tame the chaos of classroom research (iim update 2015-alt vers.)

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http://www.iimresearch.com/

E.H. Eastman – MCLIMS.org2015-16

Classroom Research!

Tame the Chaos of…

7 Steps to

Research!

7Presentation1

Topic

2Goal-Setting

3Research

4Organizing

5Goal-Evaluation

6Product

Successful

Research provides a Context for Integrated

Within framework of inquiry…

• Research is a sequential process.

• Answers come from a range of sources.

• Information must be analyzed and organized.

• Then it can be synthesized into a final product to share with audience(s).

How to…

• Record information they already know (facts)

• Determine what they want to learn (questions).

• Cite all sources.

• Avoid plagiarism.

Students are learning…

Resources

… teach them not to expect instant magic answers(& design assignments with this in mind)

… understanding will develop from many ideas pulled from multiple sources

GritPersistence, & Self Management

Guide process throughout with the whole class

and research one topic together.

Work through research process

on individual topics

in small groups or independently, &

apply research skills.

GroupIIM Process

IndependentIIM Process

Kindergarten

55Fifth Grade

Essential Questions

•Frame unit of study•Connect what is learned to real world•Require critical thinking to answer•Allow students to form original ideas instead of pre-determined answers.•Point students toward key ideas & main concepts we want them to understand•Asked & re-asked

What does it matter if I know

this?

Why do I have to do

this?

When will I ever use

this?

Key starting points for planning effective units of study built around key curriculum –based big ideas.

EXAMPLE: Natural Disasters

Topic: hurricanes

Essential Question: What are environmental

and cultural effects of a hurricane?

Guiding Questions:•What are the characteristics of a hurricane?•How are people affected by a hurricane?•What is the impact of a hurricane on the environment?

Topic: habitatEssential Question: How do living

things depend on one another and on their environments?

Guiding Questions:•How are living things connected?•How does human activity affect environments?•How are habitats alike and different?

At the end of a unit, what key understandings should students have? --- > curriculum guides, TX-TEKS

EXAMPLE: Habitats

TOPICStep 1

Choose What to Study

• What do you already know?

• What do you want to find out?

CD forms 17-20—my topic, concept map, glossary sheet for individual work

•Spark Curiosity with Immersion Activities!•Generate facts + questions.•Organize & categorize (graphic organizer)•Post glossary.

Use range of flexible strategiesto map out what we know & want to know

Concept Map

Diagram

Wonderwall

1Topic

Development of student questions

1. On your own, or with a partner, choose a book on our topic that interests you.

2. Write the title and author in your notebook or on an index card.3. Under this, write: ‘I wonder…’

4. During your reading, list all the questions the information in the book raises in your mind. These do not need to be questions answered in the book—just things that make you wonder.

5. Here is an example:

1

Development of student questions

Distinguishing between ‘Thick’ and ‘Thin’ questions Flyer

1Topic

GOAL SETTINGMake a Plan

• Set goals for your project.

• What are the requirements?CD forms 21-23: goal-setting sheets

Step 2•Develop questions to direct research.•Set goals for notefacts and new words.

•Define number & types of sources to be used

Clarity of purpose & expectations

Focused specific research

2

RESEARCHDiscover the Facts• Use many resources.

• Cite your sources & record your notes.

CD forms 24,29,30-31,35,56

Step 3•Introduce concept of plagiarism.•Model & guide notefact-taking.•Record source information and numbers.•Reread & revise; encourage thinking & analysis.•Add new vocabulary to glossary.

3Research

NOTEFACTS are…

make sense.

phrases

own words.

questions.

Research

• Short but complete enough to make sense.

• Written in your own words.

• Use phrases instead of complete sentences.

• Connect to your questions & focus on

important ideas.

• Useful, meaningful, and easy to

read.

NotefactsSHORT (note) + TRUE (fact)

3Research

Taking Group Notefacts

•

•

•

•

3Research

Kid-Friendly Search Tools

ORGANIZINGBuild a Framework From Your Notes

• Put your notes in categories.

• Analyze & interpret your findings

Step 4•Reread notefacts & look for categories.•Cut & manipulate, sort.•Refer to guiding questions.•Write category choices on organizing charts.•Color code magnifying glasses.•Group/regroup/ cut+ paste.

