2. IIM: A CONTINUUM OF
LEARNING EXPERIENCES
Teachers must show that they have
given students an opportunity to:
Work with a research question
Show evidence of research
Produce a product
Make a presentation
REVISED TEXAS STATE PLAN 3.2A
3. Texas Essential Knowledge and Skills
for English Language Arts and Reading
KNOWLEDGE AND SKILLS: RESEARCH
1. Research/Research Plan.
Students ask open-ended research questions and develop a plan for
answering them. Students are expected to:
2. Research/Gathering Sources.
Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the
information they gather. Students are expected to:
3. Research/Synthesizing Information.
Students clarify research questions and evaluate and synthesize
collected information. Students are expected to:
4. Research/Organizing and Presenting Ideas.
Students organize and present their ideas and information according
to the purpose of the research and their audience. Students are
expected to:
4. THE ANSWER IS
TEACH RESEARCH
SKILLS WITH A PROVEN
MODEL: IIM
How can I find time to meet all the
new TEKS research standards?
? THE QUESTION IS ?
5. :: IIndependentndependent IInvestigationnvestigation MMethodethod
A PROVEN MODELA PROVEN MODEL
Standards-basedStandards-based
Adds rigor for ALL studentsAdds rigor for ALL students
Meets different learning stylesMeets different learning styles
Teaches authentic life-long skillsTeaches authentic life-long skills
Works with all basic curriculum unitsWorks with all basic curriculum units
Connects with other teaching initiativesConnects with other teaching initiatives
Gets kids excited about learningGets kids excited about learning
Gives a structure for TPSPGives a structure for TPSP
Teacher-friendlyTeacher-friendly
Works with all grade levelsWorks with all grade levels
3
7. Follow These Footsteps to
Success
in a Research ProjectTopic
Goal Setting
Research
Organizing
Goal Evaluation
Product
Presentation
INDEPENDENT INVESTIGATION
METHOD
9. Primary (with adult assistance)
The teacher will work with students to
“generate list of topics of
class-wide interest”
• Distribute interest center materials for class browsing
• Dress-up for role play (Columbus, Betsy Ross, etc.)
• Plan a speaker or field trip
• Work with class to develop concept map (of unit
topic) and glossary chart
“formulate open-ended questions about one or two
of the topics”
• Develop and post teacher essential question(s) as
foundation of study
• Help students formulate questions related to class
topic and teacher essential question(s)
10. INTEREST CENTER
CLASS UNIT: NATURAL DISASTERS
CLASS TOPIC: HURRICANES
The contents of your interest center could
include:
• Books – Non-fiction, fiction, picture, reference
• Primary documents
• Visuals – Posters, maps, charts, photographs,
diagrams, graphs
• Artifacts
• DVD’s and CD’s
• Puzzles and games
• Music
15. Intermediate (Independently)
The students are expected to
“generate list of topics of personal
interest, narrow to one topic”
• Participate in class immersion activities to identify
topic of interest
• Do pre-reading on chosen topic
• Record prior knowledge and preliminary questions on
individual graphic organizer
“formulate open-ended questions about the major
research topic”
• Use activities to vary types and levels of guiding
questions: cubes, spinner, question starters, Bloom’s
Taxonomy . . .
16. THE HOOK!
(WHAT INVITES STUDENTS TO
LEARN?)
Interest center
Read-alouds
Display of pictures/newspaper
clippings/magazine articles, artifacts
Speaker
Video
Field trip
Music
Pursue areas of passionate interest in depth within
topics of study
17. STUDENT CONCEPT MAP
Web ideas about your Topic on the Concept Map using what
you already know and questions about what you want to learn.
Topic
NARROW THE TOPIC
ASSESS INTEREST & PRIOR KNOWLEDGE
USE GRAPHIC ORGANIZERS TO:
FORMULATE QUESTIONS
K-12 Manual p.44
18. CONCEPT MAP
TOPIC
Web ideas about your Topic on the Concept Map using what you already know and questions
about what you want to learn.
Designed using Inspiration® Software
19. SOME ACTIVITIES/STRATEGIES
• Good Question Cubes
• What if…? Questions
• Quantity Questions
• Compare/Contrast Questions
• Point of View Questions
• How come…? Questions
ASKING GOOD QUESTIONS
21. Why it cause so much damage?
Do scientists know whytsunamis occur?
