done research with primary students for over 25 years, has kids in grade one doing research projects when they have completed other work - some of them turn out project after project over the year, evidencing increasing complexity of research skills and proficiency at extracting information. Research is fun!

7 1stGear - Stage 1 - Preparing for Research Questioning and Wondering
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) I do this constantly. When I’m reading aloud to kids, I stop and ponder what I’m wondering. I find that the more I do this, the more kids are waving hands at me and asking questions. Frequently they wonder aloud, without putting up hands, which can be distracting but at the same time, sometimes they just can’t wait to share what they want to say. You h ave to strike a balance with this, since we unfortunately can shut them down by making them wait too long. If we move ahead before kids can express their wonderings, they forget what they wanted to say. Older children could sit with post-it notes or 3x5 cards when you read and write or draw themselves a reminder, but younger ones can’t/won’t wait. It can take a long time to read a book this way, but it’s worth it! For more ideas on modelling thinking, Reading with Meaning by Debbie Miller is a fantastic resource. She records entire conversations with classes that have helped me tremendously in framing similar conversations from a non-fiction point of view.

8 1st Gear Stage 1 - Preparing for Research KWL Organizer
Topic: __________________________________ What I Know What I Want to Know What I Learned This is a familiar organizer, basic and to the point. You can also add an H column after What I Want to Know…HOW will I find out?

9 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 Just read

10 2nd Gear Stage 2 - Accessing Resources
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. They’ll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more. We’ve still got quite a few laps to go, let’s get into 2nd Gear. Just read again

11 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 This page gives you a number of strategies and short activities you can do with your primary students. Extend the activity and make use of organizers when you send children to read in pairs or individually. The more children get to use organizers for quick, easy activities, the less challenging they will appear when being used for research purposes.

12 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
Reading a Diagram Reading a Chart Reading a Graph Reading a Map There is an organizer for each of these in the manual. You can reproduce these and have kids fill them out in pairs or individually, in isolation or in connection with a larger project. Use a larger version to complete these organizers in when you are doing a read-aloud or a focus on this type of graphic reading.

13 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
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. This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions

14 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions What type of picture are you “reading”?

15 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions What is the picture’s setting?

16 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions Describe the time of day, the geographic location.

17 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions What is the main idea of the picture?

18 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions Are there people in the picture? What are they doing?

19 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions Why do you think the photographer took this picture?

20 2nd Gear Stage 2 - Accessing Resources Reading Graphic Text
This is an activity that classroom teachers could incorporate daily into their morning routine. Prompting questions are given in the guide, including Type of picture Use of who, what, where, when, how, why Main idea Description interpretation and prediction questions What do you think happened just after this picture was taken?

21 2nd Gear Stage 2 - Accessing Resources Non-Fiction (Cool books!)
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 Ron Jobe was my inspiration for this, here at Superconference four years ago, hence the use of his term “info-kids”. I was a new TL, dutifully signing out picture books to the primary kids and reading stories. That was fine, but after hearing Ron talk about the boys in particular who love to find out facts, who obsess on one topic till they exhaust it then move to the next, I pictured my grade 2 and 3 boys climbing like monkeys all over the non-fiction wall I was foolishly moving them away from, and decided that I needed to encourage this instead! What a difference to my library program. The following year I read nothing but non-fiction for several months to all my primary classes and they loved it! We tracked an d charted what kinds of books we were signing out, and non-fiction led over fiction for several months until many were into easy chapter books and those took over. Read Ron Jobe’s books, they’re fantastic.

22 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.

23 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 I am near the end of this activity with a grade two class. They are having a blast. They began by writing about a friend and that friend writing about them, without me giving them any directions except that they were to write so that I would get to know their friend better. Most of their “biographies” involved my friend is nice, is pretty, plays with me. (One pair, randomly put together, were obviously sweet on each other, which limited my reading aloud of that particular pair of bios!) After reading these, we read several biographies together, and brainstormed from what we read, what the elements of a biography would be. We used this to come up with a list of questions we would ask someone we would interview. (I suggested they think of a movie star or famous person and think of what they would want to know, which made them starry eyed but got them going.) I then had the daughter of their teacher come in and we interviewed her together. We will finish this up by writing and publishing her biography, then, using a prepared sheet with questions we have come up with together, they will go back, interview their partner from the original biography and write their bios as well. Their teacher is thrilled with this because she will take them from here to interviewing family members for social studies.

24 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 learned 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ New words I learned 1. ______________________________ 2. ______________________________ 3. ______________________________ Key words to help me find more information 1. ________________ 2. ________________ 3. ________________ This book reminds me of ________________________________ I wonder ____________________________________________ We added a non-fiction response journal organizer because our goal was to have more non=fiction reading integrated into classroom programs. Teachers always have sentence starters and journal organizers for fiction posted in their classrooms…this one can be written on a sheet of bristol board and posted as well. This page can also be glued into the front of a regular journal and used as a formatting tool students can continue to refer to as they respond to non-fiction.

