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Session 824 Staging Research: Spotlighting Stages Three and Four Tim Gauntley / Kevin Bradbeer TDSB R e l a t e E x p l o r e I d e n t i f y D e f i n e Lo cate Gather Select Collaborate Analyse Evaluate Test Sort Synthesize Revise Present R e f l ec t T r a n s f e r
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R e l a t e E x p l o r e I d e n t i f y D e f i n e Lo cate Gather Select Collaborate Analyse Evaluate Test Sort Synthesize Revise Present R e f l ec t T r a n s f e r Stage 1 : Preparing for Research Stage 2 : Accessing Resources Stage 3 : Processing Information Stage 4 : Transferring Learning 1. Introduction THE PROCESS OF INQUIRY AND RESEARCH Information Studies: Kindergarten - Grade 12
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ANALYSEANALYSE Task: For each letter to the right, identify a word that describes a feeling your students might have when analysing information during the research process.
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Matching Grade 8 and 9 Expectations with Information Studies LI1.06D Grade 9 English - Literature Studies and Reading –use specific evidence from a text to support opinions and judgements (e.g., formally debate issues raised in a text) LI1.06D Grade 9 English - Literature Studies and Reading –use specific evidence from a text to support opinions and judgements (e.g., formally debate issues raised in a text) Inquiry and Research: Grade 9 –Reasoning: design criteria to evaluate information –Organizing: chart concept formation Inquiry and Research: Grade 9 –Reasoning: design criteria to evaluate information –Organizing: chart concept formation 8e2Grade 8 English Language –use writing for various purposes and in a range of contexts, including school work (e.g., to explore social issues) 8e2Grade 8 English Language –use writing for various purposes and in a range of contexts, including school work (e.g., to explore social issues) Inquiry and Research: Grade 8 –Reasoning: examine assumptions and bias in information –Organizing: use matrices to record variables for decision making Inquiry and Research: Grade 8 –Reasoning: examine assumptions and bias in information –Organizing: use matrices to record variables for decision making
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3. Mind-Mapping Throughout the Research Process
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R e l a t e E x p l o r e I d e n t i f y D e f i n e Stage 1 : Preparing for Research THE PROCESS OF INQUIRY AND RESEARCH Information Studies: Kindergarten - Grade 12
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Year-round Schooling Marks Time Cost Research Stage 1 Mind-Mapping as Defining
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Year-round Schooling Marks Time Cost Research Stage 1 Mind-Mapping as Exploring and Relating TestsExamsAssignments Holidays Homework Forgetting Heat /Light Attendance
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Lo cate Gather Select Collaborate Stage 2 : Accessing Resources THE PROCESS OF INQUIRY AND RESEARCH Information Studies: Kindergarten - Grade 12
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Year-round Schooling Marks Time Cost Research Stage 2 Mind-Mapping as Gathering TestsExamsAssignments Holidays Homework Forgetting Heat /Light Attendance Student Achievement
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Year-round Schooling Student Achievement Time Cost Research Stage 2 Mind-Mapping as Collaborating TestsExamsAssignments Holidays Homework Forgetting Heat /Light Attendance School Calendar
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Analyse Evaluate Test Sort Synthesize Stage 3 : Processing Information THE PROCESS OF INQUIRY AND RESEARCH Information Studies: Kindergarten - Grade 12
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Evaluating Information Accuracy Authority Bias Currency Fact vs. Opinion
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Evaluating Information Source What Who Where Why When How Accuracy Authority Bias Currency Source Content Purpose Origin
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Evaluating Information Intent Trick Viewer Encourage Critical Thinking Examine Method
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Detecting Bias Evaluating Information Argument Appears One Sided Facts are not Balanced Author’s Credentials cannot be verified
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PROS Year-round Schooling CONS Research Stage 3 Mind-Mapping as Analysing/Evaluating Marks Cost Time Sources Marks Cost Time Sources
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"There are a substantial number of studies which are conducted by researchers (with no vested interest in either supporting or opposing year-round schooling) which conclude that there appears to be no significant difference in achievement between student in year-round and students in traditional calendar schools." "Of the studies which conclude that students in year-round schools do achieve at a higher level... the differences in achievement are rarely significant"
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Year-round Schooling Research Stage 3 Mind-Mapping as Synthesizing Pros Cons SOURCES TIME Pros Cons MARKS Pros Cons COST Pros Cons
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Revise Present R e f l ec t T r a n s f e r Stage 4 : Transferring Learning THE PROCESS OF INQUIRY AND RESEARCH Information Studies: Kindergarten - Grade 12
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How could Mind-Mapping help students during Research Stage 4? Revising Presenting Reflecting Transferring
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Stage 4: Transferring Learning
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Stage 4: Transferring Learning Revise Present Reflect Transfer Purpose Audience Form