CD forms 36-37

Organizing

Student researchers will:• Identify useable categories.

• Organize with color-coding.

• Sort, cut & paste.

• Begin to analyze and interpret findings toward a written product or project.

ACTIVITY : Categorization of Notefacts

Putting it all together

4Organizing

Organizing Chart: Kindergarten

Initially, students’developmental levels may require more teacher control over the process.

4Organizing

Organizing Group Notefacts

•Read notefacts together.

•Review guiding questions.

•List possible categories on chart paper.

•Make final choices and color code.

•Cut notefacts into strips and model with 1 or 2

•Give notefact to pair of students who will explain choice to class, color & glue

Organize information to create a clearer picture of new knowledge.

4Organizing

Use a variety of flexible strategies to represent new ideas & information.

Organizing

GOAL EVALUATIONCheck Your Progress

• Look back at Step 2.• How did you do?

Step 5•Requirements met for notefacts connected to questions?• Number of sources & type? •Where are gaps or holes from research plan? •Gather additional facts & glossary words as needed.

•Identify/Summarize key findings

CD forms 38-40

Student researchers will:

• Review goals set in Step 2.

• Decide if they have fulfilled the requirements.

• Evaluate the quality of their work in steps 1-4.

• Move forward in the process or identify areas for refocus.

• Summarize key findings

Goal EvaluationWhat was accomplished?

5Goal-Evaluation

Goal Evaluation

MY GOALS:My Notefact Goal: 30

Required Glossary Entries : 5

Required # of Resources: 3

Required Resource Types:

• Non-fiction Book

• My choice: Online Encyclopedia

• My choice: Video Clip

What I Did:Note facts Written:

of Glossary Words# of Resources Used: Resources Used:

√

√

√

Evaluating Research Goals (What I Learned)

KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product)

1.2.3.MY KEY GLOSSARY WORDS:

2493

5

PRODUCTCreate Something New

• Write about it!

• Share what you learned.

Step 6•Choose audience & presentation format.•Plan, design, and write final products.•Develop topic sentences, develop written product, use evidence to support conclusions. •Use technology to publish work for specific audience.

CD forms 41-42: Choosing My Product & My Product Plan

Product

Student researchers will:

• Make a plan.

• Identify tools and resources needed.

• Use writing and technology skills to transform new understandings into diverse creative products.

Create Something to Show What Was Learned

Expository Paragraph &/or Essay Writing

•Lead or Hook•Topic sentences-main ideas•Summarize findings with descriptive evidence to support

conclusions•Elaborative details compiled from range of sources•Conclusion

Organized Notefacts

Extended Writing

(to inform)

Role of the Writer

• Who or what are you as the writer?

• A character? A reporter? An eyewitness?

Audience

• Who will read your writing?

• A friend? Your teacher? Other students, a parent, or people in the community?

Format

• In what format are you writing?

• What is best way to present your ideas?

• A letter? A narrative? A speech? A persuasive article?

Topic &

Strong Verb

• What are you writing about?

• Why? What’s the subject or the point?

Students should process and transform information, rather than simply write out answers to questions.

WritingR.A.F.T.

Pre-Kindergarten

Fifth Grade

Planning

• Role, Audience, Format, Topic• Layout & design• Tools needed

PRESENTATION

Step 7

• Who’s the audience?

• Present what you know.

CD forms 43-44: Listening & presentation forms

•Prepare/practice speaking & listening skills for presentations.

PRESENTATION

Student researchers will demonstrate essential presentation skills.

Sharing New Knowledge

•Prepared and confident•Speak clearly & use new vocabulary•Knowledgeable and accurate•Look at audience & use visual tools as support•Respond to questions•Share sources of information

7Presentation

References

“The IIM Model." IIM - Independent Investigation Method. Web. 31 Mar. 2011. <http://www.iimresearch.com/ii>

Nottage, Cindy, and Virginia Morse. IIM Teaching Research Skills in Grades K-5: TEKS Edition. Epping, NH, 2013.

Nottage, Cindy, and Virginia Morse. 7 easy steps to successful research for students in grades K-12: Teacher manual. Epping, NH, 2006.