Why did
did
n’t people know it was coming?
Compare
Analyze why the recovery time varied in
different areas.
Predict how aid might reach the damaged
areas more efficiently.
the damage in different locations.
22. GOOD QUESTIONS CUBES
ACTIVITY
USE YOUR CUBES TO WRITE AS MANY
DIFFERENT FOCUS QUESTIONS AS YOUR
GROUP CAN THINK OF BASED ON YOUR
TOPIC.
GIFTED STUDENTS
23. Secondary (Independently)
The students are expected to
“brainstorm, consult with others, decide upon a topic”
• Discover controversial issues relating to study
• Narrow research interest to researchable topic
“formulate a plan for engaging in in-depth research
on a complex, multi-faceted topic”
• Identify research design based on topic
• Generate plan including timeline, appropriate resources,
“formulate major research question to address major topic”
• Develop research question or hypothesis based on topic,
presearch, and/or teacher essential questions
• Write sub-questions (focus questions) to guide research
25. Presearch
AREA OF INTEREST 2004 Tsunami
POSSIBLE TOPIC INFORMATION, IDEAS, QUESTIONS
Diseases What types? How controlled?
Who
can help?
Outcomes Long term effects? Bad
ones?
Any positive outcomes ?
World Response Offering $. Services?
Topic
NARROWING THE TOPIC
K-12 Manual p.137
28. Designing a Research Study
Types of Research
l. Descriptive:
“How are things now?”
ll. Historical:
“How did things used to be?”
lll. Experimental: “What if…?”
“What is the effect of …?”
29. Goal Setting – Proficient Level
Research Question:
Based on a study of the 2004 disaster,
what benefits, if any, might come
from a tsunami?
Focus Questions:
A. Where was the greatest devastation?
Casualty rates?
B. How was the environment affected?
C. What effects did the tsunami have on
the people?
D. When the world heard the news, how
did countries/individuals respond?
E. Which outcomes from the disaster
might be positive?
K-12 Manual p.140-141
30. ELA TEKS
RESEARCH/GATHERING
SOURCES
2. Students determine, locate, and explore
the full range of relevant sources
addressing a research question and
systematically record the information
they gather.
: &
31. Primary (with adult assistance)
The teacher can work with the students to
“gather information from available sources
(text, natural and personal) as well as interviews”
• Use variety of sources for group note-taking: listening to book
reading, DVD, field trip, pictures, speaker . . .
“record basic information in simple visual formats (e.g.,
notes, charts, pictures, graphs, diagrams)”
• Teach students about plagiarism
• Model note-taking and source citations
• Record student-generated notes with pictures or words:
short, complete enough to make sense, in their own words,
related to their goal-setting questions
• Compile a class glossary chart with key words
33. Goal Setting
SETTING RESEARCH GOALS
Our Notefact Goal: 25
Glossary Entries: 10
Number of Resources: 3
Resource Types: Listening to a Book
DVD
Speaker/interview
Unit Focus Questions:
1. What are the characteristics of a hurricane?
2. How are people affected by a hurricane?
3. What is the impact of a hurricane on the
environment?
35. NOTEFACTS: TAKING NOTES
WITHOUT COPYING
Notefacts should be:
Written in your own words
Short but complete enough to make
sense
Related to your goal-setting questions
Written between the dotted lines – one
notefact per space
Documented by page number
K-12 Manual p.49
36. • Get rid of unnecessary words
Columbus sailed across Atlantic Ocean – first to find
America
• Change author’s words so they are
in our own voice. Which words
must we keep?
Columbus Atlantic America
• Now, let’s use those words to make
our notefact.
Columbus crossed Atlantic – discovered America
Original text
Christopher Columbus sailed across the
blue Atlantic Ocean and was the first
person to find America.
X X
X X X X
X
37.
38. Intermediate (Independently)
The students are expected to
“gather evidence from available sources”
• Use glossary words as search terms on internet
• Identify valid text sources for study
“identify source of notes, and record bibliographic
information according to a standard format”
• Understand purpose in citing sources
• Cite sources on notefact sheets using standard format –
MLA, APA
• Attach copies of Internet/Encarta articles to final paper
“differentiate between paraphrasing and plagiarism”
• Use just key words in notes and eliminate the author’s style
words
39. Just say NO to
Plagiarism!
