Jigsaw

Pamela Buddy-D’Ambrosio 620-Assignment Two Long Island University October 24, 2011

The Research Cycle
 * Jamie McKenzie's The Research Cycle **
 * What is the model/framework?**

Educators have found that students benefit from an alternate research method to previous methods that were too broad in scope. Presently, students are instructed to tackle projects with a much narrower scope. According to originator, Jamie McKenzie, students progress through the //Research Cycle// in this manner:
 * What is its purpose?**
 * Questioning**-stops students from being “word movers.” Students come together to discuss questions surrounding the topic. The questions point the students in the direction of a problem-solving or decision-making topic.
 * Planning**-what are the best ways to find accurate information in reference to the questions that the students have discussed? This is an appropriate step for the school media specialist to be a part of to assist in the weeding of bad information. Students set up a database to sort their information.
 * Gathering**-students structure their findings to prevent “info-glut.”
 * Sorting & Sifting**-separate the “wheat from the chaff.”
 * Synthesizing**-arrange and rearrange the information until it forms a cohesive “story.”
 * Evaluating**-is more research needed? If so, enter the //Research Cycle// again. “What is the quality of the information harvest?
 * Reporting**- publicize your findings without the flashy presentation, says McKenzie.

Jamie McKenzie developed a model/framework entitled //The Research Cycle//. Rather than focus on wide-ranging topics, students are encouraged to seek the answers to questions that are problem-solving or decision-making. For example, how might coal mine owners better protect their miners from black lung disease?--rather than the researching the too-broad topic of the Coal Mining Industry.
 * Who is responsible for it?**


 * What is its history?**

McKenzie developed The Research Cycle in 1995. There was a desire for students to research questions in a more vigorous way which required students to work in teams. Evidence of McKenzie’s Research Cycle is seen throughout various school district websites using the tenets of the Cycle: Cecil County in Maryland used the Cycle in 2009. Grand Prairie Independent School District (K-12) in Texas uses McKenzie’s //Research Cycle// to “develop research assignments which promote the use of critical thinking skills.” The Research Cycle is used today as an alternative research vehicle for students. With the introduction of the Cycle, there came a distancing itself a linear research method. Following the studies that have been completed and the data that has been compiled by educators regarding ways to teach and learn, there won’t be a need or desire to return to the broad-based way of looking at research topics. Students are analyzing questions and finding answers in ways that weren’t thought of two decades ago. There is no need to take leaps backward, especially when we will have to deal with the continuation and proliferation of information overload.

Every skill from information/media literacy, research, inquiry, and critical thinking plays a part in the //Research Cycle//. For instance, the following skills can be implemented with these lessons: Grade 2; //Here Comes the Garbage Barge//; Social Studies, Science, Math, Language Arts/ Students read and discuss //Here Comes the Garbage Barge// by Jonah Winter. If there were a garbage barge traveling in the waters of New York today, what actions can be taken to get the garbage to an appropriate place? Children will examine the four pounds of garbage that each person throws out every day; that in one week, the Empire State Building could fill to the top with garbage from New York City; what each person can do reuse, reduce and recycle and more. Taking the students through the //Research Cycle// will give them a clear picture of the method of finding facts. Grade 4; //She’s Wearing a Dead Bird on Her Head//; History, Language Arts, Science/ Students read and discuss //She’s Wearing a Dead Bird on Her Head// by Kathryn Lasky. Suffrage as well as the animal rights movements are discussed as we focus on the fashion of the time, a woman’s place in society and the birth of the Audubon Society all through the circular momentum of the //Research Cycle//.
 * Which skills can I teach using this model/framework?**
 * How could I use this model/framework to teach one or more of those key skills?**

Resources: Fontichiaro, K. (2009). Nudging Toward Inquiry: Re-Envisioning Existing Research Projects. //School Library Monthly//. Retrieved from http://www.schoollibrarymonthly.com/articles/fontichiaro2009-v26... *McKenzie, J. (2000). The Research Cycle. Retrieved from []. McKenzie, J. (1996). We Weave the Web. Retrieved from [|http://www.fno.org/ascd.html#cycle]. *Milam, P. (2002). Moving Beyond Technology with Strategic Teaching: Jamie McKenzie’s Research Cycle//. School Library Media Activities Monthly//. Retrieved from [].. *two main articles

