Day 1 Note Catcher - engageny.org

May 2013

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Day 1 Note Catcher Use this page to capture anything you’d like to remember.

3

May 2013


Three Scenarios: Processes for Conducting Research Scenario 1 For a research project associated with American literature, Erin’s teacher asks every student to write a

research paper around the following question: “What place should 18th century American authors have

in schools’ curricula?” Since the class has been reading literature from this period, and she likes it, she

writes the following thesis statement about the topic: 18th century American authors should be a part

of every school’s curriculum.

She thinks about this for a while and decides to look for information in these categories to prove her

thesis: how they influenced later writers, their current cultural importance, and the beauty of the

literature. After her teacher shows the class how to tell if an online source is credible, Erin goes to

several databases to look for information.

During the next two weeks, Erin goes online at different times and looks for information about her

categories. She finds two articles about how 18th century American authors influenced later writers.

She also finds several pieces praising the authors of this period. She has a tough time finding anything

about the current cultural importance of these authors, so she starts looking for movies, TV shows, or

songs that reference these authors. She finds several of these. She looks for quotes from the texts that

support her thesis, making notes or highlighting/annotating the texts as she goes. She puts each quote

on a note card, making sure to put the general category and citation information on each one.

Once she collects information about all three categories, she writes an argumentative paper to

persuade others that 18th century American authors should be a part of every school’s curriculum. For

each section, she includes the quotes that support her thesis. She works with a partner, who helps edit

her work, checking for spelling and punctuation errors. Then she turns in the finished paper.

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New York State Common Core

May 2013


Scenario 2 After a unit on Hamlet, Ha Mi’s teacher gives his students a research project. Their job is to research

some aspect of the time period in which Shakespeare wrote, such as the culture, the language, or the

politics of the time.

Ha Mi thinks about this and decides to research the culture. She has a conference with her teacher to

discuss the topic. They talk about what aspects of culture might be useful to include. Together, they

decide that Ha Mi should look for information on clothing, manners, music, and other literature. Ha Mi

makes these the four categories for her research and writes the following thesis statement: Clothing,

manners, music, and literature were all important parts of Elizabethan culture.

Ha Mi’s class goes to the library to find information. To conduct her search, she looks online and in the

library for information on each topic. She finds several informational texts that explain aspects of

culture. She identifies several credible sources online, and checks out books from the library. Over the

next week, she also finds a History Channel video on Shakespeare and watches that. In each source,

she looks through for information about the four categories of culture she has identified, making notes

and annotating as she goes. She collects all her information in a research folder, creating one section

for each area. She copies relevant quotes from each source into her folder.

Once she finds information for each category, she finishes her project. She writes an essay that

describes the culture of Shakespeare’s time by explaining what she found about each of these four

categories. She begins with her thesis statement and develops an essay in four sections—one section

for each of her four categories. In each one, she explains what each source said about that topic,

inserting quotes from the articles and books she read that match that area. Once she is done, she

writes an introduction and a conclusion to her essay.

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May 2013


Scenario 3 Marisol’s English class has recently read “The Influencing Machine,” by Brooke Gladstone. Given the students’

interest and heated discussions, her teacher has decided the class should research the topic of advertising. After

watching some ads and reading an article about advertising, Marisol discusses advertising with a small group.

Together, they list things they’re interested in and areas about advertising they could explore. Marisol picks

three areas of investigation she’d really like to know more about—advertising to children, the effectiveness of

advertising, and the effect of advertising on girls’ self image—and reads a few short articles she finds online over

the weekend.

On Monday in class, her group discusses all of their ideas and initial findings. Marisol talks about an article on

cereal advertising that she found fascinating. She also discusses how much her younger sister loves to watch TV.

One of her classmates shares information he encountered about possible restrictions on advertising. Marisol

decides to explore restrictions on advertising during television programs for preschoolers. She brings this area of

investigation to the entire class, and everyone helps her brainstorm questions that could be asked about it.

Marisol selects the ones that seem the most useful to guide her initial inquiry and to help expand her knowledge

of the area.

With these questions, she looks for credible, rich sources in several different databases, recording notes and

thoughts as she reads. She finds some answers and comes up with new questions that she wants to explore. As

her understanding deepens, she frames her questions into four categories: current laws about TV ads, cognitive

development of preschoolers, TV viewing habits of preschoolers, and advertising strategies of various

companies. She discusses and refines her research frame with her teacher and peers.

Over the next week, Marisol continues her search along these four paths of inquiry. Once she feels that the

information she has gathered has given her a good understanding of the area, she writes a few paragraphs to

consolidate and explain her findings. Then she meets with her team again. Together, they review her research

and discuss whether she has enough information at this point to answer all her questions. As they talk, they

realize that her frame left out the perspective of parents, which now seems important. So, Marisol develops a

new list of questions about parental habits and responsibilities, and looks for and analyzes additional

information to answer them.

