Transcript Searching VS. Researching Staff Development | Shawnee Mission Schools GOALS You will have the skills to: • Ask an essential question to focus.

Searching VS. Researching
Staff Development | Shawnee Mission Schools
GOALS
You will have the skills to:
• Ask an essential question to focus research
• Evaluate a website
• Use alternatives to Google
• Use technology for research note taking
• Present your research information in a variety of formats
using technology
• Document your research sources
After a year long literacy information program, most fifth graders
continued to rely entirely on Google and never questioned the
reliability of the websites they accessed.
>Vriji University Netherlands
Electronic Media can overwhelm youth with information that
they may not have the skills or experience to evaluate.
Students that may not have a librarian (or teacher) teaching them
Web research skills show up at college “beyond hope” ….they
have learned to “get by” with Google.
>University College London
Research in a NY state middle
school
Q: How to you begin a search?
A: I type in a question
Q: If you don’t get the results you want, what do you do?
A: I use another Search Engine….I use different keywords but If I
still can’t find the answer I just think real hard for an answer….I
focus on the encyclopedia
Q. How do you know if it’s a good source?
A. I don’t know, I just go with it
Q. How often to you check the author?
A. It really doesn’t matter to me
Q. How often to check when the article was written or updated:
A. ¾ of middle school kids said never
“There’s no denying it. We’re past the point
where we can keep doing old things with old
tools, or old things with new tools….they
[students] are all looking to us to push them, to
stretch their thinking, and to teach them to use
the tools of the truly literate in a rapidly
changing world.”
Sara B. Kajder
4 forces for 21st Century
Knowledge
Age
Learning
Research
21st
Century
Learning
Thinking
Tools
Digital
Lifestyle
* 21st Century Skills Learning for life in our times, Bernie Trilling & Charles Fadel
Essential Questions
•
•
•
•
•
Are broad in nature.
Are central to the content of the unit or subject.
Have no single correct or obvious answer.
Lead to additional questions.
Invite higher-order thinking skills: analyzing, synthesizing and
evaluating.
• Provoke student interest and allow students to draw from
experience.
Common Core State
Standards
• 3rd : Conduct short research projects that build
knowledge about a topic.
• 4th: Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.
• 5th: Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
Common Core State Standards
• 6th: Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate.
• 7th – 12th: Conduct short as well as more sustained research
projects to answer a question or solve a problem; narrow or
broaden the inquiry when appropriate ; synthesize multiple
sources on the subject, demonstrating understanding of the
subject under investigation.
A New Way to think About an old
Assignment –
the Research Paper
Students as Infotectives
Jamie McKenzie http://fno.org/grazing1.html
What is an Infotective?
Infotective is a term designed for education in an
Age of Information.
An Infotective is a student thinker capable of
analyzing a question,
collecting and analyzing data and information
about the question,
developing insight into the question based on
data and information
solving the problem /question
 An Infotective is a skilled thinker, researcher,
and inventor.
What to research: The Big
Question
Inquiry-Based Learning:
Instead of topics – Essential
Questions
Questions worth asking –relevance
Questions with more than one answer
Questions that provoke critical thinking
Recasting Topics into Essential Questions
Transforming common curricular
questions into Essential Questions shifts
the emphasis from (what is often)
content-based knowledge to the
engagement and development of
cross-discipline critical thinking skills.
A Common Curricular Topic
This can be answered
directly, concretely. A
student can simply
list the factors.
This may not invite
discussion about
current issues.
“What are the main factors influencing the development of the
Abolitionist movement?”
Is this question
provocative in
any way?
What core
disciplinary concepts
are covered?
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How does this
evoke debate?
Lead to more
questions?
As an Essential Question…
A student needs essential
discipline knowledge and
researched data in order to
respond.
This evokes more
than one possible
answer.
“How would you convince a slave owner in the
mid-1800s South to free his slaves, based on
his own needs, desires, and beliefs?”
Students are asked to
make evaluations and
judgments.
This is a question a
practitioner or historian
would investigate.
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Another example: Secondary
“Imagine that you and your partners are consultants hired by
the states of Washington and Oregon to recommend new
policies to stem the decline of the fish harvests in the region
during the past decade. Conduct research to identify all useful
practices already tested around the globe and then determine
the applicability of these practices to the particular conditions
and needs of the Northwest. Create a multimedia report for
the two governors sharing specific action recommendations as
well as the evidence sustaining your proposals.”
Jamie McKenzie http://fno.org/grazing1.html
Example: Elementary
• “Imagine that your parents have been given job offers in each
of the following three cities: New Orleans, Seattle, and
Chicago. Knowing your research skills, they ask you to help
them decide which city will be the best for the family’s
relocation. Before gathering your information, discuss and
identify with them the criteria for selection a new home city.
Create a presentation showing the strengths and weaknesses
of each city based on the criteria your family identifies as
important.
Jamie McKenzie http://fno.org/grazing1.html
The BIG Six Steps to Research
for Students
MichaelB.EisenbergandRobertBerkowitz
• 1. Task definition
• 1.1 Define the problem
• 1.2 Identify the information requirements of the question
• 2. Information Seeking
• 2.1 Determine sources
• 2.2 Evaluate the possible sources to prioritize
• 3. Location and Access
• 3.1 Locate and access sources
• 3.2 Find information within sources
The BIG Six cont.
• 4. Use of Information
• 4.1 Read, listen, view information in a sources
• 4.2 Record information from each source
• 5. Synthesis [of information]
• 5.1 Organize information from multiple sources
• 5.2 Present information
• 6. Evaluation
• 6.1 Judge the presentation (product)
• 6.2 Judge the information problem-solving process (efficiency of
research skills)
Thanks to: http://www.fodey.com/generators/newspaper/snippet.asp