Designing Quality Research Projects

2009

This workshop is designed to help answer these questions:

Why should we be concerned if students enjoy the learning process?

What's the difference between intrinsic and extrinsic motivation?

Why are some common elements and examples of projects proven to be enjoyable for both teachers and students?

How can attention to the design and assessment of projects make them more meaningful to students?

Goals

The workshop allows time for participants to practice revising their own research project so that it:

asks for higher level thinking skills discourages plagiarism and term paper downloading

from the Internet is assessed using a tools that help all students

succeed can be a successful experience for students of all

grade levels and abilities

We’ll focus on making the often dreaded research assignment the one everyone can’t wait to do!

Warm-Up – Admit Slip

Rate yourself on a scale of 1 – 10

How much do you know about designing quality research projects?

What is your disposition today as a learner?

Expert Panel Report

“Student success in school is linked closely to the ability to apply reading and writing in research.”

Think Literacy Success: The Report of the Expert Panel on Students at Risk in Ontario, 2003, p.28

Me Read? No Way!

Keep It Real authentic tasks

Get the Net Technology integration

Read Between the Lines critical literacy skills

Assess for Success Design assessment

tasks and criteria carefully

However…

The Return of the CopyCat

Is copying someone else's answers still considered cheating in the age of the Internet?

Or is cut-and-paste thinking now the norm?

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Students Who Cheat/Plagiarize

Cheaters

Non-Cheaters

25%

75%

Who Gets Away With It?

Caught

Gets Away

2%

98%

McMahon, R. (9 September 2007). Everybody does it: Academic cheating is at an all-time high. SFGate.com. Retrieved 4 October 2007, from http://www.sfgate.com.

So What Do We Do About This!!??

Design Quality Research Projects!

Minds On

Describe one experience you have had as learner that could be described as “exciting or pleasurable.”

List five tasks you find to be intrinsically motivating about your job. (You'd do them whether you got

paid or not.)1.2.3.4.5. Do they have anything in common?

Examples of Extrinsic Motivators

Examples of Intrinsic Motivators

Why extrinsic motivation doesn’t work (Kohen)- Rewards punish- Rewards rupture relationships- Rewards ignore reasons- Rewards discourage risk-taking- Extrinsic motivation can discourage desired behaviors

Why intrinsic motivation is extremely important- To create life-long learning- To stem negative behaviors and improve classroom climate (60%)- To make students and teachers partners in the learning process

Developmental Tasks of Teens

How can we use the developmental tasks of adolescents to help us design motivating, intrinsically rewarding projects?

Discuss with your elbow partner.

Great research projects not only teach important information literacy skills but also:

make school more meaningful for all students,

help students develop higher level thinking skills.

Rethink Research Assignments

Structure them so that they:• are examples of authentic learning• emphasize critical thinking skills• emphasize creative thinking• emphasize metacognition so that students

can think about the “what” and “how” of their learning

We CAN structure assignments so they are meaningful and cheat proof

OSLA 2005

• engages in real world issues or problems to demonstrate learning

• allows students to utilize their learning styles and strengths

• focuses on both process and product

Authentic Learning

If the complete answer to an academic question can be found on the Internet then the question needs to be

changed.

Jamie McKenzie

Doug Johnson: Four A’s of Motivational Projects

1. Assignments that Matter

2. Activities That Involve

3. Assessments That Help

4. Attitude (Teacher Attitude, That Is) is Everything

In Other Words

Ban Those Bird Units!!!

Say Something

Share something that resonated with you about the last few slides.

Do this with an ‘eyeball’ partner.

Project Management Structures

Activity: Taking Stock I

1. Check off those structures that you already have in place.

2. Put a star beside the ones that you can put into place easily .

3. Circle the ones that you can add to your current project with a bit if tweaking.

Change Point of View: History

Find out about a WW II battle of your choice and write a two page report about it.

You are a soldier in the battle of ______ in World War II. Write a personal narrative, create a video or podcast of your experience.

Traditional Authentic

Select one of the listed authors. Write a research paper of 3 to 5 typed pages. Your paper must include a discussion of each of the following:

Biography Influences of his work Place in Canadian lit Influence on other writers List of major works and

themes

In keeping with the philosophy of ‘less is more’, the English Department has decided to select a limited number of authors to be studied in depth. Prepare to convince your teacher that the author you are recommending should be included on the list. Be sure to give reasons and support your reasons with specific information about the author and her works.