Pamela Buddy-D’Ambrosio

Long Island University

620-Assignment Two, Part B

November 8, 2011

Reflection on Model/Framework Papers/Curriculum Units/Lesson Plan

// Reflect on classmates’ work on Assignment Two // : All of the models/frameworks that our class researched have similar attributes. Their purposes are to take the students through processes of exploring and mining a subject by asking questions. It is interesting that the models were developed around the same time—late 1980s to mid-1990s. All of my classmates’ written material was helpful and easy to understand. Most of the graphics helped me to understand the process and while a couple diagrams were more confusing than the process.

// Reflect on Module Five tasks // : What do you want students to know? If you look at it that way before the lesson begins, you’ll have focused target areas which is what Stripling, McKenzie, Kulthau and the others have discovered. In Eisenberg’s and Brown’s “Current Themes Regarding Library and Information Skills Instruction: Research Supporting and Research Lacking,” they state that “Traditionally, library instruction focused on skills related to sources…” and now “the emphasis is on developing transferable cognitive skills that should increase students’ effective use of information in general as well as their use of specific libraries and resources.”

// Reflect on four curriculum units: // There is much more required of students today. Gone are the days of looking up hurricanes or the Revolutionary War in encyclopedias for a research paper. Since this model/framework targets K-12, I chose The Big 6 to teach the skills required to research “Are you a Loyalist, a Patriot or Something in Between?” The first element with Task Definition, Define the Problem and Identify Information Requirements uses research skills, inquiry and critical thinking skills. The students will be learning in so many different ways, and The Big Six is accessible for even the youngest children.


 * Lesson Plan **
 * Grade 4 **
 * Are you a Loyalist, a Patriot or Something in Between? **
 * Pamela Buddy-D’Ambrosio **

“…Analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices and traditions; illustrate the connections and interactions of people and events across time and from a variety of perspectives.” “Why did families become Loyalists, or Patriots, or something in between?” “In your own Revolutionary War family: Who are you? What do you believe? Whose side are you on? What actions, if any, are you prepared to take? Why or why not?” Using the geography of the area, the economics, politics and cultural life at the time, draw a graphic novel in which the teenage son of a Loyalist decides he will become a Patriot. What is his job? What does their house look like? What is the father’s job? What would his mother say? What happens during the conversations with the father and the son?
 * What is the lesson objective? ** (What will the students learn? What do the students need to know?): The causes of the American Revolution, and how Loyalists, Patriots and Neutrals differed in their beliefs and actions.
 * Standards addressed ** : To meet NY State Social Studies Standards; to develop students’ decision-making/problem-solving skills; to incorporate a true performance assessment task in the BOCES ELA/Social Studies curriculum.
 * Anticipatory Set ** (something to excite the students): A chance for students to dress in colonial-era costumes to enact their plays.
 * Teaching/Instructional Process ** (How will the students learn the information? input, modeling, checking for understanding):

Students will have the choice of two databases with which to conduct their research, as well as books, magazines and websites. v History Resource Center: US (InfoTrac/Gale Group) v Historical Abstracts (Ebsco) v Books in the school library as well as the public library. v // American Spirit // magazine (Daughters of the American Revolution). v Website: [|www.nationalmuseumoftheamericanrevolution.org]

Educational Workshops and Programs
Engage school children with a visit to the American Independence Museum. Your students will experience history through exciting and informative workshops and programs for students in grades K-12. All workshops and programs were created to meet New Hampshire curriculum standards and are taught by trained museum teachers. To register, email or call 603-772-2622. Cost: $5 per child for all programs; recommend 1 adult chaperone per 6 children per class; additional adults, $5 each. One-on-one aides are free. Call today -- enrollment is limited! Click for our [|School Programs Brochure]. Can’t join us? The Traveling Trunk outreach program brings part of the American Independence Museum into your classroom! Each trunk provides educators with a complete lesson plan, reproducible handouts