iim secondary overview

Independent Investigation

Method

Put Rigor in Your Secondary Curriculum with Authentic Research

Studies Using IIM

Presented by

Cindy Nottage

www.iimresearch.com

http://www.iimresearch.com/

PLAGIARISM(A TROUBLE SPOT FOR STUDENTS)

A LATIN WORD MEANING

KIDNAPPING

STEALING

Ways to Prevent Plagiarism When Requiring a Written Product

Process (with consistent vocabulary & aligned

with standards)

Independent Investigation Method:The Model

A K-12 RESEARCH MODEL FOR ALL ABILITY STUDENTS

K-12 Manual p.111 No More Plagiarism

Follow These Footsteps to Successin a Research Project

Topic Goal Setting Research Organizing Goal Evaluation Product Presentation

INDEPENDENT INVESTIGATION

METHOD

IIM: A CONTINUUM OF LEARNING EXPERIENCES

Teachers must show that they have given students an opportunity to:

Work with a research question Show evidence of research Produce a product Make a presentation

REVISED TEXAS STATE PLAN 3.2A


Process

Plagiarism (teach what it is and

what the consequences are)

WEBSITE IDEAS: www.iimresearch.com/teacher_lounge

http://www.iimresearch.com/teacher_lounge

USA Today – 5/5/06 – p. 13A

USA Today – 5/5/06 – p. 13A• Alfred Doblin – Herald News – Passaic County, NJ

“There is a lower level in hell for the plagiarist than for the ‘fictional’ news writer. Getting it wrong is unacceptable; getting it from someone else is unpardonable.”

• Margo Hammond – St. Petersburg (Fla) Times“While plagiarism might still get you expelled from some schools, in

the real world it is not the career-ender it used to be. . . . Did Viswanathan hang her head in shame? No, she went on the Today show and defended herself . . . She used the weasel word ‘borrowing.’ . . . The Founding Fathers must be spinning in their graves. (Intellectual property) is the only property specifically protected in the US. Constitution.”

• The Hartford (Conn.) Courant“Sometimes being smart is not enough to prevent a person from

being stupid. That may be the most important lesson Harvard sophomore Viswanathan will take away from her Ivy League education.”

Kaavya Viswanathan - Plagiarist


Process

Plagiarism

Resources (more than

the internet)

WEBSITE IDEAS: www.iimresearch.com/teacher_lounge


VARIED, VALID SOURCES


Process

Plagiarism

Resources

Products (more than a paper or

report)

WRITTEN PRODUCTSBook (ABC, biography, diary, fact, fantasy, flip book, journal,

picture book, recipes, science fiction, shape book)

Advertisement BrochureDictionary Fact cardsLetter MagazineNews article PoetryRiddle SongTravel log PlayComputer program Webpage

Step 1 - TopicResearchers record information they already know (facts) and things they want to learn (questions) about a topic they have chosen or been assigned.

Standard 1: Make perceptive and well-developed connections to prior knowledge.

Standard 4: Express ideas and concerns clearly and respectfully in conversations and group discussions.

Topic

You can:• Raise controversial issue about class unit topic• Distribute interest center materials for class browsing• Dress-up for role play (John Adams, Harriet Beecher Stowe)• Choose topics from common pre-reading – Textbook chapter, etc.• Plan a speaker or field trip • Make class concept map of unit topic• Combine literature with other subject area – SS, math, science• Use information from one study (biomes) as foundation for next (geology)• Have curriculum content (geology) and tested skills (narratives) drive study

Students can:• Choose from teacher list• Do a “Quick Write” about topic• Conduct a Presearch of targeted reading to narrow topic• Record prior knowledge and questions on concept map• Start a glossary list• Choose appropriate research design

THE HOOK!(WHAT INVITES STUDENTS TO LEARN?)

Set up an interest centerMake a display of books, pictures, newspaper clippings, magazine articles, artifacts... Invite an expert to make a presentation – meteorologist, volcanologist, physician…Show a videoPlay musicTake a field trip – virtual or actual

Pursue areas of passionate interest in depth within topics of study

CURRENT EVENTS

ISSUES KIDS CARE ABOUT

The 2004 Indian Ocean earthquake was an undersea earthquake that generated a tsunami that was among the deadliest disasters in modern history. Many people were injured and thousands of homes, hotels and businesses were destroyed. Countries as far away as the Maldives and Somalia were affected. The costs of aid, cleaning up, and rebuilding were around $6 billion. The rest of the world was shocked by the scale of the disaster and money flooded in to help victims and restore basic services.

http://wikipedia.org.wiki/2004_Indian_Ocean_earthquake

STUDENT READS ONE SOURCE TO

GENERATE IDEAS AND QUESTIONS

PresearchTopic

Use this form to narrow your topic.

