No More

Transforming Research Assignments in Secondary Classrooms

A framework for teachers and students based on the IIM research model

Cindy Nottage M.A. and Virginia Morse M.A.

TEACHER GUIDE

Aligned w ith CCRS & T EKS

Texas Edition

Table of Contents
Note from the Authors ..................................................................................... iv Using This Manual ................................................................................................... v Texas College/Career Readiness and IIM ............................................ vi The 7 Steps
Synopsis .................................................................................................................1 Step 1 Topic ........................................................................................................2 Step 2 Goal Setting ......................................................................................... 14 Step 3 Research ............................................................................................... 23 Step 4 Organizing ........................................................................................... 42 Step 5 Goal Evaluation ................................................................................. 48 Step 6 Product ................................................................................................ 52 Step 7 Presentation......................................................................................... 57

Appendix
Texas College and Career Readiness Standards ............................................ 67 TEKS: Research Continuum of Skills (Grades K-12) ................................... 69 TPSP and IIM ................................................................................................... 75 Technology Connections for All 7 Steps ........................................................ 77 References........................................................................................................... 83

A Note from the Authors

With Plagiarism rampant in our schools and businesses, it is more important than ever that our students learn the lifelong skills that will help them become ethical researchers and succeed in their chosen careers. Because of the ability to access vast amounts of information through the Internet, students at the secondary level are being asked to complete sophisticated studies that 50 years ago were only possible at the university level. It is imperative that these students have a model that will support them through a research study and give them the tools to use the available resources to gather, analyze, and synthesize that information. For over 25 years, elementary and secondary teachers throughout the US and internationally have been using the Independent Investigation Method (IIM) and have proven that with the structure of a research model, all students can apply sophisticated thinking skills to conduct research without copying. Building on that success and listening to the secondary teachers, we have developed IIM for secondary students. This book is based on the same research model and focuses on the Independent Process at the Proficient Level.

IIM: Independent Investigation Method

The pages are designed to be used independent of any teacher instruction although lessons for the various skills are recommended depending on the experience and expertise of the students. As students use a proven model to conduct research studies, they will fulfill the expectations for college and career readiness as listed in the Texas College and Career Readiness Standards. Students will Understand which topics or questions are to be investigated. Explore a research topic. Refine a research topic based on preliminary research and devise a timeline for completing work. Evaluate the validity and reliability of sources. Synthesize and organize information effectively. Design and present an effective product. Integrate source material. Present a final product. (Texas CCRS p.31)
No More Plagiarism

iv

Using This Manual

The IIM research process is designed to fit into any curricular area or to be used for independent studies and exit projects. Whether students have had success with research assignments or are struggling with plagiarism and boredom, there are many ideas in this book that will give your students the skills that are necessary for success on high stakes tests and in college and careers. There are information pages for key skills. The student workpages include instructions, examples, and workspace to apply the skill for that step of the process. There are assessment forms for each step, giving the students the quality criteria to help them achieve at a high level. The IIM Research Notebook contains all the forms to get your students started with their research studies. You can also develop your own student booklets by choosing the strategies and the forms on the CD that will enhance what students can already do. Print them in greyscale, black cartridge only, for best quality copies. The 7 Steps begin on p. 1. Each step includes A synopsis of the step Texas College and Career Readiness Standards Notes to the teacher Teacher steps Student steps Lesson ideas A list of student IIM Research Notebook forms and supplemental student and teacher forms Hard copies of student and teacher information, workpage, and assessment forms The CD contains editable PDFs of all the reproducible pages which can be customized for the specific discipline and assignment. Icons that identify the different types of pages Teacher forms Information forms

