Blended Learning in Research

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Blended Learning in Research

By: Kelly Gustin and Stephanie HarrisLake Norman High School

Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Standards Addressed

RIT.1 I can support my ideas using strong evidence from the text.

RIT.3 I can cite the source of the evidence in writing using MLA or another appropriate style guide.

W1. I can write an argumentative composition.

W8. I can evaluate multiple and relevant print, non-print, and digital sources.

Learning Targets

Setting Up the Project:Topic Selection and Essay Requirements

Research Sessions -- Blended Learning

Reading Potential Sources / Narrowing Topic

Working Thesis

Graphic Organizer for Essay

Writing the Essay

Rough Draft Self Edit

Rough Draft Peer Edit

Topics to QuestionsSelect at least three of the following topics, and propose a research question that you might be interested in learning more about.

1. School Uniforms2. Zero Tolerance for Weapons3. Zero tolerance for drugs4. Zero tolerance for alcohol5. Student Privacy6. School sports funding and

participation7. Soft drinks and healthy diets

at school8. Random drug testing for

students9. Community service

requirements for graduation10.School Prayer11.Displaying 10

commandments

12.Free speech in school13.Academic performance

requirements to drive cars14.Year-round school calendars15.Required physical education

requirements in high school16.Racial discrimination in

school discipline17.“Flipped” classrooms18.Switching to the “common

Core” standards19.Mandatory exit exams &

standardized testing20.The value of homework

Requirements:This paper will require at least three sources:1. One interview with an expert of public schools and education.

This must be a staff person at Lake Norman High School. 1. We will discuss how to prepare for the interview.2. We will also discuss how to select the appropriate person to

interview.3. We will discuss how to document your interview.

2. One article published in popular media in the last two years concerning education. The author must be identified, along with where the article was published, when it was published, and who published it. It requires teacher approval. Some sources may be Time or Newsweek Magazine, a national newspaper such as the Washington Post, or a national broadcast.

3. One article published in scholarly journals, preferably “peer-reviewed.” The articles are found by going through the sources in the media-center with the help of Mrs. Holleman.

This paper must be 2 to 3 pages for academic students, 3 to 4 for honors students.

Group 1Austin L.Devin J.Justin G.Brooke A.Sydney L.Calum B.Sam G.

Group 2Lawton M.Rachel G.Isaaiah L.Tripp C.Brady S.Tyler M.Jackie L.

Group 3Luke M.Sarah J.Carson L.Graham P.Darnell B.Christian H.Brandon P.

2nd block

Look at your notes on your returned research question. Think about what changes you might need to make to fix any problems (based on the notes).

Start brainstorming what your reasons might be (for your thesis statement). List all the possible reasons that could go along with your topic.

InterviewingInterviewing is a great way to learn detailed information from a single individual or small number of individuals. It is very useful when you want to gain expert opinions on the subject or talk to someone knowledgeable about a topic.

Types of Interviewing:Several different types of interviews exist. You should choose one based on what kind of technology you have available to you, the availability of the individual you are interviewing, and how comfortable you feel talking to people.

Face to Face InterviewsPhone InterviewsEmail Interviews

Setting up an interviewWhen setting up an interview, be sure to be courteous and professional. Explain to the person being interviewed who you are, what you want to talk them about, and what project you are working on. Don’t be discouraged if not everyone you contact is willing to be interviewed.

Interview do’s and don’ts• Do be careful of the types of questions you ask. See the “Creating

good survey and interview questions” section for more information.

• Do start the interview with some small talk to give both yourself and the person you are interviewing a chance to get comfortable.

• Do bring redundant recording equipment in case something happens to one of your recording devices.

• Do pay attention to what is being said during the interview and follow up responses that sound interesting.

• Do come to the interview prepared. You should learn as much as you can about the person you are going to interview before the interview takes place so that you can tailor your questions to them.

• Don't pester or push the person you are interviewing. If he or she does not want to talk about an issue, you should respect that desire.

• Don't stick to your questions rigidly. If an interesting subject comes up that relates to your research, feel free to ask additional questions about it.

• Don't allow the person you are interviewing to continually get off topic. If the conversation drifts, ask follow-up questions to redirect the conversation to the subject at hand.

Creating Good Interview QuestionsWhen creating questions you want to avoid:Biased questionsBiased question: Don't you agree that campus parking is a problem?

Questions that assume what they askBiased question: There are many people who believe that campus parking is a problem. Are you one of them?

Double-barreled questionsDouble-barreled question: Do you agree that campus parking is a problem and that the administration should be working diligently on a solution?

Confusing or wordy questionsConfusing questions: What do you think about parking?

Questions that do not relate to what you want to learnUnrelated questions: Have you ever encountered problems in the parking garage on campus? Do you like or dislike the bus system?

Be sure that your questions invite open-ended responses where you get your interview-subject to talking. Don’t write questions that can be answered in just a word or two like yes/no or a number.

Popular Media Sources:National MagazinesTime.com Consider searching 1) opinion column 2) or use the search box where you can put in key terms and then limit searches to the last two years.Newsweek (owned now by the Daily Beast)Thedailybeast.com Consider just using the search box near the top of the form. Theatlantic.com The Atlantic magazine is a recognized, respected, national magazine. You can search their site by clicking on the magnifying glass icon on the same line at their tabs.

