When YOU Teach Research INSPIRED Teaching @Your Education Library

When YOU Teach Research

INSPIRED Teaching@Your Education Library

Your Research Experiences

• What types of research assignments did you experience in elementary and secondary school?

• Research tells us that “knowledge telling” (looking up general topics) often replaces true research assignments at this level. (See Loertscher – Ban those bird units, on reserve, ZA3075 .L64 2005)

• What happens when you google a general topic?

Where is research in the Ontario curriculum?• All Ministry guidelines include a section outlining Inquiry

objectives for each grade and subject.

• Information Studies Kindergarten to Grade 12 (Ontario School Library Association) compiles these inquiry skills in 3 strands: inquiry/research skills, technology skills, and metaskills applied in the information and society context

See http://www.accessola.com/osla/index.html >> Choose OSLA documents

http://www.accessola.com/osla/index.html





Grade 4: Medieval Times

Inquiry/Research and Communication Skills:• Formulate questions to guide research• Use primary and secondary sources

(e.g. primary: artefacts, field trips; secondary: atlases, encyclopedias, books, illustrations, videos, CDs, websites)

• Use graphic organizers to summarize information (e.g. pyramid, circle chart, timelines, comparison charts)

• Draw, label, and read maps; create models• Use oral presentations, written notes, and drawings to communication

information

(Ontario Curriculum Social Studies 1 to 6, 2004, p. 28)

Grade 11: World History to the 16th CenturyResearch• Formulate significant questions to guide research• Conduct organized research using a variety of sources including primary, secondary, AV,

websites• Organize research findings using a variety of methods (e.g. note taking, graphs, charts,

maps, diagrams)

Interpretation and Analysis• Distinguish bias, lack of substantiation in statements, arguments, and opinions;compare

interpretations; identify and describe relationships; draw conclusions; develop thesis supported by effective research

(Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000, p. 132)

Grade 11: World History to the 16th CenturyCommunication• Use a variety of styles (e.g. essays, simulations, multimedia presentations)• Use an accepted form of academic documentation (e.g. footnotes, bibliographies,

appendices)• Express opinions and conclusions clearly and articulately

Creativity, Collaboration, and Independence• Demonstrate ability to think creatively• Use time-management strategies• Work independently and collaboratively

(Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, 2000, p. 132)

Information Studies K-12

• Outlines stages of research

• Describes expectations for each grade

Apply to Grade 4: Castle Life

Stage 1: Prepare for Research

Step 1: Define topic

• Research shows that students do well when they have authentic research tasks, are personally interested in their question, and learn to track and think about the process of research

• Brainstorm with class for questions that interest them – not a general topic

Examples of Questions

What was the kitchen like and what did they eat?

What type of clothing did they wear?

What were castle defenses like?

What happened when people got sick?

What kind of music did they play?

How did parents discipline their children?

What were the washing and bathroom facilities like?


Step 2: Explore information using group activities

• Formulate questions to guide research

• What would you be looking for on the question about the kitchen and food?

• Brainstorm

• Concept map

Grade 4: Castle Life

Food

Where did it come from

What types of meals Nutrition

How were foods prepared

Feasts


Step 3: Identify ways of organizing information

• What are the steps in research?

• How to take notes

• How to keep track of resources

• How to scan for information

• How to record web addresses




Step 4: Relate prior knowledge to task

• What do you already know about this topic? Think about stories you’ve read and movies and pictures you’ve seen.

• Brainstorm

• Concept map

Appearance

People Utensils

Equipment

Kitchen


Stage 2: Accessing Information

Step 1: Locate sources

• Brainstorm on types of resources and identify those that would have this type of information

Encyclopedias

Books Magazines

Videos

Sources

Pictures Newspapers

PeopleCommunity

Web



Step 2: Select information on using variety of strategies

• Learn what the card catalogue is for and the meaning of Dewey numbers

• Select information tools using keywords and subject headings

• Learn to scan text for keywords

• Identify appropriate reference tools – atlases, encyclopedias, dictionaries



Step 3: Gather information

• Work with teacher-librarian and model use of each tool

• How books are organized – table of contents, index, chapter headings

• Using encylopedias – separate index, references

• Using dictionaries – layout and page identification

• Using online catalogues

• Searching the web – techniques with Google



Step 4: Collaborate and share

• What techniques work well?

• What do you do when you can’t find anything?

• Compare journals to track information – what works best for note taking and record keeping?

Grade 11: Medieval Life topic


Step 1: Define topic as a question

• What were the effects of the Black Death in a local castle and community?

• What role did women play in medieval society?


Stage 3: Processing Information

Step 1: Analyse and evaluate information

• Analyse validity of arguments by examining primary and secondary resources

• Construct logical statements to test validity of arguments

• Judge if conclusion follows the argument


Stage 3: Processing Information

Step 2: Test ideas to adjust research and problem solving strategies

Step 3: Sort information using organizers

Step 4: Synthesize findings and evaluate conclusions


Stage 4: Transfer Learning

Step 1: Revise product for specific purpose, audience, format

Step 2: Present research findings

Step 3: Reflect and evaluate research product

and process

Step 4: Transfer information skills to address future problems and research questions

Use Learning Objects to Teach Inquiry

• Look to your library website

http://www.tdsb.on.ca/libraries/links.asp?schoolNo=6250&catId=22

• Collect learning objects:

Your Quote It, You Note It:

http://library.acadiau.ca/tutorials/plagiarism/











Documents

When YOU Teach Research INSPIRED Teaching @Your Education Library