1. Step-by-Step Checklist for Research
Module 3 Assignment for EDG 520
By April Payne

2. The strategy that I chose from Tomlinson’s Toolbox to add value to the Total School Cluster Grouping (T.S.C.G.) was student research.

3. Step-by-Step Checklist for Research (Tomlinson, p. 115)
Explanation: Step-by-step checklists can effectively scaffold the work of students who have difficulty following directions or sequencing tasks, and when tasks are unfamiliar to students.

4. Step-by-Step Checklist for Research (Tomlinson, p. 115)
Topic identified and it is something you are passionate about.
Internet search completed.
Guiding questions written.
Subtopics listed.
Web done with guiding questions as hub; subtopics as spokes.
Web transferred to outline form.
Four types of resources located (Web sites, interviews, museum visits, books).
Notes taken on color-coed cards; sorted by questions.
First draft written.
Three visuals or illustrations developed.
Final draft written.
Bibliography completed.
Score yourself on the rubric.
Reflections guide filled out.

5. Step-by-Step Checklist for Research (Tomlinson, p. 115)
Reflections:
What are the strengths of your piece?
Describe two things you learned about your topic and guiding questions.
What did you learn about writing a research report?
What was especially important or helpful to you as you worked on this project?
If you could continue working on this project, what would you do?
What advice would you give to someone else who was working on a similar project?

6. Benefits of Student Research to T.S.C.G….Interest
“Teaching research skills to gifted learners represents a prime strategy for differentiating content, process, and product to meet the unique characteristics and learning needs of the gifted,” (Karnes, p. 404).
Student research appeals to the “interest” element of student traits necessary for effective and efficient teaching.
“Interest refers to those topics or pursuits that evoke curiosity and passion in a learner,” (Tomlinson, p. 3).
Through allowing students to study topics they are passionate about, teachers are able to more effectively engage students and help them persist in learning.

7. Benefits of Student Research to T.S.C.G….Challenge
Learning should be a sequence of challenges.
Challenge in the classroom (Tomlinson, p. 19):
The work should complement student’s abilities.
The work should stretch the student.
The student should work hard most of the time.
Students should be accountable for their own growth; and contribute to the growth of others.
Students should feel they can accomplish things that they didn’t think were possible.
Students working through the research process on new content material allows students to be challenged in the classroom.

8. Benefits of Student Research to T.S.C.G….Goal Setting
Teachers can help create positive learning environments by setting goals with their students.
“Student goals foster student understanding and ownership of their own learning,” (Tomlinson, p. 44).
Through Tomlinson’s Step-by-Step Checklist for Research (p. 115), specific comprehensive goals to research are identified. Teachers can then support their students, via regular student conferencing, through the identification and completion of their goals.

9. Benefits of Student Research to T.S.C.G….Differentiation
Gentry identifies the two P’s, two C’s, and two F’s of differentiation (Gentry, p. 101). These are identified as preassessment, perky pace, choice, challenge, feedback, and flexibility.
Student research assignments has the capacity to address all of these differentiation elements, through independent work that the students are first assessed, work through at their own pace, choose topics of interest, study new and challenging subjects, conference with a teacher for feedback, and create individualized goals.

10. Benefits of Student Research to T. S. C. G…
Benefits of Student Research to T.S.C.G….Providing Depth and Complexity
“This strategy represents the opposite of teaching to the objective; rather, it focuses on seizing the teachable moment and using student questions and interests as a basis for providing the depth,” (Gentry, p. 179).
Student research investigations and products, with integrated Depth and Complexity, such as Tomlinson’s checklist supports (p. 115), help students exceed grade level expectations.

11. In conclusion…
“Gifted learners of all ages should be actively engaged in developing research skills in preparation for careers as productive mathematicians, scientists, physicians, artists, musicians, educators, lawmakers, and other roles as contributing citizens and members of a larger community,” (Karnes, p. 406)
Tomlinson’s Step-by-Step Checklist for Research (p. 115) helps students achieve this end.

12. References:
Gentry, M. (2014). Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and improving teacher practice (2nd ed.). Waco, TX: Prufrock Press.
Karnes, F. (2015). Methods and materials for teaching the gifted (Fourth ed.). Waco, Tex.: Prufrock Press.
Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, Va.: Association for Supervision and Curriculum Development.