National NewspapersWashingtonpost.com Consider searching 1) opinion column 2) or use the search box where you can put in key terms and then limit searches to the last two years. Please note, this source is harder to searchCSMonitor.com This is the Christian Scientist Monitor online. Despite its name, it isn’t a religious publication, and it is a widely respected, national newspaperWSJ.com The Wall Street Journal is also a widely respected, national newspaper. Consider searching 1) opinion column 2) or use the search box.usatoday.com This national newspaper is more likely to have shorter, fact-based artciles. It has both an opinion tab at the top, or you can search the website by clicking on the icon of a magnifying glass.NYTimes.com is subscription only, so avoid.

National Broadcast and Cable MediaAbcnews.go.com Consider just using the search box near the top of the form.Cbsnews.com Consider just using the search box near the top of the form.CNN.com Consider just using the search box near the top of the form.Foxnews.com Consider just using the search box near the top of the form.NBCnews.com (This site includes both NBC as well as MSNBC ) Consider just using the search box near the top of the form.NPR.org National Public Radio also publishes news across the country. You can search this website by using the box at the top of the page.

These popular media sources were required to have an author and students could not find a resource from any other place without teacher permission.

If students struggled to find a source from these media outlets, we did use Google News as a search engine.

Documenting your sources:

Author’s complete name (list all)

Title of Article

Title of publication

Page numbers if listed

Title of website

Publisher

Date Published

Date Found

Password is:wiseowl

What goes into a well constructed introductory paragraph?

The structure of the essay is held together in the introduction by the following the HOBIT:1. H= Hook reader’s attention 2. O= Overview of the bigger issue3. B= Background information needed to

understand the issue.4. I= Interest you personally have in the subject. 5. T= Thesis statement that has a narrow topic,

a position or conclusion you want the reader to understand and accept, and your signals about what your arguments will be.

What goes into a well constructed body paragraph?

Topic Sentence (This is a general statement about your supporting idea or supporting argument.)Evidence (This is information must be credible, relevant, and valid, it could be examples, statistics, expert opinions, or quotations from an outside, credible sources.)Analyze (What does the evidence tell you? Look at patterns, changes to patterns, or the preponderance of evidence.)Conclusion or Connections (How does the evidence, and the analysis of each piece of evidence connect to the topic sentence, or what conclusion should the reader draw from your analysis? This is the statement that pulls it all back together.)How (How will you connect this paragraph to the next paragraph? This would be a transition statement.)Note: For this assignment, the evidence and analyze portions MUST be completed multiple times within a single paragraph. You must give at least 2 pieces of evidence and analyze them in each body paragraph.

What goes into a well constructed conclusion paragraph?

A concluding paragraph is your chance to remind your reader of your thesis idea and bring the paper to a natural and graceful end.

Common Methods of Concluding:• End with a summary and final thought

• Restate your thesis in new words, summarize your supporting points

• Include a thought-provoking question or series of questions• Questions can grab a reader’s attention and is a direct

appeal to think further about what you’ve written. • The questions should follow logically from the points

you’ve already made in the paper• Questions should deal with why the subject is important;

what might happen in the future; what should be done about the subject; which choice should be made.

• End with a prediction or recommendation• Predictions and recommendations take your reader into the

future, and involve the reader directly.

INTRODUCTIONHook:

Overview of the bigger issue:

Background information on the specific topic:

Interest you have in topic:

Thesis (1-topic: 2-stance: 3-signals of your arguments):

ESSAY ORGANIZER: You do not need to use complete sentences, but each block should be filled in. This is the last step before your first draft of your essay.

Topic Sentence(Argument #1)

Evidence #1

Evidence #2

Explain the significance of evidence #1 (analyze).

Explain the significance of evidence #2 (analyze).

What does your combined evidence and analysis in this section cause you to think about the original claim (conclusion)?

How does this section connect to the next paragraph?

Indicate your source

Indicate your source

Repeated for each body paragraph.

CONCLUSION

Paraphrase your thesis/claim:

Summarize your main points (topic sentences) if your paper was long:

Graceful Ending (final thoughts or thought-provoking questions or predictions or recommendation):

Writing your Body Paragraphs & Incorporating EvidenceIneffective Use of Quotation

Today, we are too self-centered. “We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity” (Gleick 148). Everything is about what we want.

 This paragraph is ineffective because:• the quotation is not integrated with the writer’s ideas. Notice how

the writer has dropped the quotation into the paragraph without making any connection between it and the reasoning.

• Furthermore, she has not discussed the quotation’s significance, which makes it difficult for the reader to see the relationship between the evidence and the writer’s point.

• Finally, it uses on a single point of evidence rather than two or more.REMEMBER: Discussing the significance of your evidence develops and expands your paper, and your thoughts on the matter are perhaps more important than just reporting the evidence!

