"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format. The format is easy to use when following the ABCs of Briefings: *A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas. *B - Briefings based on content for a purpose; affecting an audience. *C - Choice is applies and connected to community within and outside of the classroom. Throughout the session teachers: 1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience. 2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing. 3. use self generated, open-ended questions about a topic to guide research from a variety of resources. 4. identify what makes effective revision through a question and answer sharing format. 5. self assess their own learning and consider how to implement the research model in their own classrooms with students. I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.

1. Technologyfor Student Success Presented By: Jennifer Day Summit for Student SuccessConference October 7-8th , 2007 Stoney Creek Inn, Columbia, MO

2. Why Briefings? Research doesn't have to be the nightmare it is often thought to be. Open to all social studies areas and curriculum needs, briefings won’t take up weeks of research. With the onslaught of grade level expectations, briefings will meet any research curriculum needs. Students will familiarize themselves with media perspectives, generate questions about content and issues in the world, and in culmination replicate authentic writing. Briefings integrate subject areas, align with Grade Level Expectations and tap into higher Depth of Knowledge (DOK) indicators, and allow students to connect with sources in the community.

3. What are the ABCs of Briefings? *A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas. *B - Briefings based on content for a purpose; affecting an audience. *C - Choice is applies and connected to community within and outside of the classroom.

4. Agenda *Introduction to briefings and research *Q & A session *Modeling and guided briefing construction *Sharing *Discussion of classroom application

5. What Is Our Purpose? 1. Teachers will discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience. 2. Teachers will apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing. 3. Teachers use self generated, open-ended questions about a topic to guide research from a variety of resources. 4. Teachers identify what makes effective revision through a question and answer sharing format.

6. Self AsssessmentOf Learning Targets For Today’s Session #1 I can use my knowledge of assessments to include evidence of students’ learning to depict the AFFECTIVE growth (motivation) COGNITIVE growth (thinking) PSYCHOMOTOR growth (reflection) #2 I can use my knowledge of authentic forms of writing to evaluate information critically, seek information and generate knowledge for an authentic purpose. #3 I can use my knowledge of CONTENT-PURPOSE-AUDIENCE strategy to communicate content with voice. #4 I can use technology in a variety of ways and choose appropriate tools for tasks. #5 I can use my knowledge of nonfiction texts to identify nonfiction elements used by authors for a purpose. #6 I can participate in discussions with others of various backgrounds to build background knowledge.

7. Self Assessment

8. FORmative Assessment That Drives Instruction Includes: Qualities What we want students to know & do Descriptions- not just number scores Strategies How we develop thinking Procedures How we do what we do

9. Principles of Research & Strategies that Help

10. Principle 1: The researcher is an expert in the field. Just like adult researchers, kids must do research in areas they are familiar with.

11. What Makes A Good Topic? Types of T-Charts Like/Hate Change/Stay the Same 4 Columns: Things I Like Things I Care About Things I’m Interested In Things I Know A Lot About Unit Survey Examples : Civil War, States, Habitats, Famous Missourians, Famous Scientists, Civil Rights Movement, Sports, Author, Time Periods, Religions, Classification...

12. Principle 2: The topic is narrow and manageable. Most original research has a very narrow focus. We don’t see too many comprehensive histories of Europe or complete analyses of every aspect of a company’s operation. And when we do, the research spent months or years researching.

13. Strategies for focusing a topic: Main Idea (Thesis): What’s the one most important thing the you want to find out in your research? Purpose: What do you want the audience to think and/or action to take after they read about your topic?

14. Principle 3: The audience is well defined. Research wouldn’t be done if someone wasn’t interested in it. Knowing who that someone is, and the nature of their interest, helps researchers focus their efforts on the right questions and the best presentation of the answers.

18. What questions would the people around you want answered?

20. Strategy: Content-Purpose- Audience www.ttms.org/content_purpose_audience_packet.pdf

21. Research Strategy #1: Talk With People List friends & Other Researchers Family Members Teachers & Adults Experts in the Field

22. Research Strategy #2: Use the Internet Search Engines & Directories Reference Sites Organizational Sites Specialty Sites

23. Research Strategy #3: Review Periodicals Newspapers General Interest Magazines Subject- Specific Magazines Other Publications

24. Research Strategy #4: Read a Book, Watch a Show Primary Sources Secondary Sources General Reference Multimedia TV, DVD, CD-ROM, Etc.