25 2nd Gear Stage 2 - Accessing Resources Kindergarten Response Journal
Reading for Information in Kindergarten? Yes! Today’s 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 child’s chart might look something like this one. I did this for a term with a kindergarten class at my previous school. Unfortunately I don’t have much contact with K’s at my current assignment, however this is a lot of fun and when I do get the opportunity, I’ll do it again. I sent a note home to parents explaining that they should help their children with a non-fiction book that they would be bringing home, to think about something that they already know about the topic. For example, they might have a book about tigers and already know that they have sharp teeth. They then wonder about what they’d like to know about their topic. The parents and children read the book together, then the child fills out the “I found out” box, printing what they can or parents print, then they draw. Most of the children did this with a parent week after week. It was fabulous to have them stand and talk about what they did and what they learned. A side benefit was, because we were sharing a pool of books, the books became “in demand”, with kids spontaneously making recommendations (Brayden, you’ve GOT to read Milk to Ice Cream!!) and giving book talks. A good assortment of really simple non-fiction books is essential. Scholastic and Crabtree are two great sources of non-fiction books at a PreK-3 level.

26 This year, I’ve taken this same activity to grade one
This year, I’ve taken this same activity to grade one. We did several books together, reading and discussion, predicting, sharing what we knew, what we wondered, what we learned. I then used a book “My Hen is Dancing” which is a wonderful combination of fiction and non-fiction, with the topic “Hens”. Students filled out their own KWL, then wrote and drew about what they learned, whether something they learned in response to what they wondered, or something else they found really interesting. They are now working in pairs with Rookie Readers, filling out their sheets individually but reading an d working together to find answers to their questions. Doing this naturally leads to discussion about where to find information when the book we have doesn’t tell us all we know. It’s easy to go from here to researching in more complex books, using th e internet, an encyclopedia (a great primary encyclopedia is up here for you to see if you don’t have one) or other sources.

27 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.

28 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

29 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 don’t 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. Kids really like doing this. Model it first, several times. I believe the original credit for this type of activity may belong to Marilyn Burns, who uses money to teach various skills. This is certainly not original to me, but it really helps primary students learn to omit unimportant words when making notes. My kids were also VERY competitive doing this, wanting to be the ones who used the least money. Have them make notes one day, then come back to it on their next library visit and see if they are able to write a paragraph with the notes they have. This really helps them to see how much information they need to have down in order to be able to remember what they’ve read about.

30 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 Criteria Great Good Poor 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    This is useful in the same way that evaluating books for readability is useful. It’s a quick activity you can use on short notice. Find half a dozen websites on a topic they are currently studying (ie pioneer websites for grade 3) and have them evaluate one or two of them in pairs. Come together as a group and have eachpair describe the website and whether or not they found it helpful. Student Link 2 is great for having sites already prepared for you, if you have it. Unfortunately a lot of sites on ST2 are too challenging for students to use alone, so this is a great way to narrow down sites using students as the experts! Use reading buddies to help when researching on sites that have great information but are too text - dense for primaries.

31 3rd Gear Stage 3 - Processing Information Using Graphic Organizers
Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

32 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 Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

33 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting
Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

34 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting
Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

35 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting
Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

36 3rd Gear Stage 3 - Processing Information Sentence Strip Sorting
Make graphic organizers big! Use hula hoops for venn diagrams, hoops of varying sizes for a bull’s eye. Put up signs and sort sentences, display catagories and sort kids! (blue pants here, pig tails there etc.) Use more than one classifier to discuss the problem of where to put information when it fits in more than one place.

37 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)

38 4th Gear Stage 4 - Transferring Learning Report Writing
A REPORT HAS: A BEGINNING: Grabs the reader’s 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 . This connects nicely to the narrative format of beginning, middle and end, helping kids to visualize what they need to do. This is where the partnership with the classroom teacher becomes so important, if your library program has to stand alone (prep coverage) vs. partners in action format.

39 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 what’s enough and what’s 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 Kids love to jazz up their work. There are some samples of projects that Gwen’s kids have done with varying levels of “pizzazz”. Have stickers, markers, glue, glitter, templates for fonts etc., available for kids to use in the library when they are finishing up projects. Make the library available at recess and before or after school where possible, so that kids can go the extra mile, and connect the library with their classroom learning.

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

41 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

42 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.

43 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

44 1st Gear: Stage 1 - Preparing for Research Questioning Skills
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 Bloom’s Taxonomy.

