4. Next Steps

 

9 th

10 th

11 th

4.1

Evaluate product and process: Students will reflect on the research process and the final product.

 

4.1.a

Evaluate the product and process according to pre-determined criteria (e.g. rubric).

Teacher

Provide a checklist, rubric, journal or other tool, for students to self-monitor their progress during the course of the assignment. (T)

Provide a checklist, rubric, journal or other tool, for students to self-monitor their progress during the course of the assignment. (T)

Review and incorporate multiple techniques for reading non-fiction as needed. (T)

Student

Use a teacher created method for self-evaluation (e.g. checklist, journal, teacher conference, rubric) to self monitor the research process.

Use a teacher created method for self-evaluation (e.g. checklist, journal, teacher conference, rubric) to self monitor the research process with some independence.

Use multiple strategies for reading information with guidance.

 
4.1 b Use evaluative questions during the research process to evaluate the quality of the research process. For example: Do I have enough target information to answer my question? Am I missing information that would help me give a more complete answer? Are my research questions focused and specific?

Teacher

Model how to use meta-cognitive techniques to monitor progress during the research process. (T/L)

Model how to use meta-cognitive techniques to monitor progress during the research process. (T/L)

 Review and incorporate multiple techniques for analyzing non-fiction sources as needed. (T)

Student

 Use basic metacognitive techniques to monitor progress during the research process. Use basic metacognitive techniques to monitor progress during the research process. Use multiple strategies for analyzing information sources with guidance.

 

4.2

Create future learning goals: Students will consider self reflection and classroom feedback to adjust strategies for future research.

 

4.2 a

Reflect on the product and the research process to determine strengths and weaknesses using evaluative questions and journals, checklists, or other methods.

Teacher

Use peer evaluation; provide a rubric or other technique for students to self-evaluate their product. (T)

Use peer evaluation; provide a rubric or other technique for students to self-evaluate their product. (T)

Provide a checklist, rubric, journal or other tool, for students to self-monitor their progress during the course of the assignment.

Student

Use a teacher created method for self-evaluation (e.g. checklist, journal, teacher conference or rubric) after completing the research process with guidance.

Use a teacher created method for self-evaluation (e.g. checklist, journal, teacher conference or rubric) after completing the research process with guidance.

Use a teacher created method for self-evaluation (e.g. checklist, journal, teacher conference, and rubric) to self monitor the research process with some independence.

 

4.2 b

Create a plan for learning or reviewing new skills. For example, a student might seek help from the teacher when selecting or identifying appropriate keywords.

Teacher

Use reflective journals, class discussion, or other techniques to help student identify strength/weaknesses and set goals to improve their reading, research and composition skills. (T)

Use reflective journals, class discussion, or other techniques to help student identify strength/weaknesses and set goals to improve their reading, research and composition skills. (T)

Review meta-cognitive techniques to monitor progress during the research process. (T/L)

Student

 Reflect on strengths/weaknesses and participate in goal setting with a teacher guided exercise. Reflect on strengths/weaknesses and participate in goal setting with a teacher guided exercise. Use basic metacognitive techniques to monitor progress during the research process.