Excited about her deepening understanding of advertising, she discusses what she’s learned with her parents.

During the discussion, she realizes she’s developing a perspective on the issue based on her research. She then

writes an essay explaining what she now thinks about restrictions on advertising to preschoolers, using the

evidence she has collected.

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Successful research results from posing good inquiry questions. When you have to solve a di�cult

problem or want to investigate a complex idea or issue, developing questions about things you

need to know helps guide your research and analysis. But not all questions are created equal.

Some lead to dead ends, while others open up vistas of knowledge and understanding…or best of all:

more questions!

DUCATION LL OD

POSING INQUIRY QUESTIONS

GENERATING QUESTIONS

Generating questions is most fun and e#ective with friends—the more minds the merrier. And start-

ing with lots of questions helps you &nd the best ones. When brainstorming questions, consider

many things about your area of investigation, for instance:

• How is it de(ned? • What are its major aspects?

• Where did it originate? • What are its causes and implications?

• What is its history? • What other things is it connected to or associated with?

• What are its important places, things, people, and experts?

SELECTING AND REFINING QUESTIONS

Once you have a huge list of possible questions, select and re&ne them by asking yourself a few

things about them:

Are you genuinely interested in answering your question? Research requires hard work and endurance. If you don’t care about your questions you won’t do the

work to answer them. The best questions are about things you actually want and need to know.

Can your question truly be answered through your research? Some questions are unanswerable (How many walnuts are there in the world?) or take years to an-

swer (What is the meaning of life?) Your inquiry questions must put you on a reachable path.

Is your question clear? Can you pose your question in a way that you and others understand what you are asking? If it’s con-

fusing, then perhaps you are asking more than one thing. That’s great: just break it into two ques-

tions. The more good inquiry questions you have the better.

What sort of answers does your question require? Interesting, meaningful research comes from interesting questions. Good inquiry questions are rich

enough to support lots of investigation that may even lead to multiple answers, and more questions.

Questions that can be answered with a simple YES or NO generally do not make good inquiry ques-

tions.

Do you already know what the answer is? Good inquiry questions are actually questions. If you already have answered the questions for your-

self, then you won’t really be inquiring through your research. If you already know what you think,

then you won’t get the true reward of research: a deeper knowledge and understanding of things

you want to know about.

9

STUDENT RESEARCH PLAN TOOLS HANDOUTS

I. INITIATING INQUIRY

I determine what I want to know about a topic and

develop inquiry questions that I will investigate.

1. Exploring a Topic Exploring a Topic TCD Checklist

2. Choosing an Area of

Investigation

Exploring a Topic

Potential Sources Area Evaluation Checklist

3. Generating Inquiry Questions Posing Inquiry Questions

II. GATHERING INFORMATION

I �nd and take notes on sources that will help me

answer my inquiry questions and de�ne the scope of

my investigation.

1. Finding and Assessing Sources Potential Sources Assessing Sources

2. Making and Recording Notes Taking Notes

3. Framing Inquiry Research Frame Posing Inquiry Questions

III. DEEPENING UNDERSTANDING

I analyze key sources to deepen my understanding

and answer my inquiry questions.

1. Selecting Key Sources Potential Sources Assessing Sources

2. Analyzing Researched

Information Taking Notes

Forming EBC

EBC Criteria Checklist

Forming EBC Handout

Connecting Ideas 3. Writing Evidence-Based Claims

IV. FINALIZING INQUIRY

I synthesize my information to determine what I have

learned and what more I need to know about my

area of investigation. I gather and analyze more

information to complete my inquiry.

1. Organizing Evidence Research Frame

Forming EBC

Organizing EBC

2. Evaluating Research Research Evaluation Checklist

3. Re6ning and Extending Inquiry Repeat Parts II and III using the revised Research Frame

V. DEVELOPING AND COMMUNICATING

AN EVIDENCE-BASED PERSPECTIVE

I review and synthesize my research to develop and

communicate an evidence-based perspective on my

area of investigation.

1. Reviewing Research Research Frame

2. Expressing an Evidence-Based

Perspective

Organizing EBC

Evidence-Based Perspective


Connecting Ideas

3. Preparing to Meet Research

Purposes

DUCATION LL OD

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ASSESSING SOURCES

DUCATION LL OD

PUBLISHER DATE AUTHOR TYPE

• What is the publisher’s

relationship to the topic area?

• What economic stake might the

publisher have in the topic area?

• What political stake might the

publisher have in the topic area?

• When was the text *rst published?

• How current is the information on

the topic?

• How does the publishing date

relate to the history of the topic?

• What are the author’s quali*cations/

credentials relative to the topic area?

• What is the author’s personal

relationship to the topic area?