45 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

46 2nd Gear Stage 2 - Accessing Resources Reading Response
Reading Response - Gears Teacher Tip 3 R’s 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

47 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

48 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

49 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 5W’s and How Organizers T-Charts Venn Diagrams Ranking Ladders Bull’s Eyes Note Making Organizers (for a variety of purposes)

50 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

51 ISEEC Framework for Paragraph Writing
Introductory Sentence Statement Explanation Elaboration Conclusion I - It’s 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 friend’s 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.

52 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)

53 4th Gear Stage 4 - Transferring Learning Student Reflection
Now that you have arrived at your destination, it’s 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 didn’t 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 couldn’t 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?

54 Assignmnt Outlines: 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.

55 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 instrument’s history, construction and use.

56 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.

57 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.

58 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.

59 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.

60 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

61 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)

62 Assignmnt Outlines: Grade 8 Music Assignment

63 Assignmnt Outlines: Grade 8 Music Assignment

64 Assignmnt Outlines: Grade 8 Music Assignment

65 Assignmnt Outlines: Grade 8 Music Assignment

66 Assignmnt Outlines: Grade 8 Music Assignment

67 Assignmnt Outlines: Grade 8 Music Assignment

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

69 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 Originally a Board innovation funds proposal Every curriculum document includes research and inquiry skills Wanted Grand Erie model for consistency So why a research guide? (read slide) This statement is taken directly from our GEARS document.

70 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 primary and junior are primarily teacher handbooks with lessons, blackline masters and explanations of the research process -each skill builds over the two divisions and reinforced in the 7-12 doc, which is written for students -although guide is written to students, it is intended for teacher and tl use as well, especially in the younger grades -provides a continuum of skills -much of the same language and symbols used throughout -want students to realize that there is a process -want to provide some comfort while researching

71 G.E.A.R.S. Grand Erie Assisted Research Strategies Primary Handbook
We’d like to show you a few selections from each guide, beginning with the primary

72 G.E.A.R.S. Grand Erie Assisted Research Strategies Junior / Intermediate Handbook
Junior intermediate guide is written for teachers of grades

73 G.E.A.R.S. Grand Erie Assisted Research Strategies A Student Handbook Intermediate / Senior
Intermediate senior handbook is written to the student now we'll show you the one that is finished - the intermediate/senior handbook

74 1st Gear Stage 1 - Preparing for Research Inclusions:

75 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 Each guide is similar in that it follows the OSLA’s4 stage research model This is what is included in stage 1 of the primary guide Because of our limited time, we’ve selected 1 or 2 samples from each stage, just to give you an idea of what they encompass

76 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 You should be able to see the continuum of skills and the development of more sophisticated skills as students progress through the grades

77 1st Gear Stage 1 - Preparing for Research Intermediate/Senior
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 Less instruction and more of a reinforcement of skills at this level

78 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 what’s 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

79 1st Gear Stage 1 - Preparing for Research KWL Organizer
Topic: __________________________________ What I Know What I Want to Know What I Learned This is an example of a graphic organizer used at this level for students to think about their research topic and to reflect on what they’ve learned

80 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 Notice the more elaborate kwl chart at this level

81 Stage 1 - Preparing for Research Topic Web Organizer
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 Kwl chart now becomes more focussed higher level thinking skills Cross-curricular and applicable beyond secondary school

82 1stGear - Stage 1 - Preparing for Research Questioning and Wondering
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) The foundation of research is being able to ask questions

83 1st Gear: Stage 1 - Preparing for Research Questioning Skills
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 Bloom’s Taxonomy. Instead of getting them to think and wonder, we’re having them learn how to develop good research questions

84 1st Gear Stage 1 - Preparing for Research Questioning Skills
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 Bush’s tactics in waging war with Iraq? These are examples of lots and hots questions at the senior level At this point we are discouraging the lots and encouraging the hots

85 2nd Gear Stage 2 - Accessing Resources Inclusions:

86 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 Stage 2 – accessing resources As you can see, this ection is quite detailed There are lessons relevant to each grade level in the primary division

87 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 Again, stage 2 is dense

88 2nd Gear Stage 2 - Accessing Resources Intermediate/Senior
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 Again, a weighty section

89 2nd Gear Stage 2 - Accessing Resources Primary
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. They’ll learn specific skills to complete this stage, such as using the library, reading graphic information/pictures, using internet sources, videos, interviewing and more. We’ve still got quite a few laps to go, let’s get into 2nd Gear. Example of a pit stop, found in each guide at each stage – which encourages student to reflect, connect and do

90 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 learned 1. ____________________________________ 2. ____________________________________ 3. ____________________________________ New words I learned 1. ______________________________ 2. ______________________________ 3. ______________________________ Key words to help me find more information 1. ________________ 2. ________________ 3. ________________ This book reminds me of ________________________________ I wonder ____________________________________________ Already you can see that we are preparing students for the standardized test

91

92 2nd Gear Stage 2 - Accessing Resources Reading Response (J/I)
Reading Response - Gears Teacher Tip 3 R’s 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 Reading response becomes more detailed and can be used for a variety of purposes

93 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.