STEP 1 Topic

STEP
Topic

Student workpage forms

Assessment forms

No More Plagiarism

Texas College and Career Readiness Standards & I I M

The CCRS are designed to represent a full range of knowledge and skills that students need to succeed in entry-level college courses, as well as in a wide range of majors and careers. By implementing these standards, secondary school and postsecondary faculty in all academic disciplines will advance the mission of Texas: college and career ready students. (Texas College and Career Readiness Standards p. iii) In order for educators to reach the goals of the CCRS, teachers will have to change the way they teach and students will have to change the way they learn. However the authors of the standards purposefully avoided laying out the how of teaching these standards. Take heart. What you need is right in your hand! In IIM, the hidden skills of the research process are exposed and made practical and student-friendly in order to achieve the broad standards. Research is the 4th R, a critical subject area seldom directly taught. What better reason to use research as a platform for learning! In this book, you will find a proven model that unpacks the big boxes of the TEKS and CCRS. Because research is a part of every discipline, we have focused on the Cross Disciplinary Standards citing some for every step of the process. IIM will empower your students to learn actively through research. They will gain content knowledge and process skills while meeting the standards through meaningful interest-driven studies across the curriculum. You will have done your part in their development by laying the groundwork for your students to be successful in the classroom and beyond, even into college and career. You will help produce students who are able to apply these cognitive and foundational skills.

Reasoning Problem solving Reading Writing Data analysis Research Technology Academic integrity

No More Plagiarism

vi

STEPS 17

SYNOPSIS of the 7 Steps of IIM

STEP 1 TOPIC
Researchers choose a topic of individual interest by conducting a preliminary search to narrow their topic choices, record prior knowledge, and formulate questions.

STEP 2 GOAL SETTING

Researchers set goals by developing a research question or a research statement and formulating focused questions. Additional goals might include requirements for a variety of resource types, the number of resources, and key topic vocabulary words.

STEP 3 RESEARCH
Researchers use a variety of resources and strategies to gather information and data, focusing on the goals set in Step 2. They cite their sources and record key topic vocabulary.

STEP 4 ORGANIZING
Researchers organize, analyze, synthesize, and interpret their findings to draw conclusions, develop new ideas about their research topic, and formulate a thesis.

STEP 5 GOAL EVALUATION

Researchers check to see if they have achieved the goals set in Step 2, if there is enough information to support their thesis, and if there are new areas for future research.

STEP 6 PRODUCT
Researchers write papers and design other products to share their findings with others.

STEP 7 PRESENTATION
Researchers present their findings to an appropriate audience.

No More Plagiarism: SYNOPSIS

FORM A

The Independent Investigation Method

Tips for Choosing Terrific Topics

STEP 1 Topic You have been asked to research a topic. This might be part of a unit you are doing in class, a choice from a list of teacher topics, free choice within a subject area, or free choice for an independent study. It is most important to find something that you are interested in and that gets you excited. Here are some tips to help you as you make your decision.

TIP 1:

Identify more than one topic that you might want to research. These should be of high interest to you. If they are part of a class unit of study, they need to relate to that subject. Broad areas give you more possible research topics; you can narrow the topic later. Choose areas that are different before making a final choice.

TIP 2:

Think carefully about each possible topic by asking some of these questions. NOTE: Not all questions will work for every topic. Who has been involved in this field of study? Are there any controversies surrounding this topic? What events are related to this topic? What are my opinions about this topic from things I already know? Why is this of interest to me? Will this be of interest to others? What are my curiosities about this topic?

TIP 3:

Final decision Record two or three of these topics on your Presearch (CD Form 3) to help you make a final decision on what to use for your research study.

FORM 2
No More Plagiarism: STEP 1 Topic

Step 2 Goal Setting

Researchers set goals by developing a research question or a research statement and formulating focused questions. Additional goals might include requirements for a variety of resource types and the number of resources and key topic vocabulary words.

Texas College and Career Readiness Standards

Problem solving 1. Develop and apply multiple strategies to solve a problem. Reading across the curriculum 3. Refine research topic based on preliminary research and devise a timeline for completing work.

