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Research Teams: The Research Process

Session 2, May 15, 2014 NTI

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Learning Target

• I can describe best practices for engaging students in research that leads to opinions/arguments supported with evidence.

Introductions

• Divide your table into two groups.

• Share your name, role and an example from your own life of something that you have needed to research and how that experience went.  

How did you “dig in” to the research process for a real life purpose?

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Sequence the Standards

• Work in triads to sequence the research standards.

• Choose one envelope from your table. Each envelope contains one research standard across grades K-12.

• Compare your sequence layout to the K-12 research standards in your Participant Notebooks. Rearrange if necessary.   

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The “Story” of the Standard

• Next, highlight the nuances in vocabulary that distinguish one grade level from the next (8 min.)

• Then create a graphic with markers and 11”x14” paper representing the standard they sequenced and how it evolves in complexity (10 min.)

• Finally, share your graphic with other triads at your table.

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Research Frenzy

• Work in split table groups.

• Frenzy through a quick reading of the articles and resources before choosing one to look at more closely. (5 min.)

• Read to find out what the authors have to say about reading and writing connections.

• Use Research Article Notecatcher in Participants’ Journal.

Read and annotate the article first (15 min.) Complete the notecatcher (10 min.)

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Final Word Protocol• Presenter shares a response to a prompt on the

note-catcher and any additional thinking. (2 min.)• Each participant comments on what was shared.

(1 min. each)• Presenter gets the Last Word, sharing how his or her

thinking evolved after listening to others or re-emphasizing what was originally shared.

• Repeat with each additional participant taking the role of presenter.

• As a group, debrief content. Discuss how hearing from others impacted your thinking.

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Synthesis

• This session has informed my thinking by….

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