Researching to Stimulate Productive Curiosity & Deepen Understanding Grade 6 – 12 ELA II

1. Researching to Stimulate Productive Curiosity & Deepen Understanding Grade 6–12 ELA II Summer 2017

2. Researching to Stimulate Productive Curiosity & Deepen Understanding Your Facilitators Judson Odell Norka Padilla 2 2 2

3. Researching to Stimulate Productive Curiosity & Deepen UnderstandingIntroductions Raise your hand if… • You are an ELA teacher • You are an ESL Teacher • You work for a nonprofit • You support schools • You coach and develop others • You have a Special Education Certification • You have a different role than listed

4. Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environmentwhere it is “safe to not know.” • Contribute to our “Equity Ladder”

5. Researching to Stimulate Productive Curiosity & Deepen Understanding The Week at a Glance

6. Researching to Stimulate Productive Curiosity & Deepen UnderstandingWe Take Data Seriously • 3-minute online Daily Survey. Facilitators will address feedback the following day. • Thursday – 10-minute online Knowledge Survey Post-Test. Answer key will be available.

7. Researching to Deepen Understanding ODELL EDUCATION

8. Welcome! Discuss with the person next to you, and be prepared to share what your partner said: • What is the first research project you remember doing? • What was the topic? • How did you get your information?

9. What are the research skills our students need to develop?

10. Workshop Objectives By the end of this workshop, participants will be able to... • Define Inquiry-based Research and its implications for literacy instruction • Identify the standards (CCSS or LAFS) associated with research • Explain how to use OE Core Proficiencies materials to conduct standards-aligned instruction and research 10

11. Workshop Roadmap

12. Workshop Sessions Protocol: Activity Progression • Activity • Explanation of activity • Participants work independently or in pairs (as students) • Small groups discuss the activity (as teachers) • Plenary discussion (as teachers) • Small Group and Plenary Discussion Guides • How do the activities address the specific language of the targeted standards? • What do the activities teach us about our Inquiry Questions?

13. Session 1: TeachingResearch in Our Contemporary Context: Developing Productive Curiosity

14. Session 1: Objectives At the end of this session, participants will be able to... • Identify the workshop’s central inquiry questions about teaching research • Explain the CCSS/LAFS’s implications for teaching research • Explain the OE Core Literacy Proficiencies approach to developing student research abilities

15. Research Workshop: Inquiry Questions • What are the research skills that our students need to develop today? • How do we design instruction so that all learners can successfully conduct independent inquiry-based research? • How do we ensure that research is rigorous and student-driven?

16. State Standards& LAFS Standards For this training, we will be reading and discussing the state standardsbut will reference the equivalent Language Arts Florida Standards (LAFS). The LAFS mentioned in this training are the same as the highlighted state standards.

17. Activity 1.1: Reading State StandardsW.7 and W.8 closely Read and Annotate: W.7 and W.8 [LAFS.W.3.7 and LAFS.W.3.8] Discuss in your small group using guiding questions: • What words or phrases stand out as significant? • What connections do you see between the two standards? • What seems different from how you have approached teaching students to analyze and write arguments in the past? Plenary discussion

18. StateStandardsW.6–8.7 [LAFS.6–8.W.3.7] G6: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. G7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. G8: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

19. State StandardsW.9–12.7 [LAFS.9–12.W.3.7] CCSS.ELA-LITERACY.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-LITERACY.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

20. StateStandardsW.6–8.8 [LAFS.6–8.W.3.8] G6: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. G7–8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

21. StateStandardsW.9–12.8 [LAFS.9–12.W.3.8] G9–10: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. G11–12: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

22. Activity 1.2: Research Narrative Read and Annotate: the “Marisol narrative” Discuss in your small group using guiding questions: • What stands out to you as significant? • What aspects of the narrative are aligned to the state standards? • Now that you’ve read this, what do you still want to know? Plenary discussion

23. Activity 1.3: Productive Curiosity “Defend your Thesis” research paper vs. the “Discover what interests you” research process Inquiry process drives productive curiosity: • Deepening understanding • The research process is a proficiency unto itself • Establishing set research terminology • Organized portfolio to support understanding and writing • Variety of research-based products

24. Research: Stages of Inquiry I. INITIATING INQUIRY I determine what I want to know about a topic and develop inquiry questions that I will investigate. II. GATHERING INFORMATION I find and take notes on sources that will help me answer my inquiry questions and define the scope of my investigation. III. DEEPENING UNDERSTANDING I analyze key sources to deepen my understanding and answer my inquiry questions. IV. FINALIZING INQUIRY I synthesize my information to determine what I have learned and what more I need to know about my area of investigation. I gather and analyze more information to complete my inquiry. V. DEVELOPING AND COMMUNICATING AN EVIDENCE-BASED PERSPECTIVE I review and synthesize my research to develop and communicate an evidence-based perspective on my area of investigation.