Make a Decision: Geography

Write a report on xyz city.

Create a video or podcast:

Which city is the best city for….

-the Winter Olympics

-a new theme park -a family’s new

home

Activity: Taking Stock II

1. Look at the Rethinking section. What can you add or change to give your students choice and to differentiate? Underline it.

Components

1. Project Plan

2. Project Process

Identify desired results

Determine acceptable evidence

Plan learning experiences and

instruction

Component 1: Project Plan

Design Down

Identify desired results

Determine acceptable evidence

Plan learning experiences and

instruction

Design Down Example

Make a Decision: Social Studies

Write a report about what makes a good Canadian citizen.

Hall of Citizenship Recognition

The province has announced the establishment of a Hall of Recognition to honour the contributions of local citizens to their community, the province or the country. Because you are learning about citizenship in Canada, you have been asked to nominate a candidate who you believe represents a good citizen. It can be someone you know or someone you read about. Your task is to select and research the life of your chosen individual. Write a nomination letter, create a video or podcast to the Hall’s selection committee explaining the reasons your candidate should be considered. Be sure to describe your candidate’s actions that show he/she is a good Canadian citizen.

Activity: Identify Desired Results

Expectations from curriculum guide What expectations do you want to meet? What have you overlooked? What Big Idea/Essential Questions will motivate the

learner? http://questioning.org/Q7/toolkit.html

Expectations from Information Studies Teacher librarian curriculum guide

Enduring Understandings Big ideas What is the “So What?”

Determine Acceptable Evidence

Think like an assessor

Variety of formal and informal assessments

Continuum of Assessment Methods:

•Informal checks for understanding•Observation/Conferencing•Quiz/Test•Reflective writing prompt•Performance task/project

Designing Tasks: GRASPS

Goal: focus for “enduring understanding”

Role: multi perspectives

Audience: authentic tone and voice

Situation: real-life context

Product: varied - presentations, reports, brochure

Standards: criteria for success

Hall of Citizenship Recognition

The province has announced the establishment of a Hall of Recognition to honour the contributions of local citizens to their community, the province or the country. Because you are learning about citizenship in Canada, you have been asked to nominate a candidate who you believe represents a good citizen. It can be someone you know or someone you read about. Your task is to select and research the life of your chosen individual. Write a nomination letter, create a video or podcast to the Hall’s selection committee explaining the reasons your candidate should be considered. Be sure to describe your candidate’s actions that show he/she is a good Canadian citizen.

Activity: Creating Your Summative Task Your Project

Write your project task so that it conforms to GRASPS.

Plan Learning Experiences

What knowledge will students need?What skills will students need?What activities will equip students with the

knowledge and skillsWhat will need to be taught/coached?What materials and resources?

Consolidation– Save the Last Word for Me

Form a group of 4.Individually, review what we did today.Share one thing that you learned.Rest of the group comment in round robin

fashion (no cross talk).The person who initially named the item,

shares her/his thoughts and gets the last word.

Homework:

Examine your task.Determine what learning experiences the

students will need to complete the summative task for your project.

Next session is March 3.

Next Session

Four Stage Research Process – completing your project

Using read/write web tools (blogs, wikis) to engage and collaborate

Examine GECDSB virtual libraryExamine the Just Research websiteSample research projects and models

Designing Quality Research Projects

Session 2

Walk About Review

Using the organizer, collect information about the last session under the headings: Recollections Insights Applications

Include the name of the person who shared.

Component 2: OSLA Research Process Model

Integrating Information Literacy Skills

Research Process Model: Intermediate/Senior

1.Preparing For Research

2. Accessing Resources

3. Processing Information

4.Transferring Learning

OSLA

Why a Research Process?

Structure or plan for students

Support success of all students (chunking)

Consistency and common language

Transferable to all subjects and grade

Framework for: design of project skills assessing & evaluating

OSLA 2005

Using The Research Process

Identify meaningful steps within the structure of each assignment

Use an assessment scheme giving appropriate weight to process and product

Assess and evaluate the research process at various stages

Teach students the meaning of academic honesty, plagiarism, intellectual property, and copyright.