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Purpose ° to inform ° to communicate ° to entertain ° to convince ° to demonstrate
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Audience ° teacher ° peers ° community ° combination
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Form - Written, Oral, Visual, ICT ICT ° Word Processing - Pamphlet, Flyer, Poster ° Multimedia - HyperStudio, iMovie ° Web - Claris HomePage, Dreamweaver ° Database - FileMakerPro ° Diagram - AppleWorks, Kid Pix, Smart Ideas
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Authentic Assessment Exhibition/Demonstration Portfolio Performance Task
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Authentic Assessment Exhibition/Demonstration Portfolio Performance Task ° Engages “real world” issues or problems to demonstrate learning ° allows student to utilize their learning style and strengths ° focuses on both process & product
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4. Interdisciplinary Focus in the Research Process
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Comparison of Research Frameworks Stage 1: Preparing for Research Section 1: Preparing for Research Stage 2: Accessing Resources Section 2: Accessing Resources Stage 3: Processing Information Section 3: Processing Information Stage 4: Transferring Learning Section 4: Assessing & Extending Research Information StudiesInterdisciplinary Studies
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define information needs using a variety of strategies explore information using a variety of group activities identify varied ways of organizing information relate prior knowledge to information tasks purposes and types of research required research skills and attitudes thinking and planning strategies for research formulating research questions Stage 1: Preparing for Research Section 1: Preparing for Research Information StudiesInterdisciplinary Studies
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Purposes and Types of Research demonstrate an understanding of the purposes and types of research used in each of the subjects or disciplines studied (e.g., by distinguishing between research on year-round school done by a parents’ lobby group and a university researcher) and describe examples of effective local research projects
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Required Research Skills and Attitudes demonstrate an understanding of the skills and attitudes required for research in each of the subjects or disciplines studied (e.g., by using information-management skills such as notetaking and outlining when exploring the issue of year-end schooling)
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Thinking and Planning Strategies for Research develop and manage personal plans for interdisciplinary research, products, and activities, using a variety of print and electronic resources and organizers (e.g., using graphic organizers or webbing applications to analyse feedback from peers about year-round schooling)
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Formulating Research Questions formulate questions for a variety of purposes in interdisciplinary research (e.g., to explore topic of year-end schooling and the themes of marks, time, and cost, and to broaden individual perspectives by examining case studies in Canada and the United States).
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Conceptual Framework Strand 2: Processes & Methods of Research 1. Preparing for Research Purposes and Types of Research Formulating Research Questions Required Research Skills and Attitudes Thinking and Planning Strategies for Research How can educational research improve teaching and learning? How can we focus key educational research on our own school situation? What questions challenge the “industrial model” of schooling systems? What thinking strategies are evident in The Royal Commission on Learning ? [e.g., Studies in Education]
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locate a variety of appropriate resources from a variety of sources select information appropriate to needs using a variety of strategies gather information from resources using internal organizers and conventions of texts collaborate with others to share findings and ideas; sources of information conventions and principles of organizing information locating information selecting information Stage 2: Accessing Resources Section 2: Accessing Resources Information StudiesInterdisciplinary Studies
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Sources of Information identify and describe physical and virtual sources of information (print, electronic, and mass media) that are relevant to inter- disciplinary research (e.g., educational resources on the Internet about year-round schooling)
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Conventions and Principles of Organizing Information identify the conventions used in databases, catalogues, and indexes to organize information (e.g., subject headings and descriptors), and apply this knowledge to locate relevant resources for interdisciplinary research, using a variety of search strategies and features (e.g., key- word searches on terms associated with year-round schooling)
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Locating Information locate relevant resources for interdisciplinary research on year-round schooling, using a variety of print or electronic (online) reference material, indexes, and databases (e.g., online full-text databases such ERIC)
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Selecting Information select relevant information for interdisciplinary research within resources, using a variety of reading and critical- thinking strategies (e.g., taking notes on key ideas from pro, con and pro/con sources about year-round schooling)
