I-SearchI-Search

Bethany ShullBethany Shull

Mary FishMary Fish

Bethany ShullBethany Shull

Mary FishMary Fish

Where It All Started

Social Studies Social Studies Problem: Problem:

teaching writingteaching writing

English Problem: English Problem: teaching researchteaching research

Collaborative Collaborative Solution: Solution:

The I-SEARCHThe I-SEARCH

What is the I-Search?

An inquiry-based An inquiry-based approach to researchapproach to research articulated by articulated by Ken Macrorie in his book The I-Search Paper (1988). Ken Macrorie in his book The I-Search Paper (1988).

The I-SearchThe I-Search

is a research narrative.is a research narrative.

places the student at the center of the research process.places the student at the center of the research process.

spotlights the relationship between the student and the spotlights the relationship between the student and the information with which they are interacting. information with which they are interacting.

empowers students to see themselves as questioners, empowers students to see themselves as questioners, evaluators, researchers, and writers. evaluators, researchers, and writers.

supports students who struggle with academic writingsupports students who struggle with academic writing

ESL/ELL friendly

““The I-Search is an easier text for ESL The I-Search is an easier text for ESL students because they are allowed to be students because they are allowed to be a little less formal and less rigid. They a little less formal and less rigid. They can use “I.” It’s not so depersonalized. can use “I.” It’s not so depersonalized. For ESL students who write like they For ESL students who write like they speak, it’s perfect. It’s a very nice speak, it’s perfect. It’s a very nice transition into more formal structures.”transition into more formal structures.” (Karen Wilson, ESL HOD)(Karen Wilson, ESL HOD)

Five Steps of the I-Search

I.I. MY QUESTION: MY QUESTION: What I Already Knew, What I Already Knew,

and What I Wanted to Knowand What I Wanted to Know

II.II. MY SEARCH PROCESS: MY SEARCH PROCESS:

The Story of My SearchThe Story of My Search

III.III. WHAT I HAVE LEARNED: WHAT I HAVE LEARNED:

My Findings and ConclusionsMy Findings and Conclusions

IV. WHAT THIS MEANS TO ME: IV. WHAT THIS MEANS TO ME:

My Growth as a ResearcherMy Growth as a Researcher

V. REFERENCESV. REFERENCES

Scrambled I-Search

You have received an abridged version of our I-You have received an abridged version of our I-Search paper on modelling and introducing the Search paper on modelling and introducing the I-Search process to our students at ISSH. I-Search process to our students at ISSH.

Instructions:Instructions: Put the text boxes in order. Put the text boxes in order.

Insert subheadings to identify each of the five Insert subheadings to identify each of the five parts of the I-Search paper. parts of the I-Search paper.

Answers to I-Search Scramble

I. MY QUESTION: I. MY QUESTION: What I Already Knew, and What I Wanted to KnowWhat I Already Knew, and What I Wanted to Know

Paragraphs C, I, DParagraphs C, I, D

II. MY SEARCH PROCESS: II. MY SEARCH PROCESS: The Story of My SearchThe Story of My Search

Paragraphs B, G Paragraphs B, G

III. WHAT I HAVE LEARNED: III. WHAT I HAVE LEARNED: My Findings and ConclusionsMy Findings and Conclusions

Paragraphs F, HParagraphs F, H

IV. WHAT THIS MEANS TO ME: IV. WHAT THIS MEANS TO ME: My Growth as a ResearcherMy Growth as a Researcher

Paragraph AParagraph A

V. REFERENCESV. REFERENCESParagraph EParagraph E

I. What We Knew

WASC/CIS recommended more interdepartmental collaboration

Modelling writing tasks

I-search process works

Portfolio assessment applying Developmental Continuums

I. OUR QUESTION: I. OUR QUESTION: What We What We Already KnewAlready Knew

Skills assessed - Reading Continuum

FluentFluent - I sometimes use different resources - I sometimes use different resources (encyclopedias, articles, Internet, and nonfiction texts) to (encyclopedias, articles, Internet, and nonfiction texts) to find information find information