25. A Note on State Standard/LAFS Requirements for Grade 6 • Texts as sources • Full class inquiry based in common sources • Independent assessment and analysis of sources

26. Odell Education Materials Google search: “Odell education literacy” Click on: “Unit 3: Researching to Deepen Understanding” Click on: “Research Unit Grades 11-12” http://odelleducation.com/literacy-curriculum

27. Any questions about Session 1?

28. Session 2: Initiating Inquiry and Gathering Information

29. Session 2 Objectives At the end of this session, participants will be able to… • Identify ways research instruction can flow from classroom topics • Explain the first stage of research instruction: from Initiating Inquiry to Gathering Information • Identify instructional strategies to support students as they initiate their inquiry • Use tools to conduct searches to find initial sources • Assess sources for their credibility and utility

30. Research: Stages of Inquiry I. INITIATING INQUIRY I determine what I want to know about a topic and develop inquiry questions that I will investigate. II. GATHERING INFORMATION I find and take notes on sources that will help me answer my inquiry questions and define the scope of my investigation. III. DEEPENING UNDERSTANDING I analyze key sources to deepen my understanding and answer my inquiry questions. IV. FINALIZING INQUIRY I synthesize my information to determine what I have learned and what more I need to know about my area of investigation. I gather and analyze more information to complete my inquiry. V. DEVELOPING AND COMMUNICATING AN EVIDENCE-BASED PERSPECTIVE I review and synthesize my research to develop and communicate an evidence-based perspective on my area of investigation.

31. Activity 2.1: Choosing Topics for Research Instruction Plenary Discussion Instruction on research proficiency can flow from a variety of contexts: • Full-length fiction and nonfiction students are studying • Topics associated with content from other classes • Topics arising from classroom discussion OE Core Literacy Proficiencies approach and materials support multiple ways of implementation

32. Activity 2.2: Initiating Inquiry Watch: G11 Research Topic Repository, Text #1 –“Design Council: What is Design?” Discuss in your small group using guiding questions: • What stands out to me as I first view this video? • What do I learn about the topic? • What more do I want to learn about the topic? • How can I use this video to begin an inquiry on Design? Plenary discussion

33. Activity 2.2: “Design Council: What Is Design?”

34. Activity 2.2b: Initiating Inquiry Read: G11 Research Topic Repository, pg. 3, “Introductory Topic Description” or Text #2, “Debating Sustainability,” by Alice Rawsthorn Discuss in your small group using guiding questions: • What stands out to me as I read this text? • What do I learn about the topic? • What more do I want to learn about the topic? Plenary discussion

35. Activity 2.3: Exploring a Topic Using a Tool • A tool to help students initiate inquiry • Gives students space to think about and write down areas of interest that will guide their first research steps

36. Activity 2.3: Exploring a Topic Complete:Exploring a Topic Tool (At least 2-3 Areas of Investigation) Discuss your Exploring a Topic Tool in small groups: • What more do I learn about the topic? • What aspects (areas) of the topic are highlighted in what I have read so far? • Why do I want to investigate that area of the topic? Plenary discussion

37. Posing Inquiry Questions • Central to the research portfolio and process • Handout to help guide questioning throughout the unit • Movement from general to more specific questions

38. Activity 2.4: Posing Inquiry Questions In small groups: • Read closely:Posing Inquiry Questions Handout • Brainstorm inquiry questions for 2-3 members’ Areas of Investigation • Use the Handout to support your brainstorm. • Generate 10 questions for each participant.

39. Activity 2.5: Reflection on Initiating Inquiry Discuss with your table groups the experience of Initiating Inquiry using the following guiding questions: • What stands out to me as significant in this process? • What stands out as different to me in this process from how we have approached research instruction? How have the activities helped you develop your thinking around the workshop’s inquiry questions?: • What are the research skills that our students need to develop today? • How do we design instruction so that all learners can successfully conduct independent inquiry-based research? Plenary discussion

40. Moving from Inquiry Questions to Potential Sources Now that we have a list of questions, we can use them to help search for potential sources. Students conduct an initial pre-search to: • validate availability of information • confirm their interest • possibly refine the question or scope of the area

41. Potential Sources Tool

42. Activity 2.6: Finding Sources and Recording Information Read: page 21–23 of the Unit 3: Researching to Deepen Understanding: “ACTIVITY 1: PLANNING FOR SEARCHES” Online: Research Unit Plan Review: the Potential Sources Tool Discuss in your small group using Guiding Questions: • What stands out to me as I read this text? • What do I learn about the research process? Plenary discussion

43. Activity 2.7: Finding Sources and Recording Information Individually, use the Inquiry Questions from your brainstorm to help you search for sources using your computer or smartphone. (If your Area of Investigation was not used in the brainstorming, develop a few similar questions for your own area). Complete the Potential Sources Tool using information from your sources. Record the following information in the tool: • Title/location • Author/text type/publication date • General content/ideas Do NOT complete last row of each source.

44. Finding and Assessing Sources in the State Standards W.8 GRADE 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

45. Finding and Assessing Sources in the State Standards W.8 GRADES 9–10: Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

46. Model: Assessing Sources POTENTIAL SOURCES TOOL:

47. Activity 2.8: Assessing Sources Handout Read:Assessing Sources Handout Discuss in your small group using guiding questions: • What stands out to me as significant? • What aspects of the handout are aligned to the state standards? Plenary discussion

48. Activity 2.9: Assessing Sources Use the Assessing Sources Handout and your Potential Sources Tool to evaluate two of your potential sources. Discuss in your small group using guiding questions: • How did you assess your sources? • What aspects of the activity are aligned to the state standards? • How might you use these materials and approaches in your own instruction? Plenary discussion

49. Session 3: Developing an Evidence-Based Perspective

50. Session 3 Objectives At the end of this session, participants will be able to… • Identify the components of the Research Portfolio • Explain methods for focusing research inquiry using graphic organizers • Explain instructional strategies for supporting students as they deepen their understanding of the topic • Explain how to use tools to organize and frame research and arrive at an evidence-based perspective