Blog Archives

April 29/30: Continue Research: Work on Mid-level Question and Analysis of Issue

4/29/2020

Check-in: "Show and Tell" Research Notes:
Critical Friends Feedback on Research Documentation:

In your Breakout Room, you will meet with 2-3 other classmates who will act as a "critical friend" to provide constructive feedback about how you are organizing your research notes so far...

Task #1: Go to SeeSaw to look at your Stakeholders "Who Has a Seat at the Table" Mind Map

What is a question (possibly one of your existing supporting questions) that is open to interpretation and a wide-range of views, including opposing viewpoints?

Pick some stakeholders that you know (or suspect) have opposing viewpoints.

Consider any of the following questions...

Why might they view (think, feel, respond, etc.) to this issue differently?
How do you know --or-- how can you learn more about how they view this issue and WHY they view this issue this way?
How does power/influence that they have/don't have on this issue impact them?
How does this impact what we or the rest of the world thinks about them? How does their power or lack thereof influence how we think the issue?

Helpful Source:
Gale Global Issues in Context - Password is posted in Schoology under "Library Services"
Access multidisciplinary resources, understand current global issues, conflicts and events. Primary sources such as personal narratives, interviews and speeches along with original reports and government documents, statistics.

Gale Opposing Viewpoints Password is posted in Schoology under "Library Services"
A good starting point for beginners who are taking their first steps in research with bite-sized articles from both sides of an issue. The differing views help learners develop critical-thinking skills and draw their own conclusions.

Task #1: Find 2 articles/sources representing opposing perspectives/points of view of 2 different stakeholders

Find 2 articles or sources --each representing a different perspective of selected global issue. Read, annotate, and prepare discussion talking points about this.

Things to consider and make note of:

What is their perspective? Can you explain or summarize?
How much “power” does this perspective have? --or-- How much ‘voice’ do they have on this issue?
What evidence from this source informs you of their perspective and/or about their degree of power/influence on this issue? How do you KNOW this their viewpoint on the issue or how they think/feel?
What are the strengths and/or weaknesses of their point of view? What would the critics say about them and/or their viewpoint?

Have your articles, annotations and talking points ready for next class.

You will complete a formative task on these 2 opposing perspectives next class

Upcoming Summatives...Dates to be posted soon!

April 28/29: Research Low-Level Questions

4/27/2020

Check-in: Quarantine Observations of Parental Units

Task #1: Small Group Discussion on Research Document Plan or Set-Up.

Show/explain how you plan to record your research.

Take turns using Screencasting to show the research document you have set up and how you will record your research. Aspects of research that you should be recording:

A system of organization. You can set your notes up as a table or in outline format. It is highly recommended that you use your research and guiding questions as your subtitles and add supporting notes, evidence, etc. underneath each of your guiding questions you are using. This is what we have practiced this year and is one of the easiest ways to ensure you stay focused on questions that should eventually lead you to being able to answer your research question. Remember to answer low-level (fact-finding) questions first. Then move onto your mid-level analysis questions. Again, it is okay if some of your questions shift or change as you get further into your research. Just strike through, remove and/or add guiding questions as your research progresses.

Basic facts and details about your issue. This is the information that is needed to answer your low-level questions.

Different perspectives. You will eventually need to record details (summary notes, evidence, quotes, etc.) representing 3-4 different points-of-view, perspectives of different stakeholders and voices being shared on your issue

Source information for 6-9 sources. Add links and basic details you would need for creating an MLA citation later. You will eventually need at least 2 sources from a minimum of 3 different perspectives (that is at least 6 sources + sources for general information). In total, most students find they end up using 9-12 sources for their research, depending on the focus of their research guiding questions.

Record your own thinking--your own ideas, wondering, insights, and further questions this raises for you (essentially QCI). This can be done as a separate row or column in a table, or in outline format as highlighted or different color text or as a "note" or "comment" added to a Google Doc--you decide what works best for you.