A Plagiarist is
• Uninformed
• Careless
• Lazy
• Dishonest
Don’t be a COPY CAT!
IDEA: “STEAL” A STUDENT’S BOOK
40. Steps 1-3 Topic – Research
GLOSSARY OF THE STUDY
List NEW words and their meanings that are key to the
understanding of the topic.
tsunami series of waves created by underwater
earthquakes
debris the remains of something that has been
destroyed
propagation the movement of a tsunami away from
its source
inundation flooding on dry land caused by a
tsunami
K-12 Manual p.45
KEY WORDS FOR INTERNET SEARCH
42. www.readwritethink.org
Classroom Resources | Grades 3 – 12 | Student Interactive | Inquiry & Analysis
Hints about Print
Hints about Print demonstrates the process of evaluating a nonfiction print resource to
determine its appropriateness for a research project.
Watch the Interactive.
44. Research
• Give credit to the author/creator
• Share your sources with other researchers
• Prove the authenticity of your sources
• Allow others to validate your information
FREE ELECTRONIC CITATION SITES
www.citationmachine.net
www.noodletools.com
www.easybib.com
www.oslis.k12.or.us/secondary/
Why Cite Your
Sources?
45. ACCURACY MATTERS
The Source says:
Exact phrases and
sentences with page
numbers; statistics,
formulas, etc.
I say:
Paraphrased or
summarized notes;
pertinent specific data
recorded accurately
47. Secondary (Independently)
The students are expected to
“…paraphrase, summarize, quote, and accurately cite all
researched information…”
• Learn about different types of plagiarism and how to avoid it
• Gather information from a variety of action sources: interviews,
surveys, experiments, letters, field trips . . .
• Use different formats for notes based on learning style and
study design – cards, charts, grids, electronic . . .
• Note observations, opinions, and new ideas
“differentiate among primary, secondary, and other sources”
• Identify type of resource and appropriateness of each for
different studies
“distinguish between reliable and unreliable sources”
• Use different strategies to check for reliable websites
48. One HUGE misconception that students have is that rewriting
something is not plagiarism because they are “putting it in their own
words.” Well, if the source is not officially acknowledged, IT IS
PLAGIARISM. Copying and pasting actually accounts for only a small
percentage of plagiarism. The majority of plagiarism is a result of text
manipulation. The accessibility of the Internet makes plagiarism very
tempting, and unintentional plagiarism springs from this as well.
Simply stated, plagiarism is using someone’s work without giving the
appropriate credit. This can mean several things…
1. Copying and pasting text from on-line media, such as
encyclopedias or website is plagiarism.
2. Transcribing text from any printed material is plagiarism.
3. Simply modifying text from any of the above sources is
plagiarism. . . . .
FOR THE FULL TEXT, VISIT
http://www.iimresearch.com/teacher_lounge/anti-plagiarism.php#freebies
Used with permission from: Spear, Michael. ”What is Plagiarism?”
50. (Source Card) 1
(Source number)
Fang, Bay. “The Aftermath.” U.S.
News & World Report. 10
March 2005: 11 – 16. Print.
(MLA Format)
Primary Source
K-12 Manual p.143
51. (Notefact Card) 1- A
1=Source Number
A=Focus Question
(Where was the greatest devastation/casualty
rates?)
Aceh province, Sumatra- 80,000 dead;
millions in Indonesia homeless p.13
Sri Lanka - 30,680 dead, thousands
missing p.13
India’s Andaman & Nicobar Islands –
9691 dead p.14
Somalia – 982 dead p.14
Thailand – 5322 dead p. 14
5
5=# of notefacts on card
52. (Notefact Card) 2- A
(Where was the greatest devastation/casualty
rates?)
Banda Aceh, Indonsia 100,000 dead
p.35
Sri Lanka – 20,000 dead, p.35
Thailand – 10,000dead p. 35
3
These numbers don’t match
Source #1; check a third
source
53. Steps 3 & 4
Research & Organizing
SOURCES OF INFORMATION
______________________________
_________________________
_________________________
______________________________
_________________________
_________________________
______________________________
_________________________
_________________________
______________________________
_________________________
_________________________
K-12 Manual p.58
55. Name _______________ Source 1 _________________
Topic _______________ Source 2
_________________ Source 3
_________________
Write up to 6 key notefacts in each column. Record the source # in each box.
