Date post: | 06-May-2015 |
Category: |
Education |
Upload: | elizabeth-eastman |
View: | 1,878 times |
Download: | 0 times |
IndependentInvestigation Method:
a Framework for Research Skill Development
E. H. Eastman
Image made available under a Creative Commons License from: www.flickr.com/photos/47815255@N00/2589296875
• Demonstrate skills in self-directed learning, research, and communication.
• Production of innovative products and performances that show evidence of high-level thinking.
• Products reflect individuality and creativity.
Our Goals for All Students
,
Image made available under a Creative Commons License from: http://farm4.static.flickr.com/3522/4554087615_04ec761c41_o.png
Image made available under a Creative Commons License from: http://www.myconfinedspace.com/2008/11/07/getting-information-off-the-internet/gettinginformationoffjpg/
Image made available under a Creative Commons license from: http://www.flickr.com/photos/darrendraper/2947740373/in/set-72157608104775057/
What are the steps in the process?
How is it used both for differentiation& to meet our required standards?
What does it look like in K-5 classrooms?
The Independent Investigation MethodWhat is IIM?
Example: 3rd Grade - Sharing the Planet
Central Idea (essential understanding):
Humans are dependent on and affect natural resources.
Lines of inquiry:• What resources are.• How access to natural resources affects human communities.• How human use of natural resources affects the world.
Focus: rights and responsibilities in the struggle to share finite resources with other living things
Image made available under a Creative Commons License from http://www.flickr.com/photos/crystaljingsr/3915514240/in/photostream/
Reading, writing, and critical thinking skills are integrated, applied and improved across the curriculum.
Big questions and essential conceptual understandings frame research studies at each grade level.
Image made available under a Creative Commons License from : http://www.flickr.com/photos/lumaxart/2365479644
Essential knowledge & skillsare embedded and applied throughout the process.
Image made available under a Creative Commons License from : http://www.flickr.com/photos/8726888@N08/2377844553
Students aretaught theprocessof research …
Image made available under a Creative Commons License from: http://farm5.static.flickr.com/4146/5007786786_ab5c8c7dfc.jpg
gradually
sequentially
concretely cumulatively
Through a school-wide 7-step
process, students are learning…
Research is a sequential process used to answer questions.G
There are manysources for information.
Image made available under a Creative Commons License from: http://farm3.static.flickr.com/2601/3914729343_6ba95723dc.jpg
Image made available under a Creative Commons License from: http://www.flickr.com/photos/crystaljingsr/3914731337/in/set-72157622354789320/
Information must beanalyzed and organized,then synthesized into a final product.
They must share their new knowledge with an audience.
Enthusiasm and personal interests are a
big part of learning!
Image made available under a Creative Commons License from: http://farm3.static.flickr.com/2625/3915515846_0c67e79482_z.jpg?zz=1
They must cite all sourcesand must not plagiarize.
Plagiarism: the act of presenting the ideas or work of another as your own.
7 Steps
• A structure for successful research
• Flexibility for individual differences
• Cumulative framework for development of skillsTopic
Research
Goal Setting
Presentation
Organizing
Goal Evaluation
Product
The Independent Investigation Method
Primary:Guide the process with the whole class and research one topic together.
Intermediate:Work through research process on individual topics and independentlyapply research skills.
Student researchers will:• record information they already know (facts) • determine what they want to learn (questions).
• Pre-search & Immersion• Concept Mapping
STEP 1: TOPIC Deciding What to Study
Use a range of flexible strategies
tomap out
what we know & want to know
Student researchers will:j
• Develop a time management plan.• Record questions to guide their study.• Identify possible sources of information.
Determine and include both… Teacher Goals & Student Questions
STEP 2: GOAL SETTING Making a research plan
My Notefact Goal: 30
Required Glossary Entries: 5
Required Number of Resources: 3
Required Resource Types: Non-fiction book Your choice Your choice
QUESTIONS TO GUIDE MY RESEARCH
Teacher Question(s): What are the organs of the nervous system ? _______________What does the brain do?________________________________What does the system need to function and stay healthy?______
My Goal-Setting Questions: Student Questions go here.
SETTING RESEARCH GOALS
Clarity of purpose & expectations
Focused specific research
Step 3: RESEARCH
• Use a variety of resources.• Gather and record information.• Use ‘notefact’ format.• Cite sources• No Plagiarism!