Area of Interest

Possible Topic

Economics

Outcomes

World Response

2004 tsunami

Information, Ideas, and Questions

Infrastructure destroyed. How will they rebuild? Who will benefit?

Long term effects? Bad ones? Any positive outcomes?

Offering $. Services? Any looting?

Steps 1-3 Topic – Research

GLOSSARY OF THE STUDY

List NEW words and their meanings that are key to helping others understand your topic.

Tsunami series of waves created by underwater earthquakes

debris the remains of something that has been

destroyedpropagation the movement of a tsunami

away from its sourceInundation flooding on dry land

caused by a tsunami

VOCABULARY DEVELOPMENT

K-12 Manual p.139 No More Plagiarism p.14

Step 2 – Goal setting

Researchers set goals by developing questions to guide their study. Other goals might include a time management plan, types of resources, and amount of information and key vocabulary words to be gathered.

Standard 1 Ask specific questions to clarify and extend meaning.

Standard 3 Make decisions about the quality and dependability of texts and experiences based on some criteria.

You can:• Design and post broad Essential (Teacher Questions)

from local, state, and/or national standards as foundation of unit and student research

• Give specific goals for amount and type of resources, and number of notefacts and glossary entries

• Require research and focus questions beyond knowledge level

• Model the use of opinion questions that encourage analysis of information

Students can:• Develop research question based on topic and Essential

(Teacher Questions)• Write sub-questions to guide research• Use activities to vary types and levels of focus questions:

cubes, spinner, question starters, Blooms

Goal Setting

Goal Setting

IIM Goal Setting at the Proficient Level

CLASS UNIT: Natural Disasters

STUDENT TOPIC: December 26, 2004 tsunami

TEACHER (ESSENTIAL) QUESTION What are the environmental and cultural effects of a natural disaster?

MY RESEARCH QUESTION: Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment?

K-12 Manual p.140-141 No More Plagiarism p. 20-21

WhoWhat/Which

WhyWhenWhereHow

CanWould

isWill

MightDid

They can also add or substitute the green

words to get new ideas.

Start your students with the red and

blue words.

PredictAnalyzeVerify

CompareContrast

List

GOOD QUESTIONS CUBES ACTIVITY

AT YOUR TABLE, USE YOUR CUBES TO WRITE AS MANY DIFFERENT FOCUS QUESTIONS YOUR GROUP CAN THINK OF FOR YOUR RESEARCH QUESTION:

Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment?

Goal Setting – Proficient Level

Research QuestionBASED ON A STUDY OF THE 2004 DISASTER, HOW MIGHT THE IMPACT OF A TSUNAMI BE BENEFICIAL

FOR THE PEOPLE AND THE ENVIRONMENT?Focus Questions:

A. Where was the greatest devastation? Casualty rates?

B. How was the environment affected?C. What effects did the tsunami have on the

people?D. When the world heard the news, how did

countries/individuals respond?E. Which outcomes from the disaster might be

positive?

No More Plagiarism p.24

Step 3 - Research

Researchers use a variety of resources and strategies so they can gather and record information, focusing on goals set in Step 2.

Standard 1: Select information appropriate to the purpose of their investigation and relate ideas from one text to another.

Standard 2: Read and view texts and performances from a wide range of authors, subjects, and genres.

You can:• Teach students to take notes from a variety of sources• Teach about plagiarism and how to avoid it• Tell students you can track plagiarism on Internet sites• Bookmark Internet sites – be sure to preview them• Partner with the librarian, G/T specialist, computer teacher or

teachers from other disciplines• Help students identify key words for library or Internet searchStudents can:• Use different forms for notes – cards, charts, grids, electronic• Attach copies of Internet/Encarta articles to final paper• Write observation, opinion, new idea at bottom/back of card or

beside notefact in different color ink• Practice notetaking in other assignments • Use highlighter tape to highlight key words in books• Write glossary words on source cards

Research

Don’t Plagiarize!A Plagiarist is

• Uninformed• Careless

• Lazy• Dishonest

Prevent plagiarism by• Telling students what it is and not to do it.