ProficientProficient - Uses resources (e.g. encyclopedias, - Uses resources (e.g. encyclopedias, articles, Internet, and nonfiction texts) to locate articles, Internet, and nonfiction texts) to locate information independentlyinformation independently

ConnectingConnecting - Integrates nonfiction information to - Integrates nonfiction information to develop deeper understanding of a topic independently develop deeper understanding of a topic independently

IndependentIndependent - Chooses and comprehends a wide - Chooses and comprehends a wide variety of sophisticated materials with ease (e.g. variety of sophisticated materials with ease (e.g. newspapers, magazines, manuals, novels, and poetry)newspapers, magazines, manuals, novels, and poetry)

Skills assessed - Writing Continuum

Fluent Fluent - I sometimes write organized fiction and nonfiction - I sometimes write organized fiction and nonfiction AND Uses paragraphs to organize ideasAND Uses paragraphs to organize ideasProficient -Proficient - Begins to write organized and fluent nonfiction, Begins to write organized and fluent nonfiction, including simple bibliographies AND Writes cohesive including simple bibliographies AND Writes cohesive paragraphs including reasons and examples with guidanceparagraphs including reasons and examples with guidanceConnecting Connecting - Writes organized, fluent, and detailed - Writes organized, fluent, and detailed nonfiction independently, including bibliographies with nonfiction independently, including bibliographies with correct format AND Writes cohesive paragraphs including correct format AND Writes cohesive paragraphs including supportive reasons and examplessupportive reasons and examplesIndependentIndependent - Writes organized, fluent, accurate, and in- - Writes organized, fluent, accurate, and in-depth nonfiction, including references with correct depth nonfiction, including references with correct bibliographic format AND uses a clear sequence of bibliographic format AND uses a clear sequence of paragraphs with effective transitionsparagraphs with effective transitions

I. OUR QUESTION: What We Wanted to Know

Could I-search be adapted for Middle School?

Would I-search achieve our goal to empower the students as researchers?

II. Our Search ProcessII. Our Search Process

2009 Sept 2009 Sept - Created the guides- Created the guides2009 Oct 2009 Oct - Tested the guide by writing models (Mary, Bethany, - Tested the guide by writing models (Mary, Bethany, Nicola)Nicola)2009 Oct 2009 Oct - grade 7/8 English students analyzed the model and - grade 7/8 English students analyzed the model and applied process to literature research projects. applied process to literature research projects. 2009 Nov 2009 Nov - I-search research paper (7- I-search research paper (7thth grade) and I-search grade) and I-search Powerpoint presentation (8Powerpoint presentation (8thth grade) grade) 2009 Nov 2009 Nov – I-search process introduced to gr.5/6 in SS– I-search process introduced to gr.5/6 in SS

• 2009 Dec 2009 Dec - Students required to use I-Search process in SS - Students required to use I-Search process in SS Chronicles gr.5-8Chronicles gr.5-82010 Feb 2010 Feb - Applied process to additional two Chronicles. - Applied process to additional two Chronicles. 2010 Sept 2010 Sept - Taught to new Social Studies teachers- Taught to new Social Studies teachers 2010 Nov 2010 Nov - compiled a research booklet and supporting materials - compiled a research booklet and supporting materials for organizing and editing Chroniclesfor organizing and editing Chronicles

III. What We Have LearnedIII. What We Have Learned

• We have created a number of documents, which can be found on We have created a number of documents, which can be found on our wiki (our wiki (www.isearchinsideout.wikispaces.com) , including:

• The I-search Experiment paper (unabridged)The I-search Experiment paper (unabridged)• One-page guides to I-Search gr. 5/6 and gr. 7/8One-page guides to I-Search gr. 5/6 and gr. 7/8• Two teacher-written modelsTwo teacher-written models• I-search booklet for gr. 5/6I-search booklet for gr. 5/6• Samples of student work Samples of student work • Introducing the I-Search ActivitiesIntroducing the I-Search Activities• Assessment rubricsAssessment rubrics• One page guide to web resources on the I-Search processOne page guide to web resources on the I-Search process

Question 1: Can we adapt the I-search for Middle School?