25. Research Strategy #5: Asking the Right Questions Subtopic #1 Subtopic #2 Subtopic #3 Subtopic #4

26. What Are OtherResearch Issues? Where to find the answers to your questions: magazines, web pages, newspapers, web articles, teachers, parents, librarians, books

27. What About Citations? Citations are the act of citing or quoting a reference to an authority or a precedent. In the real world, we don’t “see” the citations. When needed, editors verify sources and information. However, in the real world of education, we need the citation.

28. What Are Briefings? Short, quick researchable pieces that can be as simple or as intricate as your imaginations can take you.

29. What Are Some Examples ? “Owning a piece of greatness” The Week - 2/4/2005 “The origins of Santa Claus” The Week - 12/24/2004

30. What Makes a Briefing Look Like a Briefing ? Nonfiction Elements of Text Starting at the top of the page, what things are on the page? Magazine title and date Title of article (bolded) Subheading with guided question (italicized- used to frame an opinion Picture with caption Charts, graphs or tables to support opinion statistically Side bar with heading (extra info in a very detailed paragraph) Final question leaves the reader with something to think about and attempts to get the audience to form an opinion.

31. How Is a Briefing Structured ? 5 - 8 content questions (bolded) answers can be very simple, but are followed with an explanation answers support answering the guiding question

32. How Does a Briefing Sound When Read? Conversational Sentence Fragments Clear and Concise

33. How Does an Author Appeal to Different Types of Audiences? The 3 E’s Evidence Ethos (emotion) Logos (logic)

34. What Is Another Form Of Briefing? Interviews “10 Questions for Curt Shilling” Time - 10/11/2004 “An Interview With Elvis Aaron Pressley’s Ghost” Student Example – 4th grade

35. What Are The Qualities of An Interview? Title – bolded and/or decorated Subheading – more commentary Picture – with caption 5-10 Questions – bolded Answers are written in the interviewed person’s voice Ending / Sidebar – included reflection and source information

36. How Do We Get Students to Revise Their Drafts? Workshop Session- author shares with the class and opens inquiry session. Use 6 Traits Research Criteria Use Content-Purpose-Audience Revision

37. © 1995-2007 by Steve Peha. For more information, or additional teaching materials, please contact: Teaching That Makes Sense, Inc. E-mail stevepeha@ttms.org • Web www.ttms.org

38. Self Assessment Revisit Self Assessment Successes, Challenges, New Stuff Set Goals Strengths, Accomplishments, Goals, Instruction & Support = SAGIS Commit To Results

39. Works Cited By Steve Peha, Teaching That Makes Sense http://www.ttms.org MODELS THAT MAKE A DIFFERENCE – www.ttms.org/models_that_make_a_difference_packet.pdf Want to bring more consistency to the practices in your school or district? Start with models that make a difference. Models help us organize and explain what we do. That makes doing things more efficient and getting more people to do them together more likely. Models are also compact. Getting everyone on the same page is a lot easier when there’s only one page to get everyone on. IF YOU’RE ACCOUNTABLE FOR LITERACY, GET A GOOD CPA www.ttms.org/content_purpose_audience_packet.pdf While perfect for persuasive and informational writing, the Content-Purpose-Audience strategy is a great pre-write for any form. Beyond pre-writing, it makes an excellent revision tool as well. CPA can also be used as a reading strategy to dissect any type of text. If you could only take one strategy to class with you each day, CPA would probably be your best choice. CRITICAL THINKING: IT’S AS EASY AS WHAT-WHY-HOW www.ttms.org/what_why_how_packet.pdf Most logical thought follows a simple structure: What do I think? Why do I think it? How do I know? The What-Why-How strategy captures this pattern in a compact and easy-to-use tool that helps students build effective logical arguments in expository and persuasive essays, research papers, essay questions, and constructed responses. It’s also a terrific non-fiction reading strategy.

40. Evaluation Thank You & Let’s Keep In Touch! ~ Jennifer Day ~ Cell: 816-665-2378 Email:teacherjday@yahoo.com Information profile: http://www.linkedin.com/pub/jennifer-day/b/7a3/373 Center for School Reform Northland Human Services Center, Suite 2200, 3100 NE 83rd Street, KC, MO 64119