NOTEFACT GRID
Steps 3 & 4
Research & Organizing
CHARACTERISTICS EFFECTS ON PEOPLE EFFECTS ON
ENVIRONMENT
K-12 Manual p.61
56. Electronic Research Tools
• www.notestar.com (New site being built)
• www.Zotero.org (Runs on Foxfire)
• www.evernote.com
• www.ubernote.com
• www.ndxcards.com
• www.diigo.com
• www.delicious.com (Social bookmarking)
• www.noodletools.com ($1 or less per
student)
58. Primary (with adult assistance)
The teacher can work with the students to
“sort evidence into provided
categories or an organizer”
• Play category games to reinforce critical thinking skills
• Identify categories for class notefacts
• Work with students to put notefacts from different sources in
appropriate category
“revise the topic as a result of answers to initial research
questions”
• Review goals set in Step 2 to see if they have been fulfilled
• Check knowledge acquisition by having student give answers to
goal-setting questions
59. Our HURRICANE Categories
BLUE – EFFECTS
GREEN – WORLD RESPONSE
BROWN – CAUSES
RED – CHARACTERISTICS
ORANGE – FUTURE
YELLOW – PREPARATION
62. Intermediate (Independently)
The students are expected to
“sort evidence into provided categories or an
organizer”
• Name categories from notefact connections; color-code, cut,
and sort strips into appropriate category
• Use category sheets for writing activities – topic sentence,
main idea, supporting details
• Put notes on electronic graphic organizer and create outline
for written paper
“improve the focus of research”
• Identify areas needing more information and areas for student
improvement
and
“refine the major research question as a result of
consulting expert sources”
• Use additional information to corroborate or change study
focus
7
63.
64. Organizing
Organizing Notefacts
Notes About After-effects
rescue dangerous & hard 1
people & animals trapped and killed
1
world sends money, people to help
2
buildings destroyed cuz poorly built
2 K-12 Manual p.62-63
65. Organizing
Organizing Notefacts
Notes About After-effects
buildings destroyed cuz poorly built 2
people & animals trapped and killed 1
rescue dangerous & hard 1
world sends money, people to help 2
Most after-effects were negative, but a few positive things
happened.
A. Negative
B. Positive
III.
1.
2.
3.
1.
66. Goal Evaluation
MY GOALS
My Notefact Goal: 35
Required Glossary Entries : 10
Required # of Resources: 4
Required Resource Types:
Book
Internet
Primary Source
WHAT I DID
Notefacts Written: 37
# of Glossary Words 18
# of Resources Used: 4
Resources Used (Check):
√
√
Oops!
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:
SELF-EVALUATION
K-12 Manual p.64
68. Secondary (Independently)
The students are expected to
“systematically organize relevant and accurate information
to support central ideas, concepts and themes”
• Sort note cards by focus questions
• Develop thesis statement from categorized notefacts
• Represent information on graphic organizer
• Present thesis statement and graphic representation to
classmates
“evaluate the relevance of information to the topic”
• Separate essential from supplementary notefacts
“critique the research process at each step to implement
changes as the need occurs and is identified”
• Use rubric for self-evaluation of process
69. Notefact card 3-A
3=Source Number
A=Focus Question
(Where was the greatest
devastation/casualty rates?)
Thailand - 5322
India’s Andaman & Nocobar
182,340 confirmed dead
Notefact card 2-A
2=Source Number
A=Focus Question
(Where was the greatest
devastation/casualty rates?)
Myanmar (Burma) – 61 dead
Malaysia – 74 dead
Tanzania – 10 dead
129,897 missing
Notefact card 1-A
1=Source Number
A=Focus Question
(Where was the greatest devastation &
casualty rates?)
Aceh province, Sumatra – 80,000 dead p.13
Sri Lanka – 30,680 dead p.13
Somalia – 982 dead p.14
70. DEVELOPING
A SOUND THESIS
A good thesis should:
• Be one (1) arguable point
• Your opinion in statement form – not
a question
• Restricted to ideas you intend to
discuss
• Have unity – a single purpose
Summarized from 12 Easy Steps to Successful Research Papers by Nell W.
71. From the analysis of your data, you have
developed a thesis statement:
A tsunami brings about life and
rebirth in the face of death &
destruction
• Choose a graphic organizer (p. 149) which
will best present your thesis.
• Identify the notefacts essential in
supporting your thesis statement to use in
your graphic organizer.
