Teaching the Research Process to Middle School Students

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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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