Videos for Note-taking Tips:

Task #2: Research and answer your low-level questions

Focus on trying to do some fact-finding to answer your low-level questions. This gives you enough information and time to make some final decisions about what direction you want to go with your research.

Keeping in mind the aspects listed above, use your low-level questions to guide the start of your research and start recording basic facts about your issue/topic. Be sure you are also recording details and organizing notes that help answer your low-level questions.

Use those questions as a way to organize your notes.

As you begin your research, you may find that you want to refine or change your primary/key research question and/or the lens through which you choose to research this issue. This is normal and okay. Just make those changes in your own research document (portfolio) you are creating.

Helpful Resources for Research:

Internet Research Tips ( Google doc)
Research & Note-taking Tips (Google Slides)
Videonot.es (be sure to click to connect with Google; use this to take notes from videos used in inquiry/research)

Unit 4 Global Issues - Course Webpage (more resources, tutorials, exemplars, and helpful websites for research)

April 23/24: Begin Research

4/22/2020

Breakout Room Check-in: What did you finally decide on for your research focus? WHY? What has you so interested in this?

Food for Thought - EarthWeek Edition: the Importance of looking at global issues from multiple perspectives and considering multiple "stakeholders":

You may have watched this video in Advisory this week. If you haven't, you may want to watch it at some point...

Task #1: Post "Who Has a Seat at the Table" Mind Map to SeeSaw

After you have received feedback from your group, post a picture of your "seat at the table" mind map and list the stakeholders --and the amount of power you think they have -- for your global issue.

Task #2: Set up your research document (portfolio);
Optional Task: Begin Research to answer your low-level questions

Note about Research Portfolio Documentation:
Be sure you are documenting your research notes. You can use any style/format for note-taking that works best for you. Be sure you are keeping track of which notes come from which source--record your sources and be sure you grab the links to help you easily go back to that source if you need to.

Helpful Resources for Research:

Internet Research Tips ( Google doc)
Unit 4 Global Issues - Course Webpage (more resources, tutorials, exemplars, and helpful websites for research)

April 21/22: Identifying Stakeholders of an Issue

4/17/2020

Check-in: OPINION on Homework

Today we will look at who the stakeholders are of an issue. We will identify the stakeholders and look at who has "a seat at the table" and who does not. You may want to revise your research questions based on today's activity.

For starters... let's look at the issue of homework.
How much homework should students have?

Helpful links:
Read one of these AFTER completing the survey:

Task #1: Breakout Room Brainstorm Practice & Discussion:
"Who has a Seat at the Table"

You will need either a dry-erase board or a sheet of paper for this. Color markers --or for paper, color pencils, markers, or highlighters may also be helpful.

Task #2: Formative in Schoology:
Submit your Research Question and Supporting Questions

IMPORTANT!!! Be sure you have recorded (copy/paste or write down) your research question and supporting questions in your research portfolio --whatever document or format you plan to use for research.

Please do this prior to submitting these questions in Schoology.

Be sure you have submitted your Formative by the end of today (5pm).

OPTIONAL: If you feel ready and have the time...
begin preliminary research to try to answer low-level questions.

April 17/20: Developing Research Questions

4/16/2020

Check-in: What's this drawing about? (5 min.)

Task #1: Fill out Google Form for Selected Issue (5 min.)

Complete Google Form indicating your final selected issue and where you are in the presearch stage.

Task #2: FORMATIVE: Develop Your Primary/Key Research Question

Develop a strong research question.

You will submit your primary/key research question and supporting questions for this on Schoology. You will receive formative feedback for this.

While you are developing questions you will work within a Breakout Room so that you can ideate and get peer feedback on your questions.

Discuss within your Breakout Room Group the two questions to get feedback.
Decide on one question you are leaning more towards for your primary/key research question.

Develop supporting questions for this research question.