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Conceptual Framework Strand 2: Processes & Methods of Research 2. Accessing Resources Sources of Information Selecting Information Conventions and Principles of Organizing Information Locating Information What sources of information are used by well-known journalists? How can a journalist use periodical indexes to find different viewpoints ? What note-taking strategies work well when researching a “story”? How can I use reference material to get accurate background information? [e.g., Applied Journalism]
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analyze and evaluate information using a variety of strategies test ideas to adjust research and problem solving strategies sort information using a variety of organizers and formats synthesize findings and formulate conclusions criteria for analysis and evaluation analysis of ideas recording, sorting, and organizing of information synthesis of research findings Stage 3: Processing Information Section 3: Processing Information Information StudiesInterdisciplinary Studies
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Criteria for Analysis and Evaluation analyse and evaluate information from a variety of print, electronic, and mass media resources according to specific criteria, including the clarity, interest, and accuracy of the information (e.g., “How clearly is the purpose of the NAYRE and SOS websites stated in their “About” link?”, “Are the historical facts regarding year-round schooling stated accurately in the ERIC summary?”)
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Analysis of Ideas identify and critically analyse ideas, arguments, bias, and stereotyping found in resources, using a variety of strategies (e.g., conducting an Internet search to investigate divergent arguments from a range of sources about year-round schooling; defining terms central to an argument such as “achievement”)
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Recording, Sorting, and Organizing of Information record, sort, and organize information found in resources related to each of the subjects or disciplines studied, using a variety of print and electronic organizers (e.g., mind mapping in SmartIdeas) identify the reasons for acknowledging sources and use an accepted form of documentation to record sources of information;
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Synthesis of Research Findings synthesize findings from interdisciplinary research, using a variety of strategies and technologies (e.g., use graphic organizers to show different relationships among data about arguments for and against year- round schooling).
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Conceptual Framework Strand 2: Processes & Methods of Research 3. Processing Information Criteria for Analysis and Evaluation Synthesis of Research Findings Analysis of Ideas Recording, Sorting, and Organizing of Information Which environmental study would most interest planners of a local park? How does the ecological report relate ethical practices and profitability? What recommendations to city council can I make from my fieldwork ? How can I use a relational database to correlate my field results? [e.g., Local Field Studies and Community Links]
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revise product appropriate to purpose, audience and format present research findings in a variety of forms for a variety of audiences reflect on and evaluate product and process transfer new information skills and knowledge to solve problems and make decisions. comparing and modifying research assessing research methods and solutions criteria for assessing research new topics and real-life applications Stage 4: Transferring Learning Section 4: Assessing & Extending Research Information StudiesInterdisciplinary Studies
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Comparing and Modifying Research assess the quality and effectiveness of their research in comparison to similar research conducted by others (e.g., by recognizing the difference between professional research into year-round schooling and student interviews conducted in a local school)
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Assessing Research Methods and Solutions assess the effectiveness of their research in meeting the original information requirements and their research plans (e.g., “How could I adjust my method of gathering statistics about year-round schooling to achieve greater balance in my report?”)
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Criteria for Assessing Research develop and apply effective criteria for assessing the quality of their interdisciplinary research (e.g., by identifying how well they organized data and synthesized information to come up with new ideas about reforming the school calendar and timetable)
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New Topics and Real-Life Applications identify and describe possible topics and real-life applications for subsequent inter- disciplinary research activities (e.g., international models of school calendars and timetables; impact of free schooling on student achievement).
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Conceptual Framework Strand 2: Processes & Methods of Research 4. Assessing and Extending Research Comparing and Modifying Research New Topics and Real-Life Applications Assessing Research Methods and Solutions Criteria for Assessing Research How can I incorporate new international data into my report on local fitness initiatives? What lessons for community leadership can my report offer? How can schools promote community learning pro- grams among students? What criteria can I use to assess my plan for new recreational facilities? [e.g., Information Management and Community Leadership]
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