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Principals’ SessionApproaching Research:

Module 10.3

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Purpose of this Session

• Participants will be able to… Identify the key design principles and features of

Module 10.3. Understand the design components and

approach to research. Identify areas where students and teachers will

need support when engaging with the module.

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Origins of the NY Curriculum Modules’ Approach to

Research

Research: NY

Curriculum Modules

Odell Education Research

Unit

CCSS Writing

CCSS Reading

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Research: Key Design Features

• Inquiry-driven process designed to deepen understanding

• Iterative and cyclical • Student topic selection• Writing from sources

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Writing Standards: Writing Has a Progression Too!

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Research: Assessed CCSS

• Read W.9-10.7, W.9-10.8, and W.9-10.9. • Discuss: What are the skills and expectations embedded in these

standards?

• W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

• W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Assessment Map• End-of-Unit Assessment• Performance Assessment

How do they require increasing levels of mastery for W.9-10.7, W.9-10.8, and W.9-10.9?

How can you talk with teachers about what an assessment is expected to tell us about what students can do, and what the students' performance on that assessment says about the need for instruction, scaffolding, or other supports?

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Productive Inquiry

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Research Module Overview

Unit 1:

Close Reading

Using seed texts as

springboards for exploring topics

Unit 2:

The Research Process

Using inquiry to refine and

deepen understanding around a topic

Unit 3:

The Writing Process

Communicating research effectively

through writing

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Unit Overview Jigsaw Activity

• Form groups of three. Divide the unit overviews from this module among you. Each person should read one overview.

• In your group, share details about your unit with the other group members, focusing on the following questions:

What does each unit provide to help students understand the research process?

How do the units connect and build on each other?

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Reflecting on 10.3: Approach to Research

In the next sessions, you’ll have an opportunity to discuss:

How this approach to argument writing supports the CCSS instructional shifts and standards.

How you might envision adapting this to your classroom or school(s).

Decide which pieces will be most challenging to implement and solutions to meet those challenges.

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Q & A

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to http://

www.engageny.org/resource/network-team-institute-materials-may-13-16-2014

and select “Online Parking Lot” for any NYSED

related questions.

Thank You!

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