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