Helpful Resources for Research:

Developing strong research questions (Scribbr)
Tips for effective research questions (Monash.edu)
Guiding/Supporting Research Guidelines Tips for developing better research questions
Bloom’s Taxonomy sentence starters slides
Exemplars - Developing and Evaluating Supporting Questions (Google Doc)

<<Previous

April 29/30: Continue Research: Work on Mid-level Question and Analysis of Issue

Check-in: "Show and Tell" Research Notes:
Critical Friends Feedback on Research Documentation:

Task #1: Go to SeeSaw to look at your Stakeholders "Who Has a Seat at the Table" Mind Map

Task #1: Find 2 articles/sources representing opposing perspectives/points of view of 2 different stakeholders

Upcoming Summatives...Dates to be posted soon!

April 28/29: Research Low-Level Questions

Check-in: Quarantine Observations of Parental Units

Task #1: Small Group Discussion on Research Document Plan or Set-Up.

Task #2: Research and answer your low-level questions

April 23/24: Begin Research

Breakout Room Check-in: What did you finally decide on for your research focus? WHY? What has you so interested in this?

Food for Thought - EarthWeek Edition: the Importance of looking at global issues from multiple perspectives and considering multiple "stakeholders":

Task #1: Post "Who Has a Seat at the Table" Mind Map to SeeSaw

Task #2: Set up your research document (portfolio);
Optional Task: Begin Research to answer your low-level questions

April 21/22: Identifying Stakeholders of an Issue

Check-in: OPINION on Homework

Homework Survey

Task #1: Breakout Room Brainstorm Practice & Discussion:
"Who has a Seat at the Table"

Task #2: Formative in Schoology:
Submit your Research Question and Supporting Questions

OPTIONAL: If you feel ready and have the time...
begin preliminary research to try to answer low-level questions.

April 17/20: Developing Research Questions

Check-in: What's this drawing about? (5 min.)

Task #1: Fill out Google Form for Selected Issue (5 min.)

Task #2: FORMATIVE: Develop Your Primary/Key Research Question

Mrs. Stewart's Course

Archives

Categories

April 29/30: Continue Research: Work on Mid-level Question and Analysis of Issue

Check-in: "Show and Tell" Research Notes: ​Critical Friends Feedback on Research Documentation:

Task #1: Go to SeeSaw to look at your Stakeholders "Who Has a Seat at the Table" Mind Map

Task #1: Find 2 articles/sources representing opposing perspectives/points of view of 2 different stakeholders

Upcoming Summatives...Dates to be posted soon!

April 28/29: Research Low-Level Questions

Check-in: Quarantine Observations of Parental Units

Task #1: Small Group Discussion on Research Document Plan or Set-Up.

Task #2: Research and answer your low-level questions

April 23/24: Begin Research

Breakout Room Check-in: What did you finally decide on for your research focus? WHY? What has you so interested in this?

Food for Thought - EarthWeek Edition: the Importance of looking at global issues from multiple perspectives and considering multiple "stakeholders":

Task #1: Post "Who Has a Seat at the Table" Mind Map to SeeSaw

Task #2: Set up your research document (portfolio);​Optional Task: Begin Research to answer your low-level questions

April 21/22: Identifying Stakeholders of an Issue

Check-in: OPINION on Homework

Homework Survey

Task #1: Breakout Room Brainstorm Practice & Discussion:​"Who has a Seat at the Table"

Task #2: Formative in Schoology:​Submit your Research Question and Supporting Questions

OPTIONAL: If you feel ready and have the time...​begin preliminary research to try to answer low-level questions.

April 17/20: Developing Research Questions

Check-in: What's this drawing about? (5 min.)

Task #1: Fill out Google Form for Selected Issue (5 min.)

Task #2: FORMATIVE: Develop Your Primary/Key Research Question

Mrs. Stewart's Course

Archives

Categories

Check-in: "Show and Tell" Research Notes:
Critical Friends Feedback on Research Documentation:

Task #2: Set up your research document (portfolio);
Optional Task: Begin Research to answer your low-level questions

Task #1: Breakout Room Brainstorm Practice & Discussion:
"Who has a Seat at the Table"

Task #2: Formative in Schoology:
Submit your Research Question and Supporting Questions

OPTIONAL: If you feel ready and have the time...
begin preliminary research to try to answer low-level questions.