NOTE: If the study goals are clearly defined with teacher expectations and the students own ideas, the research will go more smoothly. These goals will also give your students a way to check on their progress during the study and give you a way to assess their work. Having an essential question that frames the study will help them formulate a research question or research statement that requires them to take ideas from several sources and form their own ideas. This will engage them in high level thinking and prevent them from just reporting facts. An assignment that either requires or exposes them to different types of resources can prevent plagiarism from the Internet and text sources, and insure a more authentic experience. If the goal is for them to use the techniques of practicing professionals, they should identify the type of research they will use (CD Form 7A) which will direct them to the resources that match their study. Check the links and descriptions on p. 77 to find technology tools that you and your students can use for this step.

The teacher

: Sets specific goals/requirements for the class or individuals. These might include

a broad topic (essential) question, question categories for student focus questions, resource types, and minimum number of resources and key topic vocabulary words. interviews, surveys, experiments, letters of inquiry, site visit, etc.

: Helps students identify appropriate resources including action research strategies : Reviews with students quality criteria for Step 2 Goal Setting. (CD Form 8) : Enters Step 2 assessment ratings on Scoring Guide for Step 2 Goal Setting (CD Form
8) and/or on Rating the Research Study. (CD Form C)
14
No More Plagiarism: STEP 2 Goal Setting

The Independent Investigation Method

The students

8 Check teacher assignment requirements. (CD form 7) 8 Develop research question or research statement. 8 several focus questions that direct them to foundation information critical Write
to addressing their research question or statement. (CD Forms 6&7)

8 Design action plan and identify possible resources pertinent to their study.

Reproducible forms for Step 2 - Goal Setting

IIM Research Notebook
CD FORM # FORM NAME FORM TYPE

6 .................Finding Resources for Your Study ....................... Information 7 .................Setting Research Goals .......................................... Workpage 8 .................Scoring Guide for Step 2 Goal Setting ............. Assessment Additional student forms not in the IIM Research Notebook 7A ................Choosing a Research Design ................................. Information

Lesson ideas for Step 2 Goal Setting

Choosing appropriate resources Designing effective questions: essential and focus Identifying research designs of practicing professionals Developing a workable action plan

No More Plagiarism: STEP 2 Goal Setting

15

Finding Resources for Your Study

STEP 2 Goal Setting As you look ahead to Step 3 Research, its important to understand that research is more than just getting facts from books or the Internet. Those resources are always useful, but now is the time to consider different resource types that will add more excitement to your study and help you form your own opinions and new ideas. All resources are classified as either Primary or Secondary.

Primary source: Newspaper/magazine article, autobiography, diary,

collection, photograph, manuscript, archival document or anything else that is an artifact created by the event or a first-hand account of the event where the author was present

Secondary source: Book, article, interview, DVD, audiotape, or any

other historical source that seeks to describe, explain, and interpret an event after it has happened when the author wasnt present Based on your topic choice, the following list of resources, both Primary and Secondary, should give you ideas of different ways to gather your information. Think about these questions as you look at the list, and add ideas of your own: What places might have information about your topic? What key words will help you find information? What primary sources are available?

Text: Book (reference, text, non-fiction, fiction), journal, magazine, newspaper, document, Internet, computer program, letter, official record, brochure, pamphlet, catalog, advertisement Action: Experiment, observation, interview, survey, site visit (museum, business, school, laboratory, zoo, historical site, meeting, public/private/personal archives, sporting event, etc.), letter writing Audio/visual: Photograph, artifact, slide, DVD, TV, diagram, chart, graph, poster, virtual field trip, art work, model, specimen, map, radio broadcast, audiotape As you develop your action plan on Setting Research Goals (Form 7), write down where you hope to get your information. When you get to Step 3, refer back to your action plan as you find, validate, and document the specific sources you actually use to gather your information/data. Remember you might also want to use the resources from your presearch.
FORM 6
No More Plagiarism: STEP 2 Goal Setting

