Agenda

• What Students Should Know
  • Theory: Information Skills
  • Data, Data Everywhere!
  • 21st Century Literacy
  • Practicum: Links to Research Skills for the 21st Century

     

• Research Basics
  • Knowledge: Primary Resources
  • What Can the URL tell you?
  • Critical Evaluation of Resources
  • Evaluation Criteria (Rubric)
  • How to do Research
  • Citing Media

   

• Comparing Search Tools
  • Application: Search Tools Compared
    • Handouts -  Power Points & Check Lists
  • Search Engines
    • http://www.wolframalpha.com/screencast/introducingwolframalpha.html
    • http://www.Wolfram.com
    EBSCO
  • Hawkins
    1. Log in and look through EBSCO databases
    2. List 3 databases that you might use in your classroom
    3. Creating a Boolean Search String

       Let's Practice:

       Describe and compare your results using the following search strings:

       • type "dyslexia" in the search box and then click on the search button
       • in the search box type "dyslexia NOT Spanish" and click on the search button
       • in the search box type "dyslexia AND dysgraphia" and click on the search button
       • in the search box type "dyslexia OR dysgraphia" and click on the search button

       Advanced Searches:

       • Select Advance Search under the search box and put check marks in the following:
       • 
       • Click on Search button at bottom of screen. What results do you see?
       • Next
       • Make the following selections:
       • 
       • Now search

    What differences did you find? How can Advance Search assist you? How can it hamper you?

  Grading Research

  1. Topic Selection
  2. Search String (Boolean)
  3. Selection of Sources (Primary, Secondary, Tertiary)
  4. Citation of Sources (citation machine)
  5. Summarize source materials - critical points that will be used from each source
  6. Categorize, Organize, Chart, Prioritize --Information using Visual or Graphic Organizers (see http://www.arpisd.org/inserv/Online_Learning.htm#Planning )
  7. Generate a Detailed Outline
  8. Group work - Negotiate Points - main topics considered, main topic decisions (this is a significant document- do not skip)
  9. First, Second, Third Drafts with notations  (see Google Docs)
  10. Final Draft - Paper from which presentation will be made
  11. Presentation - accompanied by some type of media (PowerPoint, Webpage, video, poster, song, play, simulation, demonstration)
  12. Defense - defend topic using higher-order thinking questions --See the following
      • http://www.pgcps.org/~elc/isquestiontopromote.html
      • http://www.med.wright.edu/aa/facdev/_Files/PDFfiles/QuestionTemplates.pdf
      • http://www.classroomtoolkit.com/higher-order-questioning.html
      • http://www.classroomtoolkit.com/graphic-organizers/ho-questioning.html
      • http://www.scribd.com/doc/8147516/Using-higher-order-questioning-in-inquiry-based-learning
      • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm
      • Questions I often use:
        • Explain what you would have done differently if you had more time?
        • During your research what caused you the most difficulties and why do you think this was the case?
        • What questions did you have to answer as you were doing this research?
        • Explain what you felt was the most disappointing aspect of your research.
        • What further questions or problems might you investigate now that you have completed this segment of research?

   

• Plagiarism - How to detect?
  • A student turns in a paper with the following paragraph. You suspect plagiarism. What can you do?

   

  The theoretical foundations supporting a content-based model of ESL instruction derive from cognitive learning theory and second language acquisition (SLA) research. Cognitive learning theory posits that in the process of acquiring literacy skills, students progress through a series of three stages, the cognitive, the associative, and the autonomous (Anderson, 1983a). Progression through these stages is facilitated by scaffolding, which involves providing extensive instructional support during the initial stages of learning and gradually removing this support as students become more proficient at the task (Chamot & O'Malley, 1994). Second language acquisition (SLA) research emphasizes that literacy development can be facilitated by providing multiple opportunities for learners to interact in communicative contexts with authentic, linguistically challenging materials that are relevant to their personal and educational goals (see, e.g., Brinton, et al., 1989; Kasper, 2000a; Krashen, 1982; Snow & Brinton, 1997; Snow, et al., 1989).

• Place these words in Google Search Engine : through a series of three stages, the cognitive, the associative, and the autonomous (Anderson, 1983a) You may ALSO:  Go to the Source cited THEN use the "Edit/Find" menus to locate the text. BUSTED!

Source Cited: http://llt.msu.edu/vol4num2/kasper/default.html , NEW TECHNOLOGIES, NEW LITERACIES:
FOCUS DISCIPLINE RESEARCH AND ESL LEARNING COMMUNITIES

 Not printing papers give you many advantages. Let's see what these advantages might be.

How to locate papers using network folders and/or Google Docs

• \\server\folder\subfolder\paper.doc
• \\maroon\joy\curric\documents\paper.doc
• http://docs.google.com
  1. Create an account
  2. Upload a document
  3. Share it with joy@arpisd.org
  4. I will highlight and make a comment on you document

 List the advantages of NOT printing research papers.

DIFFERENTIATED INSTRUCTION

• How might editing papers through Google Docs help you to "Differentiate Instruction".
• In a small group - Look up "Differentiated Instruction"
  1. Give definition by providing a multi-paragraph explanation.
  2. Give examples of how it is accomplished.
  3. Cite your resources
  4. Give original ideas which might be accomplished in your classroom.
• How might editing papers through Google Docs help you to create a more collaborative classroom?
• How might editing Wikipedia documents create real-world expertise?  http://en.wikipedia.org/wiki/Arp,_TX 
  • EVERYTHING needs EDITING!
• How might using http://diigo.com  editing tool make editing more exciting?!

• Reflection:

What have you learned today that you will be able to apply in your classroom?