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Thinking Deep, Deeper, Deepest Helping Students Process Information Sharon Mills & Jo-Anne LaForty TDSB.

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Presentation on theme: "Thinking Deep, Deeper, Deepest Helping Students Process Information Sharon Mills & Jo-Anne LaForty TDSB."— Presentation transcript:

1 Thinking Deep, Deeper, Deepest Helping Students Process Information Sharon Mills & Jo-Anne LaForty TDSB

2 Agenda Context of Stage Three Specific strategies Note-taking Organizing Information Thesis Statement

3 Leave with... Better understanding of the components & complexity of stage three Specific strategies & activities for teaching stage three skills Knowledge of resources to support student learning Copy of the TDSB Research Success@your library

4 OSLA Model

5 The Power of Research Research Success @Your Library A Guide for Secondary Students 2005

6 a complex journey back and forth between and within stages a dynamic process of learning Model B: The Process of Inquiry and Research Knowledge and Understanding Thinking Communication Application ReflectTransfer Stage 4 Transferring RevisePresent SelectCollaborate Stage 2 Accessing LocateGather IdentifyRelate Stage 1 Preparing DefineExplore SortSynthesize Stage 3 Processing Analyze/ Evaluate Test

7 Features of Guide Organized around the 4 stages of research Each stage begins with a checklist Each stage ends with assessment tools Introduction Templates & Information Tips Appendix

8 Finds best solutions for family counselingSocial Worker Reads journal for latest proceduresDoctor Checks local building codesCity Planner Revises menu to improve nutritionChef Compares specs of new models for emissions testing Automotive Shop Owner Gathers archival background for novelWriter Updates knowledge of computer systemsVideo Game Designer Research ActivityField Every Job Includes Research

9 Stage 3 Processing Information Research Success @ Your Library A Guide for Secondary Students 2005

10 Deep Thinking Stage Information is collected Main ideas culled Personal meaning created Focus Evidence Connections Patterns Relationships Inference

11 Challenges for Teachers

12 Challenges for Students

13 Curriculum Expectations Grades 9 – 12 (cross-curricular) Notes121 Organize 328 Synthesize45 Thesis44

14 What the experts say... Activity

15 Remember Aim for consistency at a grade level Model the practice Provide multiple opportunities to practice Address learning styles with a menu of different techniques Takes 16 – 32 times to learn a new skill

16 Note-making What grade, what course?

17 p. 37 - 45

18 Note Taking Format Accurate: Be careful to record correct information. Honest: Always credit words, ideas, and images of others in appropriate citations. Concise: Be brief: use abbreviations, keywords, and phrases. Organized: Use a note-making technique to keep your ideas and information organized. Relevant: Keep checking your data. Does it help to answer your question? Are you staying on topic? Qualities of effective notes

19 Note Taking Format Summarizing In your own words: condense ideas, details, and supporting arguments in point form record the reference accurately Three kinds of notes

20 Note Taking Format Paraphrasing In your own words: take an authors idea, select what is significant, and restate it in your own words and sentence structure keep the authors intended meaning record the reference accurately Three kinds of notes

21 Note-taking Lessons

22 Intermediate Research Viewing question: How does this video help prepare you for your interview project? Discovery School Video

23 Assessment & Evaluation

24 Checklist Note Taking Format Look for the key ideas. Use your own words. Use point form, not complete sentences. Delete unnecessary words (e.g., the, this). Omit unneeded examples. Add subheadings. Use shortcuts: abbreviations and symbols. Include your own ideas, responses, and questions. Checklist

25 Other Resources Edge Hill University http://www.edgehill.ac.uk/tld/student/7step s/notes.htm http://www.edgehill.ac.uk/tld/student/7step s/notes.htm Purdue University http://owl.english.purdue.edu/workshops/h ypertext/ResearchW/notes.html http://owl.english.purdue.edu/workshops/h ypertext/ResearchW/notes.html Literacy Matters http://www.literacymatters.org/content/stud y/notes.htm http://www.literacymatters.org/content/stud y/notes.htm

26 Note-taking Resources

27 Organizing Information

28 p. 46 -47 Activity

29 Opportunities to Practice accessola.com Activity

30 Other Resources Smart Ideas

31 Assessment & Evaluation What grade, what course?

32 Other Resources Write Design On-Line http:www.writedesignonline.com/organizers/ Cast Universal Design for Learning http://www.cast.org/publications/ncac/ncac _go.html#applications http://www.cast.org/publications/ncac/ncac _go.html#applications Literacy Matters http://www.literacymatters.org/content/stud y/organizers.htm http://www.literacymatters.org/content/stud y/organizers.htm

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34 Developing a Thesis

35 p. 50 - 51 Activity

36 2. FIND an issue or hypothesis from your research so far Stage 1 questions Stage 2 focus Stage 3 synthesis 2. FIND an issue or hypothesis from your research so far Stage 1 questions Stage 2 focus Stage 3 synthesis 4. CHOOSE a position, perspective, or solution to investigate or defend 4. CHOOSE a position, perspective, or solution to investigate or defend 7. CONTINUE your inquiry and research more evidence more detail deeper thesis 7. CONTINUE your inquiry and research more evidence more detail deeper thesis 3. IDENTIFY possible positions, perspectives, or solutions 3. IDENTIFY possible positions, perspectives, or solutions.. 6. WRITE your thesis statement topic position area of investigation 6. WRITE your thesis statement topic position area of investigation Crafting a Thesis Statement p. 50 similarities and differences 1. LOOK for relationships among data cause and effect impact and significance 1. LOOK for relationships among data cause and effect impact and significance similarities and differences 5. LIST evidence or proof to test perspective, or solution whether the position, can be supported 5. LIST evidence or proof to test perspective or solution whether the position, can be supported Research Success@ your library

37 Research Skills for Students video series by Joyce Valenza 23 minutes 6 in the series Searching the Internet Avoiding plagiarism Media literacy Organizing Research Presenting & Communicating Research

38 Outline for Essay p. 48, 49, 52, 63 By chronology past, present, and future By sequencefirst, second, and third By categorye.g., punk, rock, hip hop By comparisonsimilar and different; positive and negative By importanceleast important to most important By perspectivesolution 1; solution 2; solution 3 By micro to macro local to global

39 Assessment & Evaluation What grade, what course?

40 Bringing It All Together: More Practice CBC Archives/ CBC News in Review Watch Take notes Choose the best organizer to support your thesis Decide on a working focus/thesis

41 Conclusion Promote stage three as an essential stage for critical thinking & making personal meaning Do not assume Use the research guide to help you develop lessons Be confident that you have something to offer

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