• Modeling how to paraphrase and summarize.• Checking after 3-5 notefacts.

• Varying the sources and the products. WEBSITE IDEAS:

www.iimresearch.com/teacher_lounge

K-12 Manual p.144No More Plagiarism p.28





Research

• Give credit to the author/creator• Share your sources with other researchers• Prove the authenticity of your sources• Allow others to validate your information

FREE ELECTRONIC CITATION SITESwww.citationmachine.netwww.noodletools.comwww.easybib.comwww.oslis.k12.or.us/secondary/

Why Cite Your Sources?

Taking Notefacts on Note Cards• SOURCE CARD FORMAT

– In upper right, put number to identify source (#1, #2, etc); make one card per source

– Use MLA or APA format to record source information

– Record if it is a primary source

• NOTEFACT CARD FORMAT– In upper right, put # of source and letter of Focus Question (A, B,

C, etc.)– Write notefacts about that Focus Question – Record number of notefacts in lower left

• HOW TO WRITE NOTEFACTS– Paraphrase information– Keep notefacts short, but complete enough to make sense– Write page number from source beside notefact– Add your opinions/ideas in different color

Research


(Source Card) 1 (Source

number)

Fang, Bay. “The Aftermath.” U.S. News & World Report. 10

March 2005: 11 – 16.(MLA Format)

Primary source

(Notefact Card) 1- B

1=Source NumberB=Focus Question

(How was the environment affected?)

Maldives - archipelago of 1190 coral islands – 42 islands flattened p.12

Debris deposited everywhere p.13Water/wells contaminated p. 13Depth of seabed changed – shippinglanes ruined; navigational buoysinaccurate p. 15

4MY OP

INION: Thi

s might le

ad to

improvemen

ts in navi

gational d

evices

# of notefacts

Research

Writing Organized Notefacts

NOTES ABOUT

What effects did the tsunami have on the people?(FOCUS QUESTION C)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _

many women & children – not swimmers_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

housing – too close to coast _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

hospitals – poorly prepared –limited medicine, doctors_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

training about emergency supplies required_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _


1

1

3

3

Name _______________ Source 1 _________________Topic _______________ Source 2 _________________

Source 3 _________________

Write up to 6 key notefacts in each column. Record the source # in each box.

NOTEFACT GRID Steps 3 & 4 Research & Organizing

Effects on people

Effects on environment Benefits

K-12 Manual p.61

ACCURACY MATTERS

The Source says:

Exact phrases and sentences with page numbers; statistics, formulas, etc.

I say:

Paraphrased or summarized notes; pertinent specific data recorded accurately

Electronic Research Tools

• www.notestar.com (New site being built)

• www.Zotero.org (Runs on Foxfire) • www.evernote.com• www.ubernote.com• www.ndxcards.com• www.diigo.com• www.delicious.com (Social bookmarking)

• www.noodletools.com ($1 or less per student)


http://www.notestar.com/



http://www.zotero.org/



http://www.evernote.com/



http://www.ubernote.com/

http://www.ndxcards.com/

http://www.diigo.com/

http://www.delicious.com/

http://www.noodletools.com/

Step 4 - Organizing

Researchers organize their data to allow them to analyze and interpret findings for use in a paper or project.

Standard 1: Use a wide variety of organizational patterns such as chronological, logical, (both deductive and inductive), cause and effect, and comparison and contrast.

Standard 1: Select and use strategies they have been taught for notetaking, organizing, and categorizing information.

You can:• Give credit for supplementary notefacts not necessary to

support thesis statement• Assign graphic organizer to help organize thinking• Post graphic organizers as learning tool for other students

about different unit topics

Students can:• Organize notefacts by focus question• Identify sub-categories for large body of information• Develop thesis statement from categorized notefacts• Identify notefacts essential to proving thesis statement• Represent information on graphic organizer• Present thesis statement and graphic representation to

classmates

Organizing

Organizing, Analyzing, and Interpreting Research Data

• Set aside Source Cards in preparation for your bibliography

• Sort notefact cards by Focus Questions • Thinking about your Research Question

(Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment?)

and the notefacts you have taken, write a

Thesis Statement

you want to prove in your paper/product.

Notefact card 3-A 3=Source Number

A=Focus Question (Where was the greatest devastation/casualty rates?)

Thailand - 5322

India’s Andaman & Nocobar

182,340 confirmed dead


A=Focus Question (Where was the greatest devastation/casualty rates?)

