Technology For Student Success - Simplifying Student Research

Technologyfor

Student Success

Presented By: Jennifer Day

Summit for Student SuccessConference

October 7-8th , 2007 Stoney Creek Inn, Columbia, MO

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.

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.

Agenda *Introduction to briefings and

research *Q & A session *Modeling and guided briefing

construction *Sharing *Discussion of classroom

application

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.

Self Asssessment Of Learning Targets For Today’s Session#1 I can use my knowledge of assessments to include

evidence of students’ learning to depict theAFFECTIVE 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.

Level of Understanding

4 Advanced

3 Proficient

2 Nearing Proficiency

1 Novice

1 2 3 4 5 6

Learning Targets

FORmative Assessment That Drives Instruction Includes: Qualities

What we want students to know & doDescriptions- not just number scores

StrategiesHow we develop thinking

ProceduresHow we do what we do

Principle 1: The researcher is an expert in the field. Just like adult researchers, kids

must do research in areas they are familiar with.

Unit Survey Examples : Civil War, States, Habitats, Famous Missourians, Famous Scientists, Civil Rights Movement, Sports, Author, Time Periods, Religions, Classification...

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

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.

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?

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.

Strategies for Finding An Audience:

Brainstorming Who would want to know this information? (Real world: who would pay money for

this information?)Where could this information be published?

Who do I want to hear about this information? (Real world: who would want this information kept secret?)

Principle 5: Neither author nor audience knows the result.

Researchers don’t research questions they already know the answers to. Nor do they research things their audience already knows.

Strategies for Generating

Questions:

What questions do you want answered?

What questions would the people around you want answered?

Sticky note questions

Principle 6: Presentation matches purpose. Most effective researchers use a

variety of methods to present their results. Sometimes results are written in papers, but more often they are presented in some kind of talk often with handouts, slides, or other props. Sometimes researchers express their results in working models.

Strategy: Content-Purpose- Audience

www.ttms.org/content_purpose_audience_packet.pdf

Research Strategy #1: Talk With People

List friends & Other Researchers Family Members Teachers & Adults Experts in the Field

Research Strategy #2: Use the Internet

Search Engines & Directories Reference Sites Organizational Sites Specialty Sites

Research Strategy #3: Review Periodicals

Newspapers General Interest Magazines Subject- Specific Magazines Other Publications

Research Strategy #4: Read a Book, Watch a Show

Primary Sources Secondary Sources General Reference Multimedia TV, DVD, CD-ROM, Etc.

Research Strategy #5: Asking the Right Questions

Subtopic #1 Subtopic #2 Subtopic #3 Subtopic #4

What Are OtherResearch Issues? Where to find the answers to your questions: magazines, web pages,

newspapers, web articles, teachers, parents, librarians, books

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.

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

What Are Some Examples ? “Owning a piece of

greatness” The Week - 2/4/2005

“The origins of Santa Claus” The Week - 12/24/2004

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.

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

How Does a Briefing Sound When Read?

Conversational Sentence Fragments Clear and Concise

How Does an Author Appeal to Different Types of Audiences? The 3 E’s

Evidence Ethos (emotion) Logos (logic)

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

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

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

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

Self Assessment

Revisit Self Assessment Successes, Challenges, New Stuff

Set Goals Strengths, Accomplishments, Goals, Instruction & Support = SAGIS

Commit To Results

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 CPAwww.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-HOWwww.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.

Evaluation

Thank You & Let’s Keep In Touch!

~ Jennifer Day ~

Cell: 816-665-2378

Email: [email protected]

Information profile: http://www.linkedin.com/pub/jennifer-day/b/7a3/373

Center for School ReformNorthland Human Services Center, Suite 2200,

3100 NE 83rd Street, KC, MO 64119