Topic:This mini course is designed for 6th-8th grade students to use a research model as a guide for esearching a topic, using a step by step process to organize and present accurate research and findings (rubric). It combines three research process models: The Big Six, (Eisenberg and Berkowitz) Guided Inquiry (Kuhlthau) and The Research Cycle (Mckenzie, questioning strategies). The mini course will be based on the process and ideas in this initial research process document.
Learning objectives - After completing this course, the learner will be able to:
The learner will be able to: (situation, action, and criteria)
Write an essential question for their research
Show how their research topics are divided in graphical format
Use keywords in a search engine or search a database
Provide an example of a quality resource
finding who, what, why, when, and who of a website
Provide an example of a resource that should not be used for research and why this resource is not good quality for research
Complete an accurate works cited page
Present their research finding (written, presentation, poster) on a topic of choice or one given by a teacher that proves the use of at least 3 quality resources
Prerequisites
Students understand research is a process
Students know the difference between non fiction and fiction
Students have researched a topic of interest previously
Students have an interest in finding good sources for research and appreciate why this skill is important
Units - separate your mini-course into 2, 3 or 4 units (this is a way of chunking the knowledge you want your student to gain and ensures that you did at least a minimal task analysis).
Final reflection or assessment - this should provide the learner with some feedback (reflective self-assessment is ok) about their new knowledge.
Presentation - You will share it with us online and then during the final class in a 5-10 minutes presentation. Due December 11
Final reflection of your work in course - due on December 12
ANALYZE How do you know there is a need for your course: Teachers and students need to be aware of how students are learning during the research process and account that every student learns differently. Students who need skills to organize their research and assess their own learning throughout the questioning process will benefit from this course.
What types of learning you seek to achieve: Students will understand their own process for learning that takes place during research (knowledge about). Students will apply research strategies and tools to their unique learning styles (knowledge of).
What prerequisite knowledge will be needed: Students will need to understand research is a process of inquiry
Who is your learner and what are her needs: Initially teachers and ultimately students will be able to apply it.
Possible technology tools: evernote, visual brainstorming tools, symbaloo, easybib, google drive tools, padlet, quizlet, survey, sources (vermont online library, world book online, library catalog, various search engines, wikipedia)
DESIGN Performance Objectives Action statements (align with types of learning) Task Analysis - break down your objectives into smaller tasks or steps and consider the best order. Assessment - How will you know if your learner has met your objectives (Formative or summative assessments) What big and small theories will you draw from Strategies - What activities will learners engage in... How will you make it available (wiki, moodle, google docs)
DEVELOP Instructional strategy Gather your media and resources Draft your activities Build out first unit or two Make frequent adjustments
IMPLEMENT Test the first unit or two on us
EVALUATE Feedback from classmates Assess the direction you are going and as a result finish course.
Topic: This mini course is designed for 6th-8th grade students to use a research model as a guide for esearching a topic, using a step by step process to organize and present accurate research and findings (rubric). It combines three research process models:
The Big Six, (Eisenberg and Berkowitz) Guided Inquiry (Kuhlthau) and The Research Cycle (Mckenzie, questioning strategies).
The mini course will be based on the process and ideas in this initial research process document.
Learning objectives - After completing this course, the learner will be able to:
The learner will be able to: (situation, action, and criteria)
Write an essential question for their research
Show how their research topics are divided in graphical format
Use keywords in a search engine or search a database
Provide an example of a quality resource
finding who, what, why, when, and who of a website
Provide an example of a resource that should not be used for research and why this resource is not good quality for research
Complete an accurate works cited page
Present their research finding (written, presentation, poster) on a topic of choice or one given by a teacher that proves the use of at least 3 quality resources
Prerequisites
Students understand research is a process
Students know the difference between non fiction and fiction
Students have researched a topic of interest previously
Students have an interest in finding good sources for research and appreciate why this skill is important
ANALYZE
How do you know there is a need for your course: Teachers and students need to be aware of how students are learning during the research process and account that every student learns differently. Students who need skills to organize their research and assess their own learning throughout the questioning process will benefit from this course.
What types of learning you seek to achieve: Students will understand their own process for learning that takes place during research (knowledge about). Students will apply research strategies and tools to their unique learning styles (knowledge of).
What prerequisite knowledge will be needed: Students will need to understand research is a process of inquiry
Who is your learner and what are her needs: Initially teachers and ultimately students will be able to apply it.
Possible technology tools: evernote, visual brainstorming tools, symbaloo, easybib, google drive tools, padlet, quizlet, survey, sources (vermont online library, world book online, library catalog, various search engines, wikipedia)
DESIGN
Performance Objectives Action statements (align with types of learning)
Task Analysis - break down your objectives into smaller tasks or steps and consider the best order.
Assessment - How will you know if your learner has met your objectives (Formative or summative assessments)
What big and small theories will you draw from
Strategies - What activities will learners engage in...
How will you make it available (wiki, moodle, google docs)
DEVELOP
Instructional strategy
Gather your media and resources
Draft your activities
Build out first unit or two
Make frequent adjustments
IMPLEMENT
Test the first unit or two on us
EVALUATE
Feedback from classmates
Assess the direction you are going and as a result finish course.
Self Evaluation
Reflection