1. Preparing for Research

 

9 th

10 th

11 th

1.1

Define the research task: Students have a clear understanding of the task to be completed
 

1.1.a

Ask questions to clarify the requirements of the task.

Teacher

Explain the assignment thoroughly or provide clear and concise directions. (T)

Explain the assignment thoroughly or provide clear and concise directions. (T)

Explain the assignment thoroughly or provide clear and concise directions. (T)

Student

Listen to and process instructions from the teacher. Ask clarifying questions.

Listen to and process instructions from the teacher. Ask clarifying questions.

Listen to and process instructions from the teacher. Ask clarifying questions.

 

1.1 b

b. State the research task or question in clear and concise terms.

Teacher

Build in feedback mechanisms from students (conference, journal entry, proposal sheet, exit slip, etc) so students can demonstrate understanding. (T)

Build in feedback mechanisms from students (conference, journal entry, proposal sheet, exit slip, etc) so students can demonstrate understanding. (T)

Build in feedback mechanisms from students (conference, journal entry, proposal sheet, exit slip, etc) so students can demonstrate understanding. (T)

Student

Respond to requests for feedback.

Respond to requests for feedback.

Respond to requests for feedback.

 

1.2

1.2 Develop a research plan: Students organize the research projects into manageable tasks
 

1.2 a

Create a realistic plan for managing project tasks, deadlines, and sources in an efficient and effective manner.

Teacher

Provide students with a timeline, checklist or other aides to plan and structure work effectively. (T/L)

Provide students with a timeline, checklist or other aides to plan and structure work effectively. (T/L)

Provide students with a timeline, checklist or other aides to plan and structure work effectively. (T/L)

Student

Follow a predetermined, structured, research plan and timelines as directed by the teacher.

Follow a predetermined, research plan and timelines as directed by the teacher. Some independent planning/ time management expected from student.

Student is responsible for managing timelines and implementing a research plan with minimum supervision.

 

1.2 b

If appropriate, work with others to divide responsibilities for the project

Teacher

Provide directions to students on how to divide group responsibilities. (T)

Provide directions to students on how to divide group responsibilities. (T)

Provide directions to students on how to divide group responsibilities. (T)

Student

 Divide up group responsibilities as necessary. Divide up group responsibilities as necessary. Divide up group responsibilities as necessary.
 

1.3

Topic Selection: Students select a topic of interest to them personally

 
1.3 a Select an individual or group topic, as directed by the teacher.

Teacher

 Provide a list with a variety of topics for students to choose from or provide a guided method for choosing a topic (e.g. pick an item from each column and combine to form research topic) (T/L) Guide students in choosing a topic within parameters (e.g. pick an item from each column and combine to form research topic) (T/L) Provide minimal guidance in helping students select topics. (T/L)

Student

 Select a research topic and communicate choice with the teacher. Select a research topic and communicate choice with the teacher. Select a research topic and communicate choice with the teacher.
 
1.3 b Use a presearch method to gain basic background or access prior knowledge. (e.g. KWL, use specialized reference source, freewriting, brainstorming, preliminary Internet search).

Teacher

 Provide basic background information to the students before they start their assignment through a lecture, video or other method. Provide time and access for students to build background knowledge independently by using their textbooks, LRC reference materials, or other methods (e.g. Web Hotlist). Teach students how to use a KWL graphic organizer. (T/L) Instruct students to find background information to the students before they start their assignment. Provide time and access for students to build background knowledge independently by using their textbooks, LRC reference materials, or other methods (e.g. Web Hotlist). Have students use a graphic organizer to summarize findings. (T/L) Instruct students to find background information to the students before they start their assignment. Provide time and access for students to build background knowledge independently by using their textbooks, LRC reference materials, or other methods (e.g. Web Hotlist). Have students use a graphic organizer to summarize findings. (T/L)

Student

Read, view, or listen to source to gain background knowledge about the research topic. Source examples: include textbooks, teacher, encyclopedia, databases or Internet. Use graphic organizer to organize information.

Read, view, or listen to source to gain background knowledge about the research topic. Source examples: include textbooks, teacher, encyclopedia, databases or Internet. Use graphic organizer to organize information. Read, view, or listen to source to gain background knowledge about the research topic. Source examples: include textbooks, teacher, encyclopedia, databases or Internet. Use graphic organizer to organize information.
 
1.3 c Develop a specific working thesis or hypothesis.

Teacher

 Introduce thesis writing and provide practice exercises. (T) Review thesis writing and require students to write a simple thesis for their project. (T) Review thesis writing and require students to write a complex thesis for their project. (T)

Student

 Practice creating theses and research questions as part of a guided exercise. Write a simple thesis for the project with guidance. Write a complex thesis for the project with guidance.
 
1.3 d Form one or more guiding research questions and sub-questions

Teacher

 Introduce research questions and sub-questions. Provide assignment’s essential question, but have students practice developing sub-questions. (T/L) Provide assignment’s essential question, but have students develop sub-questions. (T/L) Instruct students on developing the essential research question. (T/L)

Student

 Practice writing research sub-questions as part of a guided exercise. Write sub-questions with guidance. Based on pre-search and thesis question students will write sub-questions with a minimum of guidance.
 
1.3 e Identify, select, and organize important concepts and keywords related to the research task(s) based on research queries

Teacher

 Introduce the concept of keywords for research using print and electronic resources. Work with keywords from research questions and developing a keyword bank from background sources. Provide a concept map graphic organizer so that students can access prior knowledge and organize keywords. (T/L) Provide a concept map graphic organizer so that students can access prior knowledge and organize keywords. (T/L) Provide a concept map graphic organizer so that students can access prior knowledge and organize keywords. (T/L)

Student

 Practice identifying important concepts from presearch exercise. Locate and identify suggested keywords, subject headings, and other descriptors in databases searches. Generate keywords from research questions with guidance. Locate and identify suggested keywords, subject headings, and other descriptors in databases searches with guidance. Generate keywords from research questions with minimal guidance. Locate and identify suggested keywords, subject headings, and other descriptors in databases searches with minimal guidance.