thinking deep, deeper, deepest helping students process information sharon mills & jo-anne...
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Thinking Deep, Deeper, Deepest
Helping Students Process Information
Sharon Mills &
Jo-Anne LaForty
TDSB
Agenda
Context of Stage ThreeSpecific strategies
Note-takingOrganizing InformationThesis Statement
Leave with . . .
Better understanding of the components & complexity of stage three
Specific strategies & activities for teaching stage three skills
Knowledge of resources to support
student learning Copy of the TDSB Research
Success@your library
OSLA ModelSTAGE 1 : PREPARING FOR RESEARCH
• Define• Explore• Identify• Relate
STAGE 2 : ACCESSING RESOURCES• Locate• Select• Gather• Collaborate
STAGE 3 : PROCESSING INFORMATION• Analyse/Evaluate• Test• Sort• Synthesize
STAGE 4 : TRANSFERRING LEARNING• Revise• Present• Reflect• Transfer
Locate
Gather
Select
Collaborate
AnalyseEvaluate
Test
Sort
Synthesize
Revise
Present
The Research The Research ProcessProcess
The Power of Research
Research Success @Your Library
A Guide for Secondary Students
2005
• a complex journey back and forth between and within stages
• a dynamic process of learning
Model B:The Process of
Inquiry and Research
Knowledge andUnderstanding
Thinking
Communication
ApplicationReflect Transfer
Stage 4 Transferring
Revise Present
Select Collaborate
Stage 2 Accessing
Locate Gather
Identify Relate
Stage 1 Preparing
Define Explore
Sort Synthesize
Stage 3 Processing
Analyze/ Evaluate
Test
Features of Guide
Organized around the 4 stages of research
Each stage begins with a checklist
Each stage ends with assessment tools
Introduction
Templates & Information
Tips
Appendix
Finds best solutions for family counseling Social Worker
Reads journal for latest proceduresDoctor
Checks local building codesCity Planner
Revises menu to improve nutritionChef
Compares specs of new models for emissions testing
Automotive Shop Owner
Gathers archival background for novelWriter
Updates knowledge of computer systemsVideo Game Designer
Research ActivityField
Every Job Includes Research
Stage 3Processing Information
Research Success @ Your Library
A Guide for Secondary Students
2005
Deep Thinking Stage
Information is collected Main ideas culled Personal meaning created
Focus Evidence Connections Patterns Relationships Inference
Challenges for Teachers
Challenges for Students
Curriculum Expectations
Grades 9 – 12 (cross-curricular)
Notes 121
Organize 328
Synthesize 45
Thesis 44
What the experts say. . .
Activity
Remember Aim for consistency at a grade level Model the practice Provide multiple opportunities to
practice Address learning styles with a
menu of different techniques
Takes 16 – 32 times to learn a new skill
Note-making
What grade, what course?
p. 37 - 45
Note Taking
Format
Accurate: Be careful to record correct information.
Honest: Always credit words, ideas, and images of others in appropriate citations.
Concise: Be brief: use abbreviations, keywords, and phrases.
Organized: Use a note-making technique to keep your ideas and information organized.
Relevant: Keep checking your data. Does it help to answer your question? Are you staying on topic?Qualities of
effective notes
Note Taking
Format
Summarizing
In your own words:condense ideas, details, and supporting arguments in point formrecord the reference accurately
Three kinds of notes
Note Taking
Format
Paraphrasing
In your own words: take an author’s idea, select what is significant, and restate it in your own words and sentence structurekeep the author’s intended meaning record the reference accurately
Three kinds of notes
Note-taking
Lessons
Intermediate Research
Viewing question:
How does this video
help prepare you
for your interview
project?
Discovery School Video
Assessment & Evaluation
Checklist Note Taking
Format
Look for the key ideas. Use your own words. Use point form, not complete
sentences. Delete unnecessary words (e.g., the,
this). Omit unneeded examples. Add subheadings. Use shortcuts: abbreviations and symbols. Include your own ideas, responses,
and questions.
Checklist
Other Resources
Edge Hill University http://www.edgehill.ac.uk/tld/student/7steps/notes.htm
Purdue University http://owl.english.purdue.edu/workshops/hypertext/ResearchW/notes.html
Literacy Matters http://www.literacymatters.org/content/study/notes.htm
Note-taking Resources
Organizing Information
p. 46 -47
Activity
Opportunities to Practice
accessola.com
Activity
Other Resources
Smart Ideas
Assessment & Evaluation
What grade, what course?
Other Resources
Write Design On-Line
http:www.writedesignonline.com/organizers/ Cast Universal Design for Learning
http://www.cast.org/publications/ncac/ncac_go.html#applications
Literacy Matters http://www.literacymatters.org/content/study/organizers.htm
Developing a Thesis
p. 50 - 51
Activity
2. FINDan issue or hypothesis
from your research so far• Stage 1 questions• Stage 2 focus • Stage 3 synthesis
2. FINDan issue or hypothesis
from your research so far• Stage 1 questions• Stage 2 focus • Stage 3 synthesis
4. CHOOSE a position, perspective,
or solution to investigate or defend
4. CHOOSE a position, perspective,
or solution to investigate or defend
7. CONTINUE your inquiry and research
• more evidence• more detail • deeper thesis
7. CONTINUE your inquiry and research
• more evidence• more detail • deeper thesis
3. IDENTIFYpossible positions,
perspectives, orsolutions
3. IDENTIFYpossible positions,
perspectives, orsolutions
..
6. WRITEyour thesis statement
• topic• position• area of investigation
6. WRITEyour thesis statement
• topic• position• area of investigation
Crafting a Thesis Statement p. 50
similarities and differences
1. LOOK for relationships among data
• cause and effect •• impact and significance
1. LOOK for relationships among data
• cause and effect •• impact and significance
similarities and differences
5. LISTevidence or proof to test
perspective, or solution
whether the position,
can be supported
5. LISTevidence or proof to test
perspective or solution whether the position,
can be supported
Research Success@ your library
Research Skills for Students
video series by Joyce Valenza
23 minutes
6 in the series Searching the Internet
Avoiding plagiarism
Media literacy
Organizing Research
Presenting & Communicating Research
Outline for Essay p. 48, 49, 52, 63
By chronology past, present, and future
By sequence first, second, and third
By category e.g., punk, rock, hip hop
By comparison similar and different; positive and negative
By importance least important to most important
By perspective solution 1; solution 2; solution 3
By micro to macro
local to global
Assessment & Evaluation
What grade, what course?
Bringing It All Together: More Practice
CBC Archives/ CBC News in Review Watch Take notes Choose the best organizer to
support your thesis Decide on a working focus/thesis
Conclusion
Promote stage three as an essential stage for critical thinking & making personal meaning
Do not assumeUse the research guide to help you
develop lessonsBe confident that you have something to offer
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