• Create the graphic organizer with the
supplies available in the room.
• Present your thesis statement and graphic
organizer to the class.
77. ELA TEKS
RESEARCH/ORGANIZING and
PRESENTING IDEAS
4. Students organize and present
their ideas and information
according to the purpose of the
research and their audience.
: &
78. Primary (with adult assistance)
The teacher can work with the students to
“create a visual display or dramatization
to convey the results of the research”
• Set standards for quality product on rubric/checklist
• Vary products to address different talents/learning styles
• Create products that fit with other teaching initiatives
• Set up venue to feature student work: museum, theater,
courtroom, laboratory
• Set quality presentation standards on rubric/checklist
• Practice quality presentation skills: speaking - tone and pace,
eye contact, using a microphone . . .
• Write invitations to presentation
81. Electric eels power for two TV’s,
X-ray fish invisible ya’ can’t see these,
A sting ray moves its body like air waves do,
A piranha can eat animals bigger than you.
Hummingbirds are the smallest birds around,
Iceland is where the puffins are found,
Falcons swoop down for food to eat,
Beautiful birds live in the tropical heat.
Chorus
Birds fly so high,
Mammals can only look at the sky,
Amphibians and Fish both live in the sea,
Scaly Reptiles don’t look like me.
CONCERT – 5 classes of Vertebrates
82. Intermediate (Independently)
The students are expected to
“synthesize the research into a written or
an oral presentation”
• Use different types of writing that require understanding of
notes and eliminate plagiarism (poetry, play, fiction,
autobiography, journal, letters, personal narrative, persuasive
essay, instructional writing)
• Develop rubric criteria to guide creation of quality product
“present the findings in a consistent format”
• Design plan for product and presentation
• Develop and/or follow quality criteria for presentation
• Identify proper audience for product
• Practice necessary skills
83. WRITTEN PRODUCTS
Book (ABC, biography, diary, fact, fantasy, flip book, journal,
picture book, recipes, science fiction, shape book)
Advertisement Brochure
Dictionary Fact cards
Letter Magazine
News article Poetry
Riddle Song
Travel log
85. DANIEL BOONE BY Stuart
Died in Missouri in 1820
A town is named after him, Boonesborough
North Carolina (He was stationed there in the Army)
Indians were his friends when he was young
Escaped from the Shawnee Indians
Learned to track, hunt, and live in the wilderness
Born in 1734 in Pennsylvania
Only liked to read and write a little
Often misspelled words
Named rivers and found paths in the Kentucky
mountains
Explored Florida
86. Natural Resources
Defense Council
40 W. 20th
Street
New
York, NY 10011
April 11,
2007
Dear Decision Maker,
The Polar Bear, a strong and solitary
animal, waits silently for a seal to come
out of its breathing hole to eat. POP! A
seal appears and the Polar Bear moves to
grab it while using the sea ice as a
platform. Suddenly, the sea ice cracks and
starts melting. Dinner is lost again.
Hello, my name is Pamela Chong,
and I am a 5h
grader at P.S. 54 in Staten
Island, New York. My class and I are
doing research projects on Global
Persuasive letter
& the “hook”
87. AviatorAviator
Daring, braveDaring, brave
Flying, swooping, landingFlying, swooping, landing
Fast flying, slow flyingFast flying, slow flying
Drifting, falling divingDrifting, falling diving
Trouble, failureTrouble, failure
IconoclastIconoclast
Diamante by JangDiamante by Jang DuDu
POETRY (Amelia Earhart)
93. Secondary (Independently)
The students are expected to
“marshall evidence in support of a clear thesis statement
and related claims”
• Use essential notefacts to support thesis
• Differentiate between opinions and researched facts
“provide an analysis for the audience that reflects a logical
progression of ideas and a clearly stated point of view”
• Write research paper/report
“use graphics and illustrations to help explain concepts
where appropriate”
• Choose from variety of product types to match topic and
audience
“present findings in a meaningful format”
100. • CALL: 1-800-644-5059
• E-MAIL: info@iimresearch.com
• CHECK OUT OUR THE WEBSITE
www.iimresearch.com
• ORDERING OR SHIPPING INFO
Call Kim at the 800 #.
(Be sure to use your conference
code NOS&H for free S & H)
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Editor's Notes
Teachers should work in groups - or each can - fill out concept map.
they need to read the text on page 19
