When YOU Teach Research INSPIRED Education Library

Your Research Experiences What types of research assignments did you experience in elementary and secondary school? Research tells us that “knowledge telling” (looking up general topics) often replaces true research assignments at this level. (See Loertscher – Ban those bird units, on reserve, ZA3075.L ) What happens when you google a general topic?

Where is research in the Ontario curriculum? All Ministry guidelines include a section outlining Inquiry objectives for each grade and subject. Information Studies Kindergarten to Grade 12 (Ontario School Library Association) compiles these inquiry skills in 3 strands: inquiry/research skills, technology skills, and metaskills applied in the information and society context See >> Choose OSLA documents

Grade 4: Medieval Times Inquiry/Research and Communication Skills: Formulate questions to guide research Use primary and secondary sources (e.g. primary: artefacts, field trips; secondary: atlases, encyclopedias, books, illustrations, videos, CDs, websites) Use graphic organizers to summarize information (e.g. pyramid, circle chart, timelines, comparison charts) Draw, label, and read maps; create models Use oral presentations, written notes, and drawings to communication information (Ontario Curriculum Social Studies 1 to 6, 2004, p. 28)

Grade 11: World History to the 16 th Century Research Formulate significant questions to guide research Conduct organized research using a variety of sources including primary, secondary, AV, websites Organize research findings using a variety of methods (e.g. note taking, graphs, charts, maps, diagrams) Interpretation and Analysis Distinguish bias, lack of substantiation in statements, arguments, and opinions;compare interpretations; identify and describe relationships; draw conclusions; develop thesis supported by effective research (Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000, p. 132)

Grade 11: World History to the 16 th Century Communication Use a variety of styles (e.g. essays, simulations, multimedia presentations) Use an accepted form of academic documentation (e.g. footnotes, bibliographies, appendices) Express opinions and conclusions clearly and articulately Creativity, Collaboration, and Independence Demonstrate ability to think creatively Use time-management strategies Work independently and collaboratively (Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000, p. 132)

Information Studies K-12 Outlines stages of research Describes expectations for each grade

Apply to Grade 4: Castle Life Stage 1: Prepare for Research Step 1: Define topic Research shows that students do well when they have authentic research tasks, are personally interested in their question, and learn to track and think about the process of research Brainstorm with class for questions that interest them – not a general topic

Examples of Questions What was the kitchen like and what did they eat? What type of clothing did they wear? What were castle defenses like? What happened when people got sick? What kind of music did they play? How did parents discipline their children? What were the washing and bathroom facilities like?

Stage 1: Prepare for Research Step 2: Explore information using group activities Formulate questions to guide research What would you be looking for on the question about the kitchen and food? Brainstorm Concept map Grade 4: Castle Life Food Where did it come from What types of mealsNutrition How were foods prepared Feasts

Stage 1: Prepare for Research Step 3: Identify ways of organizing information What are the steps in research? How to take notes How to keep track of resources How to scan for information How to record web addresses Grade 4: Castle Life

Stage 1: Prepare for Research Step 4: Relate prior knowledge to task What do you already know about this topic? Think about stories you’ve read and movies and pictures you’ve seen. Brainstorm Concept map Appearance PeopleUtensils Equipment Kitchen

Grade 4: Castle Life Stage 2: Accessing Information Step 1: Locate sources Brainstorm on types of resources and identify those that would have this type of information Encyclopedias BooksMagazines Videos Sources PicturesNewspapers PeopleCommunity Web

Grade 4: Castle Life Stage 2: Accessing Information Step 2: Select information on using variety of strategies Learn what the card catalogue is for and the meaning of Dewey numbers Select information tools using keywords and subject headings Learn to scan text for keywords Identify appropriate reference tools – atlases, encyclopedias, dictionaries

Grade 4: Castle Life Stage 2: Accessing Information Step 3: Gather information Work with teacher-librarian and model use of each tool How books are organized – table of contents, index, chapter headings Using encylopedias – separate index, references Using dictionaries – layout and page identification Using online catalogues Searching the web – techniques with Google

Grade 4: Castle Life Stage 2: Accessing Information Step 4: Collaborate and share What techniques work well? What do you do when you can’t find anything? Compare journals to track information – what works best for note taking and record keeping?

Grade 11: Medieval Life topic Stage 1: Prepare for Research Step 1: Define topic as a question What were the effects of the Black Death in a local castle and community? What role did women play in medieval society?

Grade 11: Medieval Life topic Stage 3: Processing Information Step 1: Analyse and evaluate information Analyse validity of arguments by examining primary and secondary resources Construct logical statements to test validity of arguments Judge if conclusion follows the argument

Grade 11: Medieval Life topic Stage 3: Processing Information Step 2: Test ideas to adjust research and problem solving strategies Step 3: Sort information using organizers Step 4: Synthesize findings and evaluate conclusions

Grade 11: Medieval Life topic Stage 4: Transfer Learning Step 1: Revise product for specific purpose, audience, format Step 2: Present research findings Step 3: Reflect and evaluate research product and process Step 4: Transfer information skills to address future problems and research questions

Use Learning Objects to Teach Inquiry Look to your library website &catId=22 Collect learning objects: Your Quote It, You Note It: