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transcript
May 2013
©2013 Public Consulting Group. All rights reserved.
Day 1 Note Catcher Use this page to capture anything you’d like to remember.
3
May 2013
©2013 Public Consulting Group. All rights reserved.
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.
5
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
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.
6
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
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.
7
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
EBC Criteria Checklist
Connecting Ideas
3. Preparing to Meet Research
Purposes
DUCATION LL OD
11
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
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
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
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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
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
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
17
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
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
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
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 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) #
23
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) #
25
May 2013
©2013 Public Consulting Group. All rights reserved.
Day 2 Note Catcher Use this page to capture anything you’d like to remember.
27
May 2013
©2013 Public Consulting Group. All rights reserved.
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
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
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
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
Gathering Information
How will you show students
how to find credible sources on
their topic?
How will you show students
how to assess sources against
their inquiry questions?
How will you show students
how to make and record notes
from the sources they find?
How will you show students
how to create a frame for their
research based on the
information they gather?
Deepening Understanding
How will you help students
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
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
Finalizing Inquiry
How will you help students
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?
How will you show students
what to do with that
perspective once they have it?
What will your product be?
How will you show students
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
©2013 Public Consulting Group. All rights reserved.
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:
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
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?
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
Gathering Information
How will you show students
how to find credible sources on
their topic?
How will you show students
how to assess sources against
their inquiry questions?
How will you show students
how to make and record notes
from the sources they find?
How will you show students
how to create a frame for their
research based on the
information they gather?
Deepening Understanding
How will you help students
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?
New York State Common Core
May 2013
©2013 Public Consulting Group. All rights reserved.
Finalizing Inquiry
How will you help students
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?
How will you show students
what to do with that
perspective once they have it?
What will your product be?
How will you show students
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.
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
EBC Criteria Checklist
Connecting Ideas
3. Preparing to Meet Research
Purposes
DUCATION LL OD
37