III. What We Have Learned

Question #2:

Would the I-Search process achieve the goal to empower the students as researchers?

38 - 8th Grade Student Surveyed

• The I-Search has helped me to do the following MORE than I did BEFORE I learned the I-Search process:

• 22/38 claimed . . . I have improved my ability to

summarize, paraphrase, and quote my sources.

I know how to write a correctly formatted bibliography.

Survey results

21/38 claimed . . . I use more research sources than I did

before I learned the I-Search process. I can figure out how two or more sources

fit together to answer my question.

18/38 claimed . . . I have improved the way that I give credit

to my sources in my citations. I know more often how and when to show I have used a source.

Sarah – ER graduate

"I now know that I should find as many web sites as "I now know that I should find as many web sites as possible to find out more information and to check if possible to find out more information and to check if the information is accurate. I also found out that there the information is accurate. I also found out that there are reference sections in some sites, so if you click on are reference sections in some sites, so if you click on one, it takes you to another site which they got the one, it takes you to another site which they got the information from. I think this research was easier than information from. I think this research was easier than the last I-search. I have done it few times before so it the last I-search. I have done it few times before so it became easier to do since I know what to do.“ became easier to do since I know what to do.“ Sarah Sarah G. Grade 8 (graduate of our English Reinforcement G. Grade 8 (graduate of our English Reinforcement class)class)

India – previously homeschooled

"I have learnt that when searching for information it is okay "I have learnt that when searching for information it is okay to click on the tabs that appear on the screen, and that to click on the tabs that appear on the screen, and that Wikipedia and Wikipedia and answers.com are very unreliable sources.  are very unreliable sources. Before I did this project I had a very hard time writing Before I did this project I had a very hard time writing reports and projects, but during my essay I have realized reports and projects, but during my essay I have realized how to start and finish sentences as well as use the MLA how to start and finish sentences as well as use the MLA system. I believe this project has changed the way I would system. I believe this project has changed the way I would have done many other projects in the future. I have found have done many other projects in the future. I have found many reliable web sites as well as learnt it is okay to make many reliable web sites as well as learnt it is okay to make mistakes. I am sure that in the future I will do more projects mistakes. I am sure that in the future I will do more projects on subjects I like just as I did this one."  on subjects I like just as I did this one."  India A. (new to India A. (new to ISSH, previously home schooled)ISSH, previously home schooled)

Olga – High Achieving Student

"I think I grew a lot as a researcher while doing this chronicle. I "I think I grew a lot as a researcher while doing this chronicle. I learnt that books are a really significant piece of information. I learnt that books are a really significant piece of information. I also found out that it is necessary to compare many websites also found out that it is necessary to compare many websites and decide which information will suit your arguments, and decide which information will suit your arguments, because many countries and people have a completely because many countries and people have a completely opposite view on the Nobel Peace Prize. For example, I found opposite view on the Nobel Peace Prize. For example, I found it hard to decide whether the Nobel Peace Prize is actually it hard to decide whether the Nobel Peace Prize is actually significant in this world, or whether you can consider it being significant in this world, or whether you can consider it being insignificant. This was hard to decide, because there are no insignificant. This was hard to decide, because there are no right or wrong answers in a political issue, such as this one. right or wrong answers in a political issue, such as this one. Citing articles and websites played a big role in my growth as Citing articles and websites played a big role in my growth as well. I found it really hard to cite some of the websites and I well. I found it really hard to cite some of the websites and I had to practice for a while before I was able to cite articles and had to practice for a while before I was able to cite articles and websites smoothly. Overall, this chronicle helped me advance websites smoothly. Overall, this chronicle helped me advance in terms of being a researcher and I was able to nail many in terms of being a researcher and I was able to nail many things that I wasn’t able to nail last time."  things that I wasn’t able to nail last time."  Olga R.Olga R.   

IV. What this Means to Us

Modelling the I-search process helped Modelling the I-search process helped us to see the research process from us to see the research process from the students’ perspective. the students’ perspective.

