research for the 21st century
DESCRIPTION
A power point presentation delivered at the NCAGT conference in March of 2009 on how to help even young children learn how to do effect research..TRANSCRIPT
Research for the 21st Century
March 27, 2009
NCAGT
Karma Maples
Gifted Education Specialist
“21st Century Skills for 21st Century Learner” has four skill sets that learners must progress through to become highly productive participants in the 21st Century.
enGauge 21st Century Skills For 21st Century Learners
by METIRI Group in partnership with Learning Point Associates
Come up with words, phrases, and illustrations to describe what a student would look like if they possessed each of the four skill sets. Write these descriptions on items of clothing so the learner could be “dressed for success” in the 21st Century.
How does research fit
into 21st century skills?
What are some of the problems with
using research with young children?
Research with young students
• Hands on• Teacher directed • Short term
Observational
Beginning Note taking
Students observe or read information on a topic and then draw what they have learned. Using only pictures they can not copy out of the book.
Note taking continued
• Develop a set of questions that require short one or two word answers. Students then read through books, magazines, or internet sites provided by the teacher to find and record the answers to each question.
Next step. . .
• Putting it altogether in an easy to use format. I use IIM, Independent Investigation Methods, developed by Cindy Nottage and Virginia Morse.
Independent Investigation
Method
ALL STUDENTS REALLY CAN DO RESEARCH WITHOUT COPYING!
Developed by
Cindy Nottage and Virginia Morse - Consultants
Foll ow These Footsteps to Su ccessin a Resear ch Pr oject
Topic Goal Setting Research Organizing Goal Evaluation Product Presentation
INDEPENDENT INVESTIGATION
METHOD
Goal Setting
SETTING RESEARCH GOALSMy Notefact Goal: 35Required Glossary Entries: 10Required Number of Resources: 4Required Resource Types: Book
Internet Primary Source
QUESTIONS TO GUIDE MY RESEARCHTeacher Question: (Essential question(s) go here)What characteristics are critical to a tribe’s identity? My Goal-Setting Questions: STUDENT QUESTIONS GO HERE.
1. How did the Hopi use their environment for food, shelter, and other things? 2.
FOCUSING ON SPECIFIC GOALS
FORMULATING QUESTIONS
GOOD QUESTIONS CUBES ACTIVITY
• Roll cubes one time.• Write at least 3 questions about your tribe
using the words you rolled.• Roll cubes again, making sure the words are
different from the first roll.• Write at least 3 questions about your tribe for
each roll using the words you rolled.• Choose your favorite(s) to share with the
class.
With your partner
WhoWhat/Which
WhyWhenWhereHow
CanWould
isWill
MightDid
They can also add or substitute the green
words to get new ideas.
Start your students with the red and
blue words.
PredictAnalyzeVerify
CompareContrast
List
Steps to Taking Notefacts• Each resource you use will have its own number. Put that number in
the large magnifying glass and on all the small magnifying glasses next to each notefact.
• Record the required information for your bibliography on the solid lines (Manual pp. 50-51).
• Notefacts are short (note) and true (fact).• 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
Research
H O P I • Descendents of the Anasazi culture,
the Hopi people live on the Mesa areas of Northeastern Arizona. Their reservation land is completely surrounded by the large Navajo reservation – the only Indian nation surrounded by another.
• They live much like their industrious ancestors… the villages resembling the pueblos of the past, farming their fields of corn, squash, beans, and melons nearby.
• Hopi baskets, both coiled and wicker, depicting the most simple designs to the most intricate forms of animals and Kachinas, are considered to be some of the finest woven anywhere today.
• Bibliographic Citation: Silver Cloud. Indian Heritage of the Southwest.
AZ:Smith-Southwestern, 1992.
Practice
Write down at least three note facts from the previous page.
H O P I • Descendents of the Anasazi culture,
the Hopi people live on the Mesa areas of Northeastern Arizona. Their reservation land is completely surrounded by the large Navajo reservation – the only Indian nation surrounded by another.
• They live much like their industrious ancestors… the villages resembling the pueblos of the past, farming their fields of corn, squash, beans, and melons nearby.
• Hopi baskets, both coiled and wicker, depicting the most simple designs to the most intricate forms of animals and Kachinas, are considered to be some of the finest woven anywhere today.
• Bibliographic Citation: Silver Cloud. Indian Heritage of the Southwest.
AZ:Smith-Southwestern, 1992.
NOTEFACTS Research (Common student errors)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
What is a Kachina? It is a spirit, a 1 supernatural being. (Plagiarized)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - The Hopi reservation is in the middle 1
of the Navajo reservation (Too many words) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - grew corn, squash, beans, melons, made 1baskets, silver jewelery, pottery, lived in pueblos on mesas, had religious ceremonies in kivas (Too much in 1 notefact) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - religious ceremonies (Incomplete information) 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Organizing
Organizing Notefacts
Notes About Plants
weave baskets on Third Mesa 2
use purple hair grass for brushes 2
make dishes out of gourds they grow 1
grow corn, beans, squash, melons 3.
The Hopi depend on plants for survival.
A. Crafts
B. Food
III.
1.
2.
3.
1. OUTLINING
Making business cards as a product
Poster products
A paper 3-D model of a fort made by a kindergarten student
Step 7: Presentation Fact Gathering from Presentations
PRESENTER(S) ENVIRONMENT SURVIVAL TRADITIONS
NAME: Mary
TOPIC: Navajo
NAME: Troy
TOPIC: Apache
NAME: Jose
TOPIC: Zuni
ACTIVE LISTENING
• CHECK OUT THE WEBSITE FOR– IIM “TOOLS” FOR SUCCESS WITH RESEARCH
www.iimresearch.com/products/ – STUDENT PRODUCTS, IIM UNITS, RESEARCH
STRATEGIES, AND OTHER “GOODIES”www.iimresearch.com/teacher_lounge/
– IIM TRAININGwww.iimresearch.com/training/
• QUESTIONS?– CALL CINDY, VIRGINIA, OR KIM AT 1-800-644-5059– E-MAIL US AT [email protected]
Want to see more?
Questions
Thank YouKarma Maples
Codington Elementary School
4321 Carolina Beach Road
Wilmington, NC 28412
910-790-2236