Myanmar (Burma) – 61 dead

Malaysia – 74 dead

Tanzania – 10 dead

129,897 missing


A=Focus Question (Where was the greatest devastation & casualty rates?)

Aceh province, Sumatra – 80,000 dead p.13

Sri Lanka – 30,680 dead p.13

Somalia – 982 dead p.14

Developing a Sound Thesis

A good thesis should: • Be one (1) arguable point• Your opinion in statement form –

not a question• Restricted to ideas you intend to

discuss• Have unity – a single purpose Summarized from 12 Easy Steps to Successful Research Papers by Nell W. Meriwether. NTC

Publishing Group, 1997.

Draw clear and appropriate conclusions supported by evidence and examples


STUDENT RESEARCH QUESTION: Based on a study of the 2004 disaster, how might the impact of a tsunami be beneficial for the people and the environment ?

POSSIBLE THESIS STATEMENTS• A tsunami isn’t all bad.• Good things can happen because of a tsunami.• The world responds in a positive way to a

tsunami.• The actions of the tsunami survivors

demonstrates the power of good over evil.• Life in Indonesia will be better for women and

children because of the 2004 tsunami. • The humanitarian, economic, and

environmental advances balance the horrific tragedy of the 2004 Indian Ocean tsunami.

REBIRTH FROM DISASTER

Step 5 – Goal Evaluation

Researchers check to see if they've fulfilled the assignment requirements and evaluate the quality of their work during the first four steps.

Standard 2: Synthesize information from diverse sources and identify complexities and discrepancies in the information.

Standard 3: Evaluate and compare their own and others’ work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important .

You can:• Check new vocabulary through written paragraph,

poem, acrostic, riddle . . .• Use Teacher Questions for open-ended test• Use rubric to evaluate process

Students can:• Write paragraph about one focus question• Write position statement and supporting

paragraph• Play class game to share/review information • Reflect on the process of being a researcher

Goal Evaluation

ASSESSMENT IDEAS

•IIM Goal Evaluation page •Glossary Activity•Paragraph writing•Visual representation of facts•Test related to Essential Question•Whole class review•Conferencing

Self-Assessment


Step 6 - Product

Researchers write papers and create projects to show what they have learned.

Standard 2: Write original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect.

Standard 3: Express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence.

You can:• Set standards for quality product on rubric/checklist• Assign one product type to all students • Vary products to address different talents/learning styles• Assign different types of writing that require understanding of

notes and eliminate plagiarism (poetry, play, fiction, autobiography, journal, letters, personal narrative, persuasive essay, instructional writing)

Students can:• Write research paper/report • Choose from variety of product types to match topic and

audience• Use rubric criteria to design quality product

Product

Product

Developing a Product

AUDIENCEBusiness Competition Community

GovernmentParents Professional Publisher School Other

PRODUCT CHOICEAction: Campaign, dance, debate, demonstration, lesson, performance

Collection: art gallery, exhibit, learning center, list, portfolio, scrapbook

Model: costume, invention, musical instrument, puppet, reproduction

Technology: animation, audio/video tape, photography, web page,

Visual Representation: artwork, brochure, cartoon, collage, graph, map

Written Work: book, diary, editorial, letter, news article, poem, report, script K-12 Manual p.153 No More Plagiarism p.52

You can:• Set up venue to feature student work: museum,

theater, courtroom, laboratory• Set quality presentation standards on rubric/checklist• Give test based on information from all presentations

Students can:• Identify appropriate audience for product• Practice necessary skills• Record information from other students'

presentations on study guide based on Teacher Questions

Presentation

There are many different ways your students can present the results of their research studies.

Teach

Perform

Use technologySing

CHECK OUT THE WEBSITE FOR– IIM “TOOLS” FOR SUCCESS WITH RESEARCHwww.iimresearch.com/products/

– STUDENT PRODUCTS, IIM UNITS, RESEARCH STRATEGIES, AND OTHER “GOODIES”www.iimresearch.com/teacher_lounge/

– IIM TRAININGwww.iimresearch.com/training/

QUESTIONS?– CALL CINDY, VIRGINIA, OR KIM AT 1-800-644-5059

– E-MAIL US AT [email protected]

Want to see more?

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http://www.iimresearch.com/teacher_lounge/

http://www.iimresearch.com/training/

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iim secondary overview

Education