94 3rd Gear Stage 3 - Processing Information Inclusions:

95 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 Stage 3 is Processing information and includes many important skills incorporated in the reading and writing test

96 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 Stage 3 – processing information You’ll notice that at this stage we begin to address copyright and academic honesty issues

97 Graphic Organizers (T chart, Ranking Ladder, Bull’s Eye, Venn Diagram)
3rd Gear Stage 3 - Processing Information Intermediate/Senior Graphic Organizers (T chart, Ranking Ladder, Bull’s Eye, Venn Diagram) Notemaking Organizers Forming a Focus Statement Forming a Thesis Statement Evaluating Resources Evaluating Websites Copyright Practicing Academic Honesty

98 3rd Gear Stage 3 - Processing Information Junior/Intermediate
Pit Stop! Now that students have prepared for their research project and found resources, now it’s 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. Let’s now shift into 3rd Gear, Processing Information.

99 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 don’t 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. Example of note making, easily adapted to older grades

100 3rd Gear Stage 3 - Processing Information Note Making Organizers (J/I)
The 5 W’s 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: _________________________ Who? What? Where? Topic When? How? Why?

101 Stage 3 – Processing Information Note Making (I/S)
3rd Gear: Stage 3 – Processing Information Note Making (I/S) Topic _________________ Check the type of resource you used: Book Web site Online Database Encyclopedia 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 Example of a note making organizer at this level – inspires the practice of academic honesty Main Ideas/ Key words/ Dates/ Events/ People/ Places/ Quotes: ______________________________________________________

102 3rd Gear Stage 3 - Processing Information Forming a Focus Statement (J/I)
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.

103 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 father’s role Who is responsible for QUESTION in the family changed? cleaning up the environment? THESIS Because of changes in Cleaning up the environment women’s education level should not be the sole and career expectations, responsibility of government and the necessity for dual agencies; if each individual incomes, the father’s 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 Again, an example of a cross-curricular task made easier

104 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 Criteria Great Good Poor 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    Web site evaluation – critical thinking – begun at the primary level and built upon throughout their schooling

105 3rd Gear Stage 3 - Processing Information Evaluating Web Sites (J/I)
Web Site Evaluation - Short Answer 1) Ease of Access - URL’s 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? - author’s expertise? - origin of site? - trust of information on site? Overall rating / Explanation _________________

106 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 good fair poor Explain your rating: ___________________________________________

107 4th Gear Stage 4 - Transferring Learning Inclusions:

108 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) Stage 4 is where students learn to transfer their learning

109 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 Stage 4 for this division is where we really begin to work with students in preparation not only for the grade 6 testing, but for the OSSLT

110 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 Once again, providing strategies for transferring learning

111 4th Gear: Stage 4 - Transferring Learning Intermediate/Senior
Pit Stop! Now you are at the crucial stage of your journey. You’ve chosen the format for your project; you’ve done the research; you’ve evaluated the information; you’ve recorded your sources - now it’s 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.

112 ISEEC Framework for Paragraph Writing
Introductory Sentence Statement Explanation Elaboration Conclusion One product example of the OSSLT is the information paragraph – here is a wonderful strategy We also include news report writing, and supported opinion pieces I - It’s 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 friend’s 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.

113 4th Gear Stage 4 - Transferring Learning Report Writing (Primary)
A REPORT HAS: A BEGINNING: Grabs the reader’s 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 . One product might be a report They learn the structure and apply it to their product

114 Introductory Paragraph:
4th Gear Stage 4 – Transferring Learning Opinion Writing Organizer (J/I) 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) 1. 2. 3. Concluding Paragraph (restate your main idea about your opinion, summarize your main points, end with your final message to make your reader think)

115 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… Paragraph 4 - Body Paragraph - Subthesis 3 - third point… Introductory sentence, using transition word Paragraph 5 - Conclusion restate your thesis using different words An example of the standard 5 paragraph essay outline

116 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

117 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!

118 4th Gear Stage 4 – Transferring Learning Revising and Editing (J/I)
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?...

119 4th Gear Stage 4 - Transferring Learning Student Reflection
Now that you have arrived at your destination, it’s 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 didn’t 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 couldn’t 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? Very important piece – students reflect on what they’ve done, identifying strengths and weaknesses and next steps

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


Download ppt "G.E.A.R.S. Grand Erie Assisted Research Strategies"

Similar presentations


Ads by Google