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Context

Context. This presentation is intended for teachers in high school English and Social Studies departments, the groups that most often engage in a research process with their students.

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Context

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  1. Context • This presentation is intended for teachers in high school English and Social Studies departments, the groups that most often engage in a research process with their students. • These teachers don’t often have time to examine their approaches to the research process, and leading multiple classes in it can be stressful and disorganized. • This presentation would be appropriate for an in-service meeting, when teachers have a designated time frame away from grading and planning to evaluate their methods.

  2. The I-Search Information Processing Model Bringing Sanity to Research Presentation by Jillian Mandelkern November 29, 2010

  3. Objectives • Teachers will be able to lead students in a organized I-Search process with the use of: • Modeling • Graphic organizers • Search keywords • Subscription databases and subject directories

  4. The I-Search Process

  5. Part I: My Questions • Use K-W-L charts to kick off the process • Model brainstorming. • Create a space for students to develop a cohesive guiding question. • Return to the “L” (What have I learned?) later.

  6. Part II: My Search ProcessWhere to Research What can students use besides Google?

  7. Part II: My Search ProcessGetting Good Search Results • Complete a search term organizer first. Chart developed in part by Judy Pezzuolo

  8. Part II: My Search ProcessResource-Specific Search Tips • Provide a brief list of web-based resources to help students get started. See librarians for quick guides and tips. • JSTOR Quick Guide excerpt: Pick the type of information you want to search through Add as many search terms to include or exclude as needed

  9. Part II: My Search ProcessCiting Information • Discuss proper citation practices • MLA or APA documentation? • See librarians to help with tutorials and review. • Simplify the process. • Encourage students to cite while they research. • Fill-in-the-blank citation sheets • Noodle Tools • Spaces on graphic organizers

  10. Part III: What I Have Learned • Provide tools for collecting and synthesizing information • Graphic organizers with guiding questions • Note-taking tips • Website evaluation sheets • Peer and teacher conferencing and discussion

  11. Part IV: What This Means To MeRefining • Revision process applies to all presentation methods • Drafting • Editing • Revising • Publishing

  12. Part IV: What This Means To MeOptions for Final Presentations Informal Formal Conference Write-Up Website Speech Discussion PowerPoint Presentation Paper Letter to Editor Poster

  13. In Conclusion • Why use the I-Search information processing model? • Structure for students and teachers • Breaks project into manageable chunks, especially for students with IEPs • Emphasizes importance of process – less opportunity to “cheat through” • Sense of accomplishment and lasting understandings for students

  14. References Jent, Amy. “My I-piphany: A Graduate School I-Search.” Knowledge Quest 32.4 (2004): 32-35. Library Literature. Web. 2 Feb. 2010. Mandelkern, Jillian. “JSTOR Quick Guide.” 27 Oct. 2010. Microsoft Word file. Pezzuolo, Judy. “Assignment2_2Kywrds .” N.d. Microsoft Word file.

  15. Checking for instructional effectiveness • To make sure that teachers understood the steps of the I-Search model, it would be most realistic to make it a departmental expectation for teachers to incorporate the process into their curriculum. Teachers would make an appointment with the librarian to start the process, and the librarian would be meeting with teachers for class library use and discussing the progress at department meetings. The librarian would be in conversation with the department heads and principals about the effectiveness of the instruction (from the librarian to the teachers, and the teachers to the students).

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