Teaching the Research Process to Middle School Students
How are students to become question generators, note takers, efficient planners, critical users of information, and creators of quality products? This book takes an instructional approach with a broad range of activities that can be used to develop these qualities in students. Moving beyond the usual theoretical discussions of the research process, Rankin provides learning activities to help middle and junior high students develop the skills necessary to carry out the steps of the research process. She also explores the roles of time management and the visual display of information and she outlines techniques that can help practitioners reach their own insights and conclusions about teaching the research process. Rankin's straightforward text is illustrated with numerous anecdotes and examples which make for a practical and fascinating read. 目录
Teaching Research in a Middle School May You Live in Exciting Times
1
Middle School Teachers
3
Collaborative Planning
4
Research As a Process
7
A Renewed Vision
8
Becoming a Reflective Practitioner Change Is the Only Constant
9
Subjects for Reflection
10
Reflecting on Students
11
Notetaking No More Copying
101
Finding the Main Idea
103
Other Useful Skills
104
A PresearchThe Foundation for Good Notetaking
105
Coaching
108
No Copying Drill
109
Notes to Prose Drill
110
Notetaking Forms
111
Reflecting on Individual Classes
12
Techniques for Reflection
13
Focus Folders
14
Directed Freewriting
15
Inspiration Card Files
16
Reading
18
Debriefing with Collaborative Partners
19
Inquisitiveness
20
References
21
Performing a Presearch Build on a Solid Foundation
23
KWL
24
Kinesthetic KWL
25
Brainstorm Read Categorize
26
Relax Read Reflect
27
Newspapers for a Background on Current Issues
28
Compensate When There Is No Presearch
29
A Presearch for All Research Assignments
30
Generating Questions A Sense of Wonder
31
Use Models for Generating Questions
32
Question Stems
33
Question Frames
34
Methodologies of Specific Disciplines
35
Include Assessment Checkpoints
36
Teachers As Models
37
Information Need Passes
38
Planning Its Really Great to Metacogitate
43
Use Journals to Promote Metacognition
44
Booklets with Checklist and Forums
45
Blank Paper Journals
47
Contingency Schematics
48
Full Class Search Plans
49
Teach and Coach the Planning Process
50
Respond to Individual Journals
51
Nurture Independent Learners
52
Managing Time Everybodys Problem
59
The Rational PieceDesigning A Time Management Plan
60
Teach a Planning Technique
61
Apply Thinking Skills to Time Management
63
Facilitate Student Sharing of Time Management Techniques
64
Overcome a Lack of Interest
65
Adjust Topics for High Risk Low Skills Students
66
Provide NonThreatening Ways to Ask for Help
67
Partner with Special Education Teachers
68
The TeacherLibrarians Role in Preventing Failure
69
References
70
Searching For Information Location Location Location
71
What Should We Teach in an Age of Technology and Change?
72
Rules for Searching
74
Choose the Most Basic Skills
75
Design an Assessment Strategy
76
Some Enduring Skills for Print Resources
77
Browsing
78
How Can We Teach Search Skills?
79
Coaching
80
Instilling Confidence
81
Evaluating Sources Thinking Critically
87
Judging the Usefulness of Sources Three Basic Questions
88
Opportunities For Judging The Usefulness of Sources
89
Require Evaluation of Sources for Independent Projects
90
Models for the Teaching of Critical Thinking Skills
91
Identifying Point of View
92
Distinguishing Between Facts and Value Claims
93
Recognizing Bias
95
Integrate Critical Thinking into Research Assignments
96
References
97
Personal Response Notebooks
112
Using Notes To Create a Final Product
113
Freewriting
114
Collaborating with Writing Teachers The Best Strategy of All
115
Reading for Information Making Meaning
117
Reforming the Teaching of Reading
118
Identifying Strategies for Reading Nonfiction
119
Understanding and Comprehending
120
Evaluating and Extracting Information
121
Following Up After Reading
122
Teaching Students to Read Nonfiction
123
Skimming and Scanning
124
Your Mission Should You Choose to Accept it
126
Thinking Skills Constructing Knowledge
131
Provide Structures for Using the Skills
132
Integrate the Skills into Assignments
133
Sequencing
134
Comparing and Contrasting
135
Finding Causes and Effects
136
Pair Several Skills with a Single Assignment
139
Make the RealLife Connection
140
Opportunities for Teaching the Behaviors
141
Reinforcing Thinking Behaviors
142
Preparing LifeLong Learners
143
Information in Visual Formats The Eyes Have It
145
Understanding the Visual Display of Information
146
What Are Visual Displays Good For?
148
Maps That Link Events to Places
150
Maps That Display Data
152
Graphs
153
Bar Graphs
154
Tables
156
Time Lines and Sequences
159
Pictorial Representations
162
Transformations of a Static Topic into a Dynamic Narrative
163
Summary Boxes
165
Quotation Boxes
166
Visuals for Oral Reports
167
Realia
168
A Few General Design Principles
169
Provide Instruction in the Midst of Research
170
Teaming Opportunities
171
Language Arts
172
References
173
Creating a Quality Product An End to Mediocrity
175
What Do We Mean by Quality?
176
Design Assignments for Excellence
177
Include Tasks That Require Thinking
179
Think Small
180
Cooking Up Quality
181
Assessing Process and Product The Research Assignment Starts Here
183
Develop Assessments That Promote Learning and Growth
184
What Must Students Know and Be Able to Do to Meet the Criteria?
190
How Well Did Our Criteria Work? What Should We Change?
192
Purposes of Assessment
193
Monitoring Competency During the Research Process
194
Evaluating and Revising Instruction
195
Evaluating Achievement and Assigning a Grade
196
Assess Student Learning During Instruction
198
Wait Time
199
References
200
Sentences to Summarize
201
Index
205
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