Just as we never stop learning about Just as we never stop learning about writing, we never stop learning about writing, we never stop learning about research.research.

A brief survey . . . .

Which of the following issues do you find the MOST challenging Which of the following issues do you find the MOST challenging when teaching research writing? (Vote for all that apply.)when teaching research writing? (Vote for all that apply.)

Deterring deliberate PLAGIARISM.Deterring deliberate PLAGIARISM. Motivating students to consult a VARIETY of sources.Motivating students to consult a VARIETY of sources. Encouraging students to EVALUATE sources.Encouraging students to EVALUATE sources. Teaching students to SYNTHESIZE sources.Teaching students to SYNTHESIZE sources. Teaching students how to summarize, paraphrase, quote, and Teaching students how to summarize, paraphrase, quote, and

appropriately CITE and DOCUMENT sources. appropriately CITE and DOCUMENT sources. Teaching students how to STRUCTURE research writing.Teaching students how to STRUCTURE research writing. Empowering students to write research writing in their own Empowering students to write research writing in their own

VOICES. VOICES. Challenging students to take OWNERSHIP of the research Challenging students to take OWNERSHIP of the research

process, to identify areas they need to strengthen, and to set process, to identify areas they need to strengthen, and to set goals. goals.

Avoiding PLAGIARISM.Avoiding PLAGIARISM. Consulting a VARIETY of sources.Consulting a VARIETY of sources. EVALUATING sources.EVALUATING sources. SYNTHESIZING sources.SYNTHESIZING sources. Summarizing, paraphrasing, quoting, and Summarizing, paraphrasing, quoting, and

appropriately CITING and DOCUMENTING appropriately CITING and DOCUMENTING sources. sources.

STRUCTURING research writing.STRUCTURING research writing. Writing in her own VOICE. Writing in her own VOICE. Taking ownership of the research process, Taking ownership of the research process,

identifying areas she needs to strengthen, and identifying areas she needs to strengthen, and setting goals. setting goals.

As you listen to/read Georgia’s Story of My Search,

evaluate what she does well.

As you listen to/read Jessica’s Story of My Search, evaluate what she does well. Avoiding PLAGIARISM.Avoiding PLAGIARISM. Consulting a VARIETY of sources.Consulting a VARIETY of sources. EVALUATING sources.EVALUATING sources. SYNTHESIZING sources.SYNTHESIZING sources. Summarizing, paraphrasing, quoting, and Summarizing, paraphrasing, quoting, and

appropriately CITING and DOCUMENTING appropriately CITING and DOCUMENTING sources. sources.

STRUCTURING research writing.STRUCTURING research writing. Writing in her own VOICE. Writing in her own VOICE. Taking ownership of the research process, Taking ownership of the research process,

identifying areas she needs to strengthen, and identifying areas she needs to strengthen, and setting goals. setting goals.

As you listen to/read Yuki’s My Findings and Conclusions, evaluate what she does well.

Avoiding PLAGIARISM.Avoiding PLAGIARISM. Consulting a VARIETY of sources.Consulting a VARIETY of sources. EVALUATING sources.EVALUATING sources. SYNTHESIZING sources.SYNTHESIZING sources. Summarizing, paraphrasing, quoting, and Summarizing, paraphrasing, quoting, and

appropriately CITING and DOCUMENTING appropriately CITING and DOCUMENTING sources. sources.

STRUCTURING research writing.STRUCTURING research writing. Writing in her own VOICE. Writing in her own VOICE. Taking ownership of the research process, Taking ownership of the research process,

identifying areas she needs to strengthen, identifying areas she needs to strengthen, and setting goals. and setting goals.

Possible Class Activities

• Reorganize a disorganized I-Search: Label the parts

• Cross-reference the one page guide with the model I-Search

• Write annotations for each source in the bibliography of the model I-Search

• Design a Presentation that will convey all the important ideas in an I-Search essay efficiently and visually

Steve Merkel-Hess, Social Studies teacherSteve Merkel-Hess, Social Studies teacher

““The I-Search helped the students to focus The I-Search helped the students to focus on the inquiry part of the research process. on the inquiry part of the research process. Some of the students had trouble formulating Some of the students had trouble formulating a question that required research to answer. a question that required research to answer. For example, ‘What is my favorite baseball For example, ‘What is my favorite baseball team?’ That was an unacceptable question, team?’ That was an unacceptable question, which the student fairly quickly realized. The which the student fairly quickly realized. The whole paper is about answering a higher whole paper is about answering a higher level question.”level question.”