• What economic/political stakes might

the author have in the topic area?

• What type of text is it:

explanation, informational

article, feature, research study,

op/ed, essay, argument, other?

• What is the purpose of the text

with respect to the topic area?

ASSESSING A SOURCE TEXT’S CREDIBILITY

Look at the information you can *nd about the text in the areas below, and consider the following questions to assess a source text’s credibility:

ACCESSIBILITY TO YOU AS A READER INTEREST AND MEANING FOR YOU AS A READER

• Am I able to read and comprehend the text easily?

• How do the text’s structure and formatting either help or hinder me in

reading it?

• Do I have adequate background knowledge to understand the

terminology, information, and ideas in the text?

• Does the text present ideas or information that I *nd interesting?

• Which of my Inquiry Paths will the text provide information for?

• Which inquiry questions does the text help me answer? How?

ASSESSING A SOURCE TEXT’S ACCESSIBILITY AND INTEREST LEVEL

Consider your initial experience in reading the text, how well you understand it, and whether it seems interesting to you:

RELEVANCE TO TOPIC & PURPOSE RELEVANCE TO AREA OF INVESTIGATION

• What information does the text provide on

the topic?

• How might the text help me accomplish

the purpose for my research?

• How is the text related to the speci*c area I am

investigating?

• Which of my paths of inquiry might the text provide

information for?

• Which inquiry questions might the text help me

address? How?

ASSESSING A SOURCE TEXT’S RELEVANCE AND RICHNESS

SCOPE AND RICHNESS

• How long is the text and what is the scope of

the topic areas it addresses?

• How rich and extensive is the information it

provides?

• How does the information in the text relate to

other texts I have found?

Using your Research Frame as a reference, answer the following questions:

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POTENTIAL SOURCES DUCATION LL OD

Name Topic

SOURCE Title: Location:

# Author: Text Type: Publication Date:

Connection to

Inquiry Paths: General Content / Key Ideas / Personal Comments:

Credibility: [ ] High [ ] Medium [ ] Low Relevance/Richness: [ ] High [ ] Medium [ ] Low Accessibility/Interest: [ ] High [ ] Medium [ ] Low

Area of Investigation



Connection to





Connection to



15


Name Topic



Connection to






Connection to





Connection to



17


Name Topic



Connection to






Connection to





Connection to



19

Inquiry Question:

ANALYZING AND

CONNECTING DETAILS

I re-read parts of the texts and

think about the meaning of the

details and what they tell me about

my question. Then I compare the

details and explain the connections

I see among them.

What I think about the details and how I connect them:

SELECTING DETAILS

I select words or phrases from my

search that I think are the most

important for answering my

question. I write the reference of the

next to each detail.

My details (and references):

SEARCHING FOR DETAILS I read the sources closely and mark words and phrases that help me answer my question.

MAKING A CLAIM

I state a conclusion I have come to

and can support with evidence from

the texts after reading them closely.

My claim that answers my inquiry question:

FORMING EVIDENCE-BASED CLAIMS DUCATION LL OD

Name Inquiry Path # Source(s) #

21

Inquiry Question:

ANALYZING AND

CONNECTING DETAILS






I see among them.


SELECTING DETAILS








MAKING A CLAIM







23

Inquiry Question:

ANALYZING AND

CONNECTING DETAILS






I see among them.


SELECTING DETAILS








MAKING A CLAIM







25

May 2013


Day 2 Note Catcher Use this page to capture anything you’d like to remember.

27

May 2013


Research Assignment Makeover Handout

Purpose The purpose of this activity is to work as a team to design a CCSS aligned research project and draft a

communication to parents about it. Once complete, you will be able to practice designing instruction

and coaching others in this area. The goal is to apply each of these ideas to your curriculum.

Therefore, it is more important to think through how you will do this rather than to dermine what

tools you might use.

Directions As a group, talk through how to execute each area in the inquiry and research process, paying careful

attention to what steps you can take to keep the inquiry moving productively and purposefully

forward. As you work with the person doing the redesign, use these probing questions to help

generate additional detail and thought.

How will you do that?

How does this connect to…?

Can you be more specific about….?

Can you tell me more about…?

General Idea

What is your idea for this research project? What would you like for students to do? Write (or

cut/paste) into the space below:

29


May 2013


Design

Initiating Inquiry

What is the broad topic they

will be investigating? If this will

be determined through

instruction at a later time, how

will this be determined?

What might you have students

read, view, or listen to as a way

to begin their inquiry?

How will you help students

determine what they really

want to know about this topic?

How will you help them learn to

write and revise inquiry

questions?

30


May 2013


Gathering Information

How will you show students

how to find credible sources on

their topic?


how to assess sources against

their inquiry questions?


how to make and record notes

from the sources they find?


how to create a frame for their

research based on the

information they gather?

