Session 824 Staging Research: Spotlighting Stages Three and Four Tim Gauntley / Kevin Bradbeer TDSB...

Session 824Staging Research: Spotlighting Stages

Three and Four

Tim Gauntley / Kevin Bradbeer TDSB

Relate

Explore

Identify

Define

Locate

Gather

Select

Collaborate

AnalyseEvaluate

Test

Sort

Synthesize

Revise

Present

Reflect

Transfer

Relate

Explore

Identify

Define

Locate

Gather

Select

Collaborate

AnalyseEvaluate

Test

Sort

Synthesize

Revise

Present

Reflect

Transfer

Stage 1 : Preparing for Research

Stage 2 : Accessing Resources

Stage 3 : Processing Information

Stage 4 : Transferring Learning

1. Introduction1. Introduction

THE PROCESS THE PROCESS OF INQUIRY AND OF INQUIRY AND

RESEARCHRESEARCH

Information Studies: Information Studies: Kindergarten - Grade 12Kindergarten - Grade 12

ANALYSE

Task: For each letter to the right, identify a word that describes a feeling your students might have when analysing information during the research process.

Matching Grade 8 and 9 Expectations with Information Studies

• LI1.06D Grade 9 English -Literature Studies and Reading– use specific evidence from a

text to support opinions and judgements (e.g., formally debate issues raised in a text)

• LI1.06D Grade 9 English -Literature Studies and Reading– use specific evidence from a

text to support opinions and judgements (e.g., formally debate issues raised in a text)

• Inquiry and Research: Grade 9 – Reasoning: design criteria to

evaluate information– Organizing: chart concept

formation

• Inquiry and Research: Grade 9 – Reasoning: design criteria to

evaluate information– Organizing: chart concept

formation

• 8e2 Grade 8 English Language– use writing for various

purposes and in a range of contexts, including school work (e.g., to explore social issues)

• 8e2 Grade 8 English Language– use writing for various

purposes and in a range of contexts, including school work (e.g., to explore social issues)

• Inquiry and Research: Grade 8– Reasoning: examine

assumptions and bias in information

– Organizing: use matrices to record variables for decision making

• Inquiry and Research: Grade 8– Reasoning: examine

assumptions and bias in information

– Organizing: use matrices to record variables for decision making

3. Mind-Mapping Throughout the Research Process

Relate

Explore

Identify

Define

Stage 1 : Preparing for ResearchTHE PROCESS THE PROCESS

OF INQUIRY AND OF INQUIRY AND RESEARCHRESEARCH


Year-round Schooling

Marks

Time Cost

Research Stage 1 Mind-Mapping as Defining


Marks

Time Cost

Research Stage 1 Mind-Mapping as Exploring and Relating

TestsExamsAssignments

Holidays

Homework

Forgetting

Heat /Light

Attendance

Locate

Gather

Select

Collaborate

Stage 2 : Accessing Resources


RESEARCHRESEARCH



Marks

Time Cost

Research Stage 2 Mind-Mapping as Gathering


Holidays

Homework

Forgetting

Heat /Light

Attendance

Student Achievement


Student Achievement

Time Cost

Research Stage 2 Mind-Mapping as Collaborating


Holidays

Homework

Forgetting

Heat /Light

Attendance

School Calendar

AnalyseEvaluate

Test

Sort

Synthesize

Stage 3 : Processing Information


RESEARCHRESEARCH


Evaluating Information

• Accuracy

• Authority

• Bias

• Currency

• Fact vs. Opinion


Source Source

What

Who

Where

Why

When

How

• Accuracy

• Authority

• Bias

• Currency

Source

Content Purpose

Origin


Intent

Trick Viewer

Encourage Critical

Thinking

Examine Method

Detecting Bias


Argument Appears One Sided

Facts are not Balanced

Author’s Credentials

cannot be verified

PROS


CONS

Research Stage 3 Mind-Mapping as Analysing/Evaluating

Marks

Cost

Time

Sources

Marks

Cost

Time

Sources

•"There are a substantial number of studies which are conducted by researchers (with no vested interest in either supporting or opposing year-round schooling) which conclude that there appears to be no significant difference in achievement between student in year-round and students in traditional calendar schools."

•"Of the studies which conclude that students in year-round schools do achieve at a higher level . . . the differences in achievement are rarely significant"


Research Stage 3 Mind-Mapping as Synthesizing

Pros

ConsSOURCES

TIMEPros

Cons

MARKS

Pros

Cons

COSTPros

Cons

Revise

Present

Reflect

TransferStage 4 : Transferring Learning


RESEARCHRESEARCH


How could Mind-Mapping help students during Research Stage 4?