A More Effective Use of QuotationsToday, Americans are too self-centered. As James Gleick says in his book, Faster. “We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity” (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity. So, even families don't matter as much anymore as they once did. In her blog Kommein, Author Deborah Ng goes on to say “We’re so busy talking about ourselves, our goals and accomplishments that we’re not taking enough time to hear the other guy and learn about his wonderful achievements.” Many times, in conversations, people spend so much time thinking about what they are going to say next that they give poor attention to what their conversation partner is trying to express. So, whether it is racing from place to place for individual activities, or even pretending to listen when individuals are really focusing too much their own ideas, they are hiding behind the barricade of self absorption. Some researchers believe this self-centeredness is associated in some way with an apparently increasing lack of empathy for other people. (T.E.A.C.H. pattern) 

IntroductionHook reader’s attention Overview of the bigger issueBackground information needed to understand the issue.Interest in the subject. Thesis statementBody ParagraphsTopic Sentence - a general statement about your supporting argument.Evidence – info from outside source; must be credible, relevant, and valid Analyze - What does the evidence tell youConclusions – what should your reader understand after reading paragraphHow will you transition statement*Remember that you must use the E and the A twice per body paragraph

In-text Citations – the 2 waysAccording to Harris, “I like to kick puppies” (10).Although it might be wrong, some people “like to kick puppies” (Harris 10).*For this essay, author is required but you may not have page number. Then only use author’s name in citation.

Works Cited PageArticle in a Magazine FormatAuthor Last, Author First. “Title of Article.” Title of Periodical Day Month Year: pages. Medium of publication. Day Month Year of access.Article in Scholarly Journal FormatAuthor Last, Author First. “Title of Article.” Title of Journal Volume.Issue (Year): pages. Medium of publication. Day Month Year of Access.Personal InterviewAuthor Last, Author First. Job Title, Place of Employment. Personal interview. Day Month Year of interview.

Works Cited Page RemindersUse hanging indentPut entries in ABC order by author last name.If used in paper, must be in WC page.

Yes Requirement  My writing meets the minimum requirements of two full pages.  I have my name, class, teacher, and date in the upper left hand corner.  I have my last name and page number in the header of each page.  I have a title that tells clearly the topic of my essay.  I have 5 paragraphs – an introduction, 3 body paragraphs, and a

conclusion.  I have a clear, arguable thesis that has a claim because and three reasons.  I have not used I, me, my, myself, our, ourselves, or we in my essay.  I have not used contractions (example: can’t, don’t) in my essay.  I have at least two pieces of evidence in each body paragraph.  I have cited my evidences in my body paragraph using in-text citations.  I have used each of my 3 sources at least once in my evidence (popular

media, scholarly media, and interview).  I have the correct minimum number of sentences in each paragraph (5, 7,

7, 7, 3).  I have run spell check on my essay.  I have read through my essay for errors.  I have a works cited page.  I have cited each of my sources and have a popular media source, scholarly

media source, and interview source.  I have checked my citations using the MLA information Ms. Harris gave

me.  I have made sure my works cited entries are in ABC order.

Self CheckUse this list to check your paper carefully. As you have checked to make sure you have done each of these items, initial beside them. If you have NOT done them, you should complete that task.

Peer Editing checklistAuthor’s name ________________________ Editor’s Name _______________________

1. HIGHLIGHTHighlight the thesis statement.Highlight the evidence in each paragraph.

2. Organization Introduction

Yes No Requirement    Introduction begins with an attention grabber or hook.    Introduction has at least five sentences.     Introduction contains a thesis statement.    Claim in thesis statement is ARGUABLE.    Thesis statement contains 3 reasons.

Peer Editing checklist

Body Paragraph 1 Write Reason 1 here from thesis: ________________________________

Yes No Requirement    There is a body paragraph 1 and it matches reason 1 from

the thesis.    This paragraph has a topic sentence.    This paragraph contains at least 2 pieces of evidence.    The evidence in this body paragraph is cited correctly using

MLA.    This paragraph has a conclusion sentence (so what).    This paragraph has a transition statement to the next

reason.    This paragraph has at least 7 sentences.

Repeated for each body paragraph.

Peer Editing checklist

Yes No Requirement    The conclusion paragraph is at least three sentences.    The conclusion paragraph restates the thesis statement (says

it again in different words).    The conclusion paragraph answers “So what?”    No new information is introduced and no evidence is given.

Yes No Requirement    There is a works cited page and it is labeled Works Cited.    There is a popular media source.    The popular media source is cited correctly.    There is a scholarly media source.    The scholarly media source is cited correctly.    There is an interview.    The interview source is cited correctly.

Conclusion

3. Works Cited Page

Yes No Requirement    The ideas flow logically and make sense.    Transitions are used correctly.    There are no awkward parts.    The essay is interesting (to read – not a reflection of the

topic).

Yes No Requirement    Everything in the essay supports the thesis statement.    There is enough supporting evidence for each body

paragraph.    Descriptive and precise words are used.

4. Coherence

5. Ideas/Content

Peer Editing checklist

6. Grammar and Mechanics -- Point out any of the following that you find ON THE ESSAY:

Misspelled words Grammatical mistakesPunctuation errors Run-on Sentences

Fragments

Questions?