16

The Independent Investigation Method

STEP

2
NAME:

Setting Research Goals

Goal Setting

My research topic

In this step, you will develop a research plan to serve as your road map/GPS for the rest of your study. Listed below are the teacher-set goals for your study. They include the number and types of resources you will use to gather that information, and the number of key vocabulary words that will help in understanding your topic. Essential question

# of resources Resource types

# of key topic vocabulary words

Now, thinking about the topic you chose in Step 1, follow these steps to identify your personal goals that will guide you during your study. 1. First, focusing on the essential question, write your research question OR research statement that states what you want to prove in your study. Use the work you did in your presearch to help in designing a powerful question/statement.

Example
your school issue important to ESSENTIAL QUESTION: Why is our school today? e? s plagiarism changed over tim RESEARCH QUESTION: How ha OR s rism is worse today than it wa RESEARCH STATEMENT: Plagia 50 years ago.

My research question or statement

FORM 7
No More Plagiarism: STEP 2 Goal Setting

17

2. Next, list the guiding focus questions that are aimed at finding out the foundation information you must know to support your research question/statement. Identify each with a capital letter that you will reference on your notes in Step 3 - Research.

Example
FOCUS QUESTIONS What is plagiarism? rize? Why do/did students plagia tected? How is/was plagiarism de w about the prevalence What do the statistics sho w? Then? of and types of plagiarism no

My focus questions A.

3. Finally, briefly explain your action plan (where you might get your information).

Example
ACTION PLAN were students in the 50s Interviews with teachers who es with current students experienc Surveys of grandparents and plagiarism rism tistics and examples of plagia s articles and journals for sta New from both time periods

My action plan

18

FORM 7 (page 2)
No More Plagiarism: STEP 2 Goal Setting

The Independent Investigation Method

Scoring Guide: Step 2 - Goal Setting

NAME:

Question / Statement
3 Is strong, clear question or statement 3 Is open-ended 3 Is researchable 3 Is engaging 3 Leads to more questions 3 Relates to assignment 3 Leads to use of varied resources ...40 pts Points

Comments

Focus Questions
3 Focus on acquisition of critical information 3 Relate to central idea of research question/statement 3 Show basic knowledge of topic 3 Include both narrow and broad questions ...40 pts Points

Comments

Action Plan
3 Is realistic for time frame and available resources 3 Identifies a variety of resources for gathering information 3 Lists concrete steps ...20 pts Points

Comments

Total Grade
FORM 8
No More Plagiarism: STEP 2 Goal Setting

22

This TEACHER GUIDE includes

At each of the 7 Steps Notes to the teacher Teacher and student steps College and Career Readiness Standards Lesson ideas Self-directed student workpage and student information forms including examples of each skill being applied Rubrics with quality criteria for each step An appendix with A complete listing of the related TEKS & CCRS Tested technology sites Sample TPSP tasks and the connection to the IIM process A CD with editable workpage, information, and assessment forms!

I have used this model in my classroom ever since seeing it at a conference, and it is the best thing I have ever done for my students in the area of research and writing. I plan to implement it throughout our district.
(PD director, Idaho)

Because I have seen the responses to and implementation of IIM by literally hundreds of K-12 teachers, principals, and curriculum directors, it is my first choice in materials that I recommend to teach not only research but organizational and critical thinking skills as well.
(Secondary administrator, Texas)

Once students have learned the IIM RESEARCH MODEL, they will be empowered to conduct research studies in any discipline or area of passion.

The I I M No More Plagiarism Tool Kit

The IIM No More Plagiarism Teacher Guide and its companion pieces provide everything needed to help students become active, engaged, and ethical researchers ... Student NotebookAn essential set of workpage, information, and assessment forms to guide students through the 7 STEPS of their research project 7-Steps PosterA listing of each STEP with a descriptor of what researchers do at each one Plagiarism PosterA graphic visual reminder of what plagiarism is and how to avoid it

$32.95

Epping, NH 800-644-5059

Bar Code FPO