Chris Gray, Social Studies Teacher

"With the I-search report, the students "With the I-search report, the students research process is exposed allowing research process is exposed allowing the teacher to notice the teacher to notice strengths/weaknesses and trends. strengths/weaknesses and trends. With this information, valuable lessons With this information, valuable lessons can be created to alter students can be created to alter students understanding of how to research."understanding of how to research."

Inside out - Students

• Case Study: Rachael fromCase Study: Rachael from Wikipedia Wonder to Wikipedia Wonder to Book LoverBook Lover

• ““Before when I researched for my Chronicle, I used Before when I researched for my Chronicle, I used to go to Google right away and start searching . . . to go to Google right away and start searching . . . But in this Chronicle I used two books and a But in this Chronicle I used two books and a magazine to help me do my research. . . . I think by magazine to help me do my research. . . . I think by doing the I-Search, it helped me to think about doing the I-Search, it helped me to think about where and why I go to a website and if I can really where and why I go to a website and if I can really trust that website because you have to write every trust that website because you have to write every step of your search.” Rachael S. step of your search.” Rachael S.

Not Just a Paper – It’s a Process

• InterdisciplinaryInterdisciplinary• Collaborative: Collaborative: Wii-Search Wii-Search

• Multimedia presentationsMultimedia presentations• Photo Essays

“Negro Children of the Mississippi Delta” (July, 1936) Dorothea Lange

Isearchinsideout

• www.isearchinsideout.wikispaces.com

• Background information

• Explanations of the process

• Documents we’ve created

• Additional Resources

Thanks for coming!

Acknowledgements

• Thank you to Joy Seed, Chris Gray, Thank you to Joy Seed, Chris Gray, Nicola Takizawa, Megan Collins, Nicola Takizawa, Megan Collins, Steve Merkel-Hess, Karen Wilson, Steve Merkel-Hess, Karen Wilson, Mark McCright, Will George, and Mark McCright, Will George, and Mark Felstehausen. Mark Felstehausen.

• Thank you to all the Middle School Thank you to all the Middle School students at ISSH. students at ISSH.

English Social Studies

1.1. Creates I-Search guides.Creates I-Search guides.2.2. Writes I-Search models. Writes I-Search models. 3.3. Introduce the I-Search models Introduce the I-Search models

and process in English class and process in English class activities. activities.

4.4. Assists students with specific Assists students with specific writing problems that arise in the writing problems that arise in the Chronicles: structuring the Chronicles: structuring the FINDINGS and CONCLUSIONSFINDINGS and CONCLUSIONS

5.5. Assists with peer editing Assists with peer editing sessions.sessions.

6.6. Reinforces the I-Search process Reinforces the I-Search process in research projects for English. in research projects for English.

7.7. Reinforces documentation in Reinforces documentation in research projects for English. research projects for English.

8.8. Includes the Social Studies Includes the Social Studies Chronicles in the English Chronicles in the English Department’s year-end Writing Department’s year-end Writing Continuum portfolio evaluation. Continuum portfolio evaluation.

1.1. Uses the I-Search guides for Uses the I-Search guides for Social Studies Chronicles. Social Studies Chronicles.

2.2. Assists students with the planning Assists students with the planning and drafting processes for the and drafting processes for the Chronicles. Chronicles.

3.3. Identifies areas that need to be Identifies areas that need to be more specifically addressed in the more specifically addressed in the I-Search process (ie. formulating I-Search process (ie. formulating research questions; using an research questions; using an appropriate range of sources). appropriate range of sources).

4.4. Selects student models to help Selects student models to help students improve. students improve.

5.5. Assesses the Chronicles three Assesses the Chronicles three times each year. times each year.