IMLS-WSL
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IMLS-WSL Grant |
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Common Steps of the Social Studies CBAs Process- Similar to Research Process
NOTE: All Research Models are Cyclical.
Throughout the course of the CBA process:
* researchers create a plan
* decide on a course of action
* work the plan
* review their work
* gather information if necessary
* synthesize
* reflect
* review the work
* decide to continue or revise
* decide on a course of action
* work the plan
* review their work
* gather information when necessary
* synthesize
* reflect
* review the work
* decide to continue or revise . . . . .
as they work toward the product that they will share with the audience they have chosen.
Key Concepts and Vocabulary
Associated Activities:
Choose a main idea to pursue.
Brainstorm topics of interest with students. Help students to analyze how issues relate to the concepts addressed in the CBA.
Get an overview of the subject. Use a common reading to focus discussion.
Read an encyclopedia article, the appropriate section in a history text, or the common readings provided by your teacher. Ask your librarian for help.
Brainstorm stakeholders or perspectives involved with the issue or topic.
Determine the comprehensive idea(s) and their foundations, e.g. the concept of checks and balances in relation to the impeachment of a President.
Model/Practice how to identify and evaluate other positions or perspectives on the issue or topic.
Model/Practice determining key words
Determine and define the keywords (significant or descriptive word s which are tied to the ideas of the subject under study).
Essential Question (EQ) and probing questions and the search for answers.
Questions to Ask to generate or to settle upon an EQ.
What interests me about this topic/idea?
What questions do I have that I can't answer by simply reviewing the background reading?
What "problem" or question raised for consideration or solution interests me?
What are my critical questions?
Associated Activities:
Brainstorming
Demonstrating tools for developing an EQ, probing/clarifying/subsidiary questions
Share essential questions on why these concepts matter
Discuss with students what the concepts covered in the CBA are, why they are important, and how they are relevant to students’ lives.
Refining questions to include: Why? How? Or What’s the best choice or solution?
Inquiry (Reading)
This is the close examination of the EQ and probing questions and the search for the answers.
Associated Activities:
Model the development of a research plan to gather information to address the research and sub-questions.
Discuss common readings and student learning.
Brainstorm relevant resources.
Decide which resources might be suitable.
Locate different types of resources -- ask your librarian(s). Consider library books -- use the library online catalog -- encyclopedias, web sites and databases to which your library subscribes, people who are experts in your subject, observation of your subject(if appropriate), and surveys
Determine which resources are available
Revise questions if necessary based on what your read.
*Change the EQ to a thesis statement that takes a stand (All of the Civics CBAs require students to take a position. The probing questions can often be reformulated to the supporting statements of the thesis statement. It will be important for students to show WHY a situation is the way it is, HOW something is the result of a series of decisions or circumstances or WHAT the best choice or solution is.
Use note taking tools like Awesome Highlighter, a Notes Tracker, or 140-160 character text message
Use a graphic organizer -- each CBA has one associated with it. It will help keep the connections between ideas and help show cause and effect.
Look for patterns and make connections.
Take notes. Interpret what you read in light of the EQ. Use a notes tracker to keep track of information, resources, and your thoughts about what was read.
Capture citation information -- Use a citation tool to capture copyright information and annotations.
Organization and Synthesis
Associated Activities:
Interpret, record, organize
Provide opportunities for students to discuss their work and receive feedback.
*Groups of students who are working on the same or similar topics can be beneficial here.
Complete the graphic organizer provided to use as the guide – all CBA’s have a GO associated with them
Use the note taking tools like Awesome Highlighter, a Notes Tracker, or 140-160 character text message with key word/concept headings with the GO.
Make a clear statement of what the research has told you. Then test it against the thesis statement and the supporting statements that you developed. Make adjustments.
Put together a draft and work with the writing circle to work the bugs out.
Consult the rubric associated with the CBA.
*Make sure that the EQ an probing questions have been addressed
*Make sure there is adequate evidence, information, and credible sources to address all aspects of the rubric.
*Make sure that all the requirements for the CBA have been fulfilled
* Check the bibliographic citations for accuracy. This includes making sure that electronic links are current, typed correctly, and attributed within the text of a written product or embedded in a presentation.
*Proofread and edit. Make sure everything is spelled correctly, that the spell check has not substituted an incorrect homonym (e.g. two for too) or a suggested but incorrect word. Have others proofread your work and discuss what they found. Do the same for someone else.
Prepare the final results according to the requirements of the project.
Group Process/Discussion Skills:
Group Process
This set of skills has intimate ties to all of the Common Steps; some suggested skills are included in the notes for each Common Step.
There are a number of useful tools that students and teachers may want to use listed on the WLMA site at http://wlma.org/cbas. Click on the "We have suggested tips and resources for each step." link.
Further down the page there is a presentations section and a link to Common Steps sites that will also be useful. as a quick handout
Discussion Resources:
MCREL (Mid-continent Research for Education and Learning) provides grade specific benchmarks for discussion and conversation.
Associated Activities:
Presentation requires the synthesis of information in a different way than writing. The following competencies show how discussion leads to presentation.
Research Circles -- Students working with the same or similar topics work together in a workshop to discuss the effectiveness of the presentation format and the expectations for oral/poster/electronic delivery.
1. Chooses and narrows a topic appropriately for the audience and occasion
2. Communicates the thesis/specific purpose in a manner appropriate for audience and occasion.
3. Provides appropriate supporting material based on the audience and occasion
4. Uses an organizational pattern appropriate to topics, audience, occasion, and purpose.
5. Uses language that is appropriate to the audience, occasion, and purpose.
6. Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest.
7. Uses pronunciation, grammar, and articulation appropriate to the designated audience.
8. Uses physical behaviors that support the verbal message.
Product
Associated Activities Common to Writing and Presentation:
Share ideas, knowledge, and product
Create a bibliography (annotated preferred. What the resource is, why it’s important, what it provided and whether or not it is cited in the paper
Communicate findings
Act on findings -- In a number of the Civics CBAs there is a call to action detailed in the rubric.
Discuss what would be an appropriate action to expect the intended audience to take.
Associated Actions -- Written Product:
Research Circles -- Students working with the same or similar topics work together in a workshop to discuss the effectiveness of the written work. The Five C's of Quality Writing are useful
1. Clear -- free of jargon
2. Compelling -- irresistible reading -- good examples and stories that only you the expert can share
3. Concise -- no meandering, no redundant words or phrases
4. Consistent -- make sure that you don't contradict yourself either in the research data or in usage. Know the standard and stick to it.
3. Correct -- Proper grammar and spelling, and facts that check out
Note: there are a number of tools --Web 2.0, open source, and purchased programs that facilitate sharing of information and product creation, e.g. Google Docs, PowerPoint, OpenOffice , Poster Forge.
Associated Actions -- Presentation:
Research Circles -- Students working with the same or similar topics work together in a workshop to discuss the effectiveness of the presentation format and the expectations for oral/poster/electronic delivery. The National Communication Association Core Competencies are useful
1. Chooses and narrows a topic appropriately for the audience and occasion
2. Communicates the thesis/specific purpose in a manner appropriate for audience and occasion.
3. Provides appropriate supporting material based on the audience and occasion
4. Uses an organizational pattern appropriate to topics, audience, occasion, and purpose.
5. Uses language that is appropriate to the audience, occasion, and purpose.
6. Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest.
7. Uses pronunciation, grammar, and articulation appropriate to the designated audience.
8. Uses physical behaviors that support the verbal message.