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Introduction to Conducting Research. Defining Characteristics of Conducting Research An inquiry process that involves exploration. Taps into the learner's.

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Presentation on theme: "Introduction to Conducting Research. Defining Characteristics of Conducting Research An inquiry process that involves exploration. Taps into the learner's."— Presentation transcript:

1 Introduction to Conducting Research

2 Defining Characteristics of Conducting Research An inquiry process that involves exploration. Taps into the learner's "need to know." The process can be divided into four phases. The phases are fluid and iterative.

3 Four Phases of the Research Process 1.Explore possible topics before focusing on a motivating research question. 2.Develop and follow a plan for gathering information from a variety of sources. 3.Gather, organize and analyze information to draw conclusions. 4.Share what has been learned through writing, presenting, drama, and multimedia.

4 Student Challenges Selecting a question Finding relevant sources to gather information Evaluating and validating online content Organizing and analyzing information Determining an appropriate presentation method

5 Common Core State Standards: Research to Build and Present Knowledge CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

6 Discussion Questions 1 1.What challenges do your students face in conducting research? 2.What choices do you give students in selecting research topics? 3.What types of strategies do your students use to gather information?

7 How Can I Support Student To Conduct Research?

8 Use of Evidence-Based Instructional Practices Provide Clear Explanations Give Students Strategies and Models Provide Ongoing Formative Assessment

9 Use Technology Tools Technology To Support Research –Create a research plan –Present findings –Organize information – Track information – Take notes – Gather information

10 Differentiated Instruction Plan instruction that considers students' readiness, learning needs, and interests. Use a range of technology tools to: –engage learners at varying levels –engage learners in multiple ways. –offer students options for demonstrating understanding and mastery

11 Teacher-Dependent Ways to Differentiate By Content – Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi- level computer programs and Web Quests, audio materials, etc. By Product – Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. By Process – Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

12 Student-Dependent Ways to Differentiate By Readiness – Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement By Profile – Consideration of gender, culture, learning styles, strengths, and weaknesses By Interests – Identification of background knowledge/gaps in learning, vary amount of direct instruction, and practice, pace of instruction, complexity of activities, and exploration of a topic

13 Discussion Questions 2 1.How can you take advantage of a student's interests and abilities in motivating them to identify a research question? 2.How does the information gathering process support differentiated instruction? 3.What are the multiple means of representation students can use to present their research?

14 Provide Direct Instruction Explain what is involved in each of the four phases of research. Show students how to select and use appropriate digital tools to gather, organize, and analyze information Demonstrate different ways to share results of the research using a variety of multimedia tools.

15 Conduct Research for a Variety of Purposes Help students select a research question by first broadly exploring varied topics and selecting an area of focus. Help students assess the validity of online sources based on their purpose and topic of research. Help students select appropriate technology- supported, information gathering strategies.

16 Engage in Formative Assessment Encourage peer collaboration to help students determine if they should revise their information gathering plans. Assess students' ability to employ strategies for critically evaluating information. Have students write or record short summaries of what they are learning using blogs, mini-podcasts, the class wiki, or webistes.

17 Suggestions for Technology Tools Mind mapping: Popplet,, MindMup, Text 2 Mind Map Information gathering gathering and analysis: ReadWriteThink’s Notetaker, Evernote Instapaper, GeoGebra, Google Spreadsheet Presentation: Prezi, Voki, VoiceThread, ThingLink

18 Discussion Questions 3 1.What technology tools are your students using to carry out the research process? 2.What strategies do you use to help students analyze the information they gather? 3.How do you use formative assessment strategies to strengthen your students' inquiry process?

19 Disclaimer Awarded through a cooperative agreement from the U.S. Department of education, Office of Special Education Programs (OSEP), Grant #H327G090004-10, PowerUp What Works was developed by a team of experts in education, technology, differentiated instruction/UDL, and special education at the Center for Technology Implementation, operated by the American Institutes for Research (AIR) in collaboration with the Education Development Center, Inc. (EDC) and the Center for Applied Special Technology (CAST). This document contains information from other public and private organizations that may be useful to the reader; these materials are merely examples of resources that may be available. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed. This publication also contains hyperlinks and URLs created and maintained by outside organizations and provided for the reader's convenience. The Department is not responsible for the accuracy if this information. Further, the programs/models/resources featured on this site have not been extensively evaluated by CTI. This website was created and is maintained by American Institutes for Research (AIR) through funding from the U.S. Department of Education, Award # H327G090004. For more information, send an e-mail to

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