Element 1

Instructional Practices

Explicitly teach and/or reinforce the inquiry/research skills of the discipline in authentic settings so that students:

develop essential questions for exploration, modify as necessary

select the most appropriate investigative methods for the discipline (and questions identifi ed); construct and implement well designed search strategies

identify potential sources for information, print and nonprint (use primary source materials where possible)

extract, analyze, synthesize, and evaluate information

determine contradictions, value, or other characteristics of multiple pieces of information

refine search as needed and use additional sources to resolve contradictory information

use the information gathered for production, solution, or other relevant purposes

report results

use common cross content inquiry/research conventions such as:

~ using key words, note taking, outlining, paraphrasing vs. plagiarizing

~ demonstrating facility with note-taking, organizing information, and creating bibliographies

~ using clear criteria for source authenticity

~ summarizing and interpreting information presented in various sources and/or from fieldwork,

experiments, and interviews

~ demonstrating ethical use of information

~ using proper citation

Routinely involve students in goal setting and reflection about their learning

Routinely use short cycle feedback to adjust instruction and assure learning

Strategies to Improve Learning

Use effective strategies for teaching research skills:

provide authentic experiences

model specifi c research skills

provide exemplars

scaffold for students

use graphic organizers

Coordinate efforts with other teachers (cross-content & crossgrade) to provide a consistent, school-wide approach to research

Provide opportunities for direct instruction of technical online search skills

Resources

Link to strategies at www.portaportal.com guest name: universalelements

Big 6 Research Skills: http://big6.com

Essential questions: http://www.galileo.org/tips/essential_questions.html

Harvey, S. (1998) Nonfiction matters: Reading, writing and research in grades 3-8. Portland, ME: Stenhouse.

“Instructional module: project-based learning.” Edutopia. http://www.edutopia.org/modules/PBL/index.php

Koechlin, C. & Zwaan, S. (2001) Info tasks for successful learning: Building skills in reading, writing, and research. Portland, ME: Stenhouse.

Maine Center for Meaningful Engaged Learning: http://www.mcmel.org/

MARVEL: Maine’s Virtual Library: http://libraries.maine.edu/mainedatabases/

NoodleTools. http://www.noodletools.com/

The Research Cycle: http://questioning.org/module/cycle.html

Wilhelm, J. (2007) Engaging Readers & Writers With Inquiry: Promoting Deep Understandings in Language Arts and the Content Areas With Guiding Questions. New York: Scholastic.

Inquiry/Research

Authentic Experiences and Resources

Authentic experiences in science

Authentic experiences in mathematics

“Big Six” Research Skills

“Big Six” Research tools

Noodle Tools: Free help tools for inquiry/research

George Lucas Educational Foundation Teaching modules including project-based learning and technology integration

Inquiry model

Web Inquiry projects

Webquests

Intute: virtual training site with free tutorials on searching the internet in specific discipline; this site is fairly complex and students will probably need help using it

Questioning & digital lesson (Jamie McKenzie)

Scaffolding information

Research on scaffolding

Information literacy—Tools for Teaching Smart Internet Searching

Lots of links for ideas to teach internet search skills

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