Student researchers will:
Discovering new facts and ideas
• Short but complete enough to make sense.
• Written in your own words.
• Use phrases instead of complete sentences.
• Connect to your questions & focus on important ideas.
• Useful, meaningful, and easy to read.
Notefacts are short (note)and true (fact).
Organize information to create a clearer picture of new knowledge.
Use a variety of flexible strategies to represent new ideas
& information.
Step 4: ORGANIZING
Student researchers will:b
• Identify useable categories.• Organize with color-coding.• Sort, cut & paste.• Begin to analyze and interpret findings toward a
written product or project.
Activity: Categorization of Notefacts
Putting it all together
Organizing Chart: Kindergarten
Initially, students’ developmental levels may require more teacher control over the learning process.
Categorize & Color Code Cut
Paste & Organize by CategorySort by Category
Imade available under a Creative Commons License from: www.flickr.com/photos/59309871@N00/3207185886
The quality of learning decreases without reflection.
Student researchers will:m
• Review goals set in Step 2.• Decide if they have fulfilled the requirements.• Evaluate the quality of their work in steps 1-4.• Move forward in the process or identify areas
for refocus.
Step 5: GOAL EVALUATION What was accomplished?
Goal EvaluationMY GOALSMy Notefact Goal: 30Required Glossary Entries : 5 Required # of Resources: 3 Required Resource Types: Non-fiction BookMy choice: Online Encyclopedia My choice: Video Clip
WHAT I DIDNotefacts Written: # of Glossary Words# of Resources Used: Resources Used:
√ √ √
Evaluating Research Goals (What I Learned)
KEY FINDINGS ABOUT MY TOPIC: (What are the most important findings you want to share when you get to Step 6 – Product)1.2.3.
MY KEY GLOSSARY WORDS:
2493
Step 6: PRODUCT
Student researchers will:h
• Make a plan.• Identify tools and resources needed.• Use writing and technology skills to transform
new understandings into diverse creative products.
Create Something to Show What Was Learned
Planning
• Role, Audience, Format, Topic• Layout & design• Tools needed
Role of the Writer
• Who or what are you as the writer?
• A character? A reporter? An eyewitness?
Audience
• Who will read your writing?
• A friend? Your teacher? Other students, a parent, or people in the community?
Format
• In what format are you writing?
• What is best way to present your ideas?
• A letter? A narrative? A speech? A persuasive article?
Topic & Strong Verb
• What are you writing about?
• Why? What’s the subject or the point?
Students should process and transform information,rather than simply write out answers to questions.
WritingR.A.F.T.
Digital
See More Student Product Examples
Image made available under a Creative Commons License from: http://www.flickr.com/photos/geishaboy500/100043823
“The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers and meaning makers. These people…will now reap society’s richest rewards and share its greatest joys.”
- Daniel H. Pink,A Whole New Mind
Multisensory Products & Diverse Formats
Image made available under a Creative Commons license from: http://www.usi.edu/distance/bdt.htm
‘Bloom's Digital Taxonomy isn't about the tools or technologies - rather it is about using these to facilitate learning.’(Via Education Origami)
What other tools or resources
should we add?
Step 7: PRESENTATION
Student researchers will demonstrate essential presentation skills.
Sharing New Knowledge
• Prepared and confident• Speak clearly & use new vocabulary• Knowledgeable and accurate• Look at audience & use visual tools as support• Respond to questions• Share sources of information
How IIM reflects…
Best Practices• Encouraging creativity• Developing Multiple Intelligences• Focusing on Higher Level Thinking• Inquiry-Based Learning and Teaching• Compacting the Curriculum• Flexible Grouping• Utilizing Instructional Technology• Differentiating Reading and Writing Instruction• Research Using Diverse Sources
To develop extraordinary learners through a program of differentiated, rigorous inquiry so that they may innovate and collaborate in a global society. The International Baccalaureate Primary Years Programme provides our framework for the development of internationally-minded learners who embody the ten attributes of the IB learner profile… inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.
Our Mission
References “The IIM Model." IIM - Independent Investigation Method. Web. 31 Mar. 2011. <http://www.iimresearch.com/ii>
Nottage, Cindy, and Virginia Morse. 7 easy steps to successful research for students in grades K-12: Teacher manual. Epping, NH, 2006.