IMPROVING RESEARCH SKILLS NAM PHAM

AGENDA 1 Context 2 Problem Statement 4 Instructional Strategies 3 Needs Assessment 6 Bibliography 5 Lessons Learned

CONTEXT  Middle School students (Grade 7)  Not correctly evaluating primary and secondary sources  Is this source reliable?

CONTEXT WHY A GAP?  Poor instruction in the past  English as a Second Language learners  Transition from Chinese public education system to an international curriculum

CONTEXT THE NEED  Improving research skills for Grade 7 History  Success in the IB Middle Years curriculum  High achievement in Criterion B: Investigating and Criterion D: Thinking Critically

 Students have difficulty recognizing the source’s purpose  Students have difficulty recognizing the source’s origin  Students have difficulty recognizing the source’s limitation and value PROBLEM STATEMENT

 Students will be able to access an on-line database  Students will be able to locate relevant sources to their topic  Students will be able to determine if a source is reliable or not PROBLEM STATEMENT DESIRED GOAL

 Students will be able to “ effectively analyze a range of sources in terms of origin and purpose”  Students will “ consistently recognize [the source’s] values and limitations”  Quoted from IB Criterion Chart PROBLEM STATEMENT DESIRED END STATE

 Interviewed Chinese co-teacher NEEDS: DATA COLLECTION  Student questionnaire and survey  Informal observation  Interviewed other subject teachers  Re-evaluated “Evaluating Sources” checklist  Re-evaluated past assessments

FINDINGS NEED ASSESSMENT  School-wide issue  Teachers did not place priority on research skills  Lack of prior knowledge  Unclear instructions on past assessments  Language difficulty with English sources  Need to model more and practice

 Students will complete the CRAAP Test to evaluate sources  The CRAAP Test is a questionnaire with a checklist to determine if a source is reliable or not  C urrency, R elevance, A ccuracy, A udience, P urpose  The more checks = the more reliable a source is  Not every question can be answered INSTRUCTION STRATEGIES

 Typical classroom with projector and desks  Students will have access to a digital device  Students are partnered based on English level INSTRUCTION LEARNING ENVIRONMENT

 Hook the students with the Tree Octopus hoax website  Complete a mind map responding to: What makes a source reliable?  Model and practice the CRAAP Test with teacher and other classmates  Complete an exit slip on why there sources chosen are most reliable INSTRUCTION LESSON AGENDA

 Projector screen  Digital device such as an IPAD or laptop  CRAAP Test handouts  Video lecture with Chinese for review INSTRUCTION MATERIALS USED

LESSONS LEARNED  Modify language on all handouts  Include more Chinese in both written and oral  Acronyms are a useful mnemonic device for students  Never assume a student knows something such as a “key word” search  Model and practice the required skills  It is okay to repeat particular skills

LESSONS LEARNED  Need to collaborate with all teachers in the school  Research skills is a slow learning process  Acronyms are awesome!  Video lectures are useful  Student feedback is extremely useful  Be honest with the students if something is not working

BIBLIOGRAPHY All images found through Bing.com Image search. SOAP PPT Template. The University of the Fraser Valley (2009). Evaluating information: The CRAAP test. Retrieved from ptest.htm ptest.htm Pacific Northwest Tree Octopus (1998). Accessed on May 1,

IMPROVING RESEARCH SKILLS NAM PHAM