• Revising• Presenting• Reflecting• Transferring

Stage 4: Transferring Learning


• Revise

• Present

• Reflect

• Transfer

• Purpose

• Audience

• Form

• Purpose

° to inform

° to communicate

° to entertain

° to convince

° to demonstrate

• Audience

° teacher

° peers

° community

° combination

• Form - Written, Oral, Visual, ICT

ICT

° Word Processing - Pamphlet, Flyer, Poster

° Multimedia - HyperStudio, iMovie

° Web - Claris HomePage, Dreamweaver

° Database - FileMakerPro

° Diagram - AppleWorks, Kid Pix, Smart Ideas

Authentic Assessment

• Exhibition/Demonstration

• Portfolio

• Performance Task

Authentic Assessment• Exhibition/Demonstration

• Portfolio

• Performance Task

° Engages “real world” issues or problems to demonstrate learning

° allows student to utilize their learning style and strengths

° focuses on both process & product

4. Interdisciplinary Focus in the Research Process

Conceptual FrameworkStrand 2: Processes & Methods of Research

4.Assessing

and Extending Research

Comparing and Modifying Research

New Topics and Real-Life Applications

Assessing Research Methods and

Solutions

Criteria for Assessing Research

How can I incorporate new international data into my report on local

fitness initiatives?

What lessons for community leadership can

my report offer?

How can schools promote community learning pro-grams among students?

What criteria can I use to assess my plan for new recreational facilities?

[e.g.,Information Management and

Community Leadership]

Comparison of Research Frameworks

Stage 1: Preparing for Research

Section 1: Preparing for Research

Stage 2: Accessing Resources

Section 2: Accessing Resources

Stage 3: Processing Information

Section 3: Processing Information


Section 4: Assessing & Extending Research

Information Studies Interdisciplinary Studies

define information needs using a variety of strategies

explore information using a variety of group activities

identify varied ways of organizing information

relate prior knowledge to information tasks

purposes and types of research

required research skills and attitudes

thinking and planning strategies for research

formulating research questions

Stage 1: Preparing for Research

Section 1: Preparing for Research


locate a variety of appropriate resources from a variety of sources

select information appropriate to needs using a variety of strategies

gather information from resources using internal organizers and conventions of texts

collaborate with others to share findings and ideas;

sources of information

conventions and principles of organizing information

locating information

selecting information

Stage 2: Accessing Resources

Section 2: Accessing Resources


analyze and evaluate information using a variety of strategies

test ideas to adjust research and problem solving strategies

sort information using a variety of organizers and formats

synthesize findings and formulate conclusions

criteria for analysis and evaluation

analysis of ideas

recording, sorting, and organizing of information

synthesis of research findings

Stage 3: Processing Information

Section 3: Processing Information


revise product appropriate to purpose, audience and format

present research findings in a variety of forms for a variety of audiences

reflect on and evaluate product and process

transfer new information skills and knowledge to solve problems and make decisions.

comparing and modifying research

assessing research methods and solutions

criteria for assessing research

new topics and real-life applications


Section 4: Assessing & Extending Research



• assess the quality and effectiveness of their research in comparison to similar research conducted by others (e.g., by recognizing the difference between professional research into year-round schooling and student interviews conducted in a local school)

Assessing Research Methods and Solutions

• assess the effectiveness of their research in meeting the original information requirements and their research plans (e.g., “How could I adjust my method of gathering statistics about year-round schooling to achieve greater balance in my report?”)


• develop and apply effective criteria for assessing the quality of their interdisciplinary research (e.g., by identifying how well they organized data and synthesized information to come up with new ideas about reforming the school calendar and timetable)


• identify and describe possible topics and real-life applications for subsequent inter-disciplinary research activities (e.g., international models of school calendars and timetables; impact of free schooling on student achievement).

Conceptual FrameworkStrand 2: Processes & Methods of Research

4.Assessing

and Extending Research



Assessing Research Methods and

Solutions


How can I incorporate new international data into my report on local

fitness initiatives?

What lessons for community leadership can my report offer?

How can schools promote community learning pro-grams among students?

What criteria can I use to assess my plan for

new recreational facilities?

[e.g., Information Management and

Community Leadership]

Session 824 Staging Research: Spotlighting Stages Three and Four Tim Gauntley / Kevin Bradbeer TDSB...

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