Deepening Understanding


determine which of their

sources are key sources to

analyze deeply?

How will show students how to

analyze within and across

sources and create evidence-

based claims about those

sources?

31


May 2013


Finalizing Inquiry


determine whether they are

“done” researching?

What will you do to make sure

students know how to revise or

broaden their inquiry if they

need to?

Developing And Communicating an Evidence-Based Perspective

How will you teach students to

synthesize their analyses into

an evidence-based perspective?


what to do with that

perspective once they have it?

What will your product be?


how to integrate their

perspective into that product?

Communication

Draft a communication to parents about this research assignment, using things parents should see,

hear, and do to support this work. Feel free to take language directly from the PowerPoint’s and adapt

it to suit your needs.

32

May 2013


Research Assignment Makeover Handout

Purpose The purpose of this activity is to work as a team to design a CCSS aligned research project and draft a

communication to parents about it. Once complete, you will be able to practice designing instruction

and coaching others in this area. The goal is to apply each of these ideas to your curriculum.

Therefore, it is more important to think through how you will do this rather than to dermine what

tools you might use.

Directions As a group, talk through how to execute each area in the inquiry and research process, paying careful

attention to what steps you can take to keep the inquiry moving productively and purposefully

forward. As you work with the person doing the redesign, use these probing questions to help

generate additional detail and thought.

How will you do that?

How does this connect to…?

Can you be more specific about….?

Can you tell me more about…?

General Idea

What is your idea for this research project? What would you like for students to do? Write (or

cut/paste) into the space below:

amorton

Typewritten Text

33


May 2013


Design

Initiating Inquiry

What is the broad topic they

will be investigating? If this will

be determined through

instruction at a later time, how

will this be determined?

What might you have students

read, view, or listen to as a way

to begin their inquiry?


determine what they really

want to know about this topic?

How will you help them learn to

write and revise inquiry

questions?

amorton

Typewritten Text

34


May 2013


Gathering Information


how to find credible sources on

their topic?


how to assess sources against

their inquiry questions?


how to make and record notes

from the sources they find?


how to create a frame for their

research based on the

information they gather?

Deepening Understanding


determine which of their

sources are key sources to

analyze deeply?

How will show students how to

analyze within and across

sources and create evidence-

based claims about those

sources?

amorton

Typewritten Text

35


May 2013


Finalizing Inquiry


determine whether they are

“done” researching?

What will you do to make sure

students know how to revise or

broaden their inquiry if they

need to?

Developing And Communicating an Evidence-Based Perspective

How will you teach students to

synthesize their analyses into

an evidence-based perspective?


what to do with that

perspective once they have it?

What will your product be?


how to integrate their

perspective into that product?

Communication

Draft a communication to parents about this research assignment, using things parents should see,

hear, and do to support this work. Feel free to take language directly from the PowerPoint’s and adapt

it to suit your needs.

amorton

Typewritten Text

36

STUDENT RESEARCH PLAN TOOLS HANDOUTS

I. INITIATING INQUIRY

I determine what I want to know about a topic and

develop inquiry questions that I will investigate.

1. Exploring a Topic Exploring a Topic TCD Checklist

2. Choosing an Area of

Investigation

Exploring a Topic

Potential Sources Area Evaluation Checklist

3. Generating Inquiry Questions Posing Inquiry Questions

II. GATHERING INFORMATION

I �nd and take notes on sources that will help me

answer my inquiry questions and de�ne the scope of

my investigation.

1. Finding and Assessing Sources Potential Sources Assessing Sources

2. Making and Recording Notes Taking Notes

3. Framing Inquiry Research Frame Posing Inquiry Questions

III. DEEPENING UNDERSTANDING

I analyze key sources to deepen my understanding

and answer my inquiry questions.

1. Selecting Key Sources Potential Sources Assessing Sources

2. Analyzing Researched

Information Taking Notes

Forming EBC


Forming EBC Handout

Connecting Ideas 3. Writing Evidence-Based Claims

IV. FINALIZING INQUIRY

I synthesize my information to determine what I have

learned and what more I need to know about my

area of investigation. I gather and analyze more

information to complete my inquiry.

1. Organizing Evidence Research Frame

Forming EBC

Organizing EBC

2. Evaluating Research Research Evaluation Checklist

3. Re6ning and Extending Inquiry Repeat Parts II and III using the revised Research Frame

V. DEVELOPING AND COMMUNICATING

AN EVIDENCE-BASED PERSPECTIVE

I review and synthesize my research to develop and

communicate an evidence-based perspective on my

area of investigation.

1. Reviewing Research Research Frame

2. Expressing an Evidence-Based

Perspective

Organizing EBC

Evidence-Based Perspective


Connecting Ideas

3. Preparing to Meet Research

Purposes

DUCATION LL OD

37

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