Guidelines+For+Research+Based+Learning


 * COMMACK **** HIGH SCHOOL **

** GUIDELINES FOR RESEARCH-BASED LEARNING STRATEGIES **


 * For Grades 9 and 10 **


 * July 2009 **

__ COMMITTEE MEMBERS __

Carolyn Burton – Lead Writer Andrea Bryan Michael Jeziorski Carrie Lipenholtz Jeff Sautner Christina Semple COMMACK U.F.S.D COMMACK, NEW YORK

** BOARD OF EDUCATION ** Mrs. Mary Jo Masciello, President Mr. Joseph Pennacchio, Vice President Mrs. Deborah Guber, Trustee Mr. Allen Leon, Trustee Mr. Thomas Torneé, Trustee ** SUPERINTENDENT OF SCHOOLS ** Dr. James A. Feltman ** ASSISTANT SUPERINTENDENT FOR SECONDARY EDUCATION ** Mr. David Weiss ** ASSISTANT SUPERINTENDENT FOR ELEMENTARY EDUCATION ** Dr. Adrienne Robb-Fund ** ASSISTANT SUPERINTENDENT FOR BUSINESS ** Mrs. Laura A. Newman ** ASSISTANT SUPERINTENDENT FOR PERSONNEL ** Mrs. Sheryl L. Haimovich ** ASSISTANT SUPERINTENDENT FOR PUPIL PERSONNEL SERVICES ** Mrs. Amy J. Ryan Mr. Russell J. Stewart, Principal Ms. Carol A. Bertolotti, Assistant Principal Mrs. Catherine D. Nolan, Assistant Principal Mrs. Susan Shapiro, Assistant Principal ** TABLE OF CONTENTS ** Introduction
 * COMMACK** **HIGH SCHOOL ADMINISTRATION**

Statement of Goals and Recommendations

Instructions for Guide Use

Guide for Research-Based Learning Strategies

Works Cited

Appendices


 * 1) 1 – I-Chart

and Performance Indicators for Students
 * 1) 2 – Database Sheet
 * 2) 3a – Internet Content Evaluation
 * 3) 3b – Website Evaluation Lesson
 * 4) 4 – Plagiarism Assignment
 * 5) 5 – iSAFE Overview
 * 6) 6 – Noodletools – Creating Note Cards
 * 7) 7 – Cornell Notes
 * 8) 8a – 9TH Grade Research Paper
 * 9) 8b - Portfolio
 * 10) 9a - Turn-it-in Instructions – Students
 * 11) 9b - Turn-it-in Instructions - Teachers
 * 12) 10 – Historiography
 * 13) 11- In-depth Evaluation of Sources
 * 14) 12 – 11th Grade Term Paper Rubric
 * 15) 13 - Body Paragraphs
 * 16) 14- 12th Grade Term Paper Rubric
 * 17) 15 - Parenthetical Citations Presentation
 * 18) 16 – CHS Academic Integrity Policy
 * 19) 17 – Marzano’s Instructional Strategies
 * 20) 18- ISTE National Educational Technology Standards

Introduction

Developing strong information literacy skills is one of the foundations for preparing students to become responsible digital citizens. Fostering 21st century research skills will enable our students to be independent lifelong learners who will most likely compete in a global economy. As technology evolves, it is important for educators to keep abreast of the changes and find ways to implement pertinent applications into their curriculum.

Becoming a better researcher takes practice on the part of the student and is a community effort between the teacher, librarian and support staff. The explosion of the information age, combined with IB academic rigor and high standards, requires knowledge of these research strategies and are crucial to our students’ success.

Goals and Recommendations In keeping with the district benchmarks of improving our student’s information literacy skills while incorporating the ISTE National Educational Technology Standards as well as Marzano’s Instructional Strategies, the primary goal of this curriculum guide is to provide teachers with units and activities that infuse research skills throughout the school year. Knowing that the process is as important as the outcome, we expect our students to master these skills in order to conduct effective and meaningful research.

In 9th and 10th grade, we need to build the foundation to scaffold strong research skills that are essential for mastering the 11th and 12th grade required assignments. With more than 95% of our students attending higher learning institutions, it is essential for our graduates to continue their academic success beyond high school. In addition, the collaboration between levels and disciplines will result in a more authentic learning experience fostering academic risk-taking for both students and teachers.

The committee would like to recommend, in addition to in-service classes and PLC’s, that we dedicate Staff Conference Day to research-based and technology workshops. Job Targets, Professional Periods and Planning Days are all effective ways to share ideas and implement new strategies as well. Instructions for Use This guide includes an outline of skills and strategies, arranged by semesters and grade levels, to be infused into the curriculum to enhance research practices. The guidelines in the first three marking periods lay the foundation for basic research skills that all students should have. Depending on the needs of their students, teachers will adapt these guidelines to further the research process. It is aligned with Robert J. Marzano’s Instructional Strategies as well as the ISTE National Educational Technology Standards which highlights the latest instructional research and recommended skills.

 9th Grade Marking Periods 1-3 || 9th Grade Marking Periods 4-6


 * // Introduction to Research Skills- Students will be able to identify and understand: //

Primary and secondary sources A variety of on-line and print resources Works cited/ bibliography Documentation styles (MLA, APA, etc) Note-taking/ summarizing Intro to topic development (I-Chart) (#1) Preliminary research ||  || Organizing Research- Students will be able to use critical thinking skills to plan and conduct research.

Utilize note card and citation features of Noodletools (#6) Note-taking/summarizing (Cornell Notes) (#7) Using non-linguistics such as graphic organizers Identifying similarities and differences Generating and testing hypothesis ||

1. Freshman English Orientation – assigned in September – 2 periods: Introduction Use Follett Destiny to find books Set-up passwords and accts: Noodletools, Turn-it-in (#9a/9b ), Public Library Navigate the library homepage 2. Freshman SS Orientation – assigned in October – 2 periods: Grammar of the web Search strategies Practice w/ databases (#2) Use Follett Destiny to find books ||  || //Final Product – Students will demonstrate creative thinking, construct knowledge and develop innovative products.// Suggested Assignments: Homework In-class activity Letter Pamphlet Essay Portfolio Modified research paper (#8a/8b) ||
 * Gathering and Utilizing Library Sources- Students will become familiar with available resources.


 * //Digital Citizenship- Students will be able to understand and demonstrate legal and ethical research practices.//

Evaluating websites (#3a/3b) Proper ‘Netiquette’ Plagiarism (#4) iSafe (#5) ||  || Communication and Collaboration- Students will support individual learning and contribute to the learning of others.

Power Point Presentation Oral report Podcast Cooperative activity Wiki (to be developed) Blog (to be developed) ||



10th Grade Marking Periods 1-3 || 10th Grade Marking Periods 4-6
 * //Intermediate Research Skills- Students will recognize and use://
 * //Intermediate Research Skills- Students will recognize and use://

Primary and secondary sources A variety of on-line and print resources Works cited/ bibliography Documentation styles (MLA, APA, etc) Note-taking/ summarizing Intro to topic development (I-Chart) (#1) Preliminary research || Organizing Research- Students will be able to use critical thinking skills to plan and conduct research.

Suggested Assignments:

Researching multiple perspectives Historiography (#10) In-depth evaluation of sources (#11) Creating analogies/ metaphors Author study Theme study || 1. English Classes – 2 periods Advanced search skills (#2) Author study (suggested) Criticism vs Review (suggested)
 * Gathering and Utilizing Library Sources- Students will participate in extensive review of available resources.

2. SS Classes – 2 periods Advanced search skills (#2) Gathering multiple perspectives Comparative analysis of sources/subjects || //Final Product- Students will demonstrate creative thinking, construct knowledge and develop innovative products//.

Suggested Assignments:

Homework In-class activity Letter Pamphlet Essay Annotated bibliography Modified research paper (#8a,8b) ||
 * //Digital Citizenship- Students will be able to understand and demonstrate legal and ethical research practices.//

Evaluating websites (#3a, 3b) Proper ‘Netiquette’ Plagiarism (#4) iSafe (#5) || Communication and Collaboration- Students will support individual learning and contribute to the learning of others.

Power Point Presentation Oral report Podcast Seminar discussion Socratic Dialogue Wiki (to be developed) Blog (to be developed) ||

Works Cited

Allen, Janet. __Tools for Teaching Content Literacy__. Portland: Stenhouse Publishers, 2004. __ Body Paragpraphs __. Loudon School District. 16 July 2009 . .htm>. Fischer, Gayle V., Ph.D. __Salem State College History Department__. 2009. 16 July 2009 . “i-Safe Curriculum Guide 2008-09.” I-Safe Inc. 16 July 2009  Marzano, Robert J, Debra J Pickering, and Jane E Pollock. __Classroom Instruction that Works__. Alexandria: Association for Supervision and Curriculum Development, 2001. “Parenthetical Citations in Disgustingly Gross Detail.” __Slideshare.net__. 2009. 16 July 2009 .