OSLA 2005

Research Imagine the Learning

Resource for elementary research

Information literacy skills for each stage

Assessment strategies for process

Research Success @ your library

Resource for secondary research

Information literacy skills for each stage

Assessment strategies for process

Information Literacy Skills

Questioning Skimming/scanning Planning: focusing, information gathering, organizing Processing: analyzing, generating, integrating, synthesizing,

concluding, evaluating, making connections Note making Academic honesty, copyright Organizing Presenting Formatting, citing Reflecting

Activity

1. Add a post-it to the pages in your research document that you could use with your project.

2. Fill in the activity sheet: integrating technology into your project.

Stage 1: Wonder and Explore or Preparing for Research

Define Understand research process, assignment Prepare portfolio

Explore Topics?; subtopics? Brainstorm

Identify Questions are the key!!! Search strategies and focus statement

Relate KWL or the KNR chart Conference with peers, family, teacher or Teacher-librarian

Stage 1 Skills

Literacy Information Literacy Make connections Access prior knowledge Predict Question Listen Read Talk Think

Form questions Prioritize questions Evaluate questions Metacognitive

processing Classification of

various text formats

Activity: Research Questions That Matter

With your partner, examine the question rubric and examples.

Create your own questions based on a research topic of your choice.

Stage 2: Search and Select or Accessing Resources

Locate Variety of resources Print, electronic, primary, secondary sources

Select General to specific Suitable and best

Gather Record citation details Saved lists (database tools, print)

Collaborate Share Conference

Stage 2 Skills

Literacy Information Literacy Features of Non-fiction

text Reading web-based

resources Skimming and scanning Reading graphic text

(pictures, illustrations, graphs, charts)

Media literacy

Reading a variety of texts: periodicals, databases, websites, blogs, print, etc

Search strategies (Boolean, subject, title, author)

Interpret statistical data Use specialized indexes

Virtual Library@ GECDSB

Online databasesStudent Reference PortalWebcat

Stage 3: Think and Connect or Processing Resources Analyze and Evaluate

Relevance, accuracy, bias, currency, authority Note-taking (point form, different viewpoints, my thoughts)

Test Does information answer questions?

Sort Graphic organizers Sub-topics Charts, spreadsheets, database

Synthesize Make connections Formulate conclusions Share

Stage 3 Literacy Skills

Evaluate sources of information

Summarizing Analyze Paraphrasing Direct quotes Compare/contrast Cause effect Sequencing Informational Writing

Using note- taking graphic organizers

Academic Honesty

“Students don’t plagiarize because they smart, they plagiarize because they are lazy.” – David Warlick

“Or because they don’t know any better!” – Sharon Seslija

Writing-Plagiarism Advice for Lessons

http://ali.apple.com/edres/ellesson/elem-writplagerism.shtml

Combating Plagiarism

http://www.slideshare.net/dwarlick/combating-plagiarism/

Stage 4: Create and Share or Transferring Learning

Revise• 1st draft• Revise/edit• polish

Present• Organize, present and share

Reflect• New knowledge and skills• Improve upon next time

Transfer• Apply to other projects• Apply to life-long learning

Stage 4 Literacy and Information Literacy Skills

Writing, reading, speaking, listening, Oral presentations Written presentations Multimedia Presentations

Metacognitive processing Self and peer assessment

Citation formats

Read/Write Web and Research the Research Project

WikisBlogs

Examples of Quality Research Projects

Ban the Bird Unit examplesScienceHistoryDrama

Recap of the Design Process

Start with your expectations – content and information literacy skills

Decide on the Assessment Method and Tools GRASPS/Models Research Process – 4 stages Lessons and activities Resources

Activity: Chunk Your Project

Divide your project into the 4 stages:1. Preparing for Research2. Accessing Resources3. Processing Resources4. Transferring Learning

Choose one or two information literacy skills to teach to students and include them in the stages

Resources

Your teacher librarian Imagine the Learning Ban Those Bird Units Build Your Own Information Literate School Smart Ideas (software) Elibrary Elementary and Curriculum Edition Knowledge Ontario – Resource Ontario databases