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Research

Develop strategies for (effortlessly) embedding research skills in daily classroom work through modeling and active student work. Research. What is “Doing” Research?. I think it is. My students Think it is. An easy class in library Something they do well ?. Do Now!

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Research

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  1. Develop strategies for (effortlessly) embedding research skills in daily classroom work through modeling and active student work. Research

  2. What is “Doing” Research? I think it is . . . My students Think it is . . . An easy class in library Something they do well ? Do Now! On one “sticky note” list your ideas on what research is. On another “sticky note” list what you think your students may say. • Finding information • Asking questions • ?

  3. The Independent Researcher Is this your student?

  4. A Research Model Independent Investigation Method Active Learning Systems, LLC Cindy Nottage &Virginia Morse http://www.iimresearch.com/

  5. Independent Investigation Method Seven Steps to Follow • Topic • Goal Setting • Research • Organizing • Goal Evaluation • Product • Presentation Steps Students Take • Read Assignment • Research • Write, make • Turn it in

  6. Curriculum FrameworkCommon Core Research and Media Skills Blended into the Standards as a Whole “…students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas; to conduct original research in order to answer questions or solve problems; and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” “Key Design Considerations for the Standards,” Massachusetts Curriculum Framework for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. March, 2011.

  7. How to Embed Research Skills You Can . . . Students Can . . . Map prior knowledge and new questions on topic. Create key word lists Explain relevancy, credibility of source • Model advanced search • Ask . . . Where is your visual from? How do they know? Why did you select it? • Post (Aspen) annotated e-sources (source evaluation) • Provide notetaking templates for class discussion

  8. Activity Create “I Can – Student Can” chart

  9. Connecting to the Core Curriculum Scenario: You are starting a unit on slavery in the United States. The student assignment is to find a primary source that connects to the topic. Your plan is to use the found materials to begin classroom discussions. You are hoping the assignment will generate interest in the topic. • You Might… • Identify what a primary source is/is not • Suggest sites to search • Explain objective of assignment • Give assignment directions, due date • You Could Also . . . • Evaluate a primary source artifact • in class (Steps 3, 5) • Demonstrate a quick search in LOC • showing how you found artifact/text • (Steps 2,3) • Present directions + due date as • goal setting (Step 2) • Consider . . . • Requiring a brief description of how student searched (place, keywords, filters) and a reflection on what did/not work. • Student completing evaluation worksheet on found primary text/artifact

  10. Connecting to the Core Curriculum

  11. Activity

  12. BREAK + TAKE 5 Reconvene in the Library Computer Lab at 3:30

  13. Teaching with Databases • ABC-Clio - Teacher features • Britannica Online – Student features • Boston Public Library – what’s there? (free elibrary card)

  14. Teaching with the Internet • Boolean searching • Sharing Search Tips • Create a Critic

  15. Teaching with Primary Sources • How do you use them? • How do you find them?

  16. In Summary • Need help? Ask a Library Media Specialist High School Middle School Cara Marsh Wendy Arnold x- 3222 x-3134 cmarsh@melrose.mec.eduwarnold@melrose.mec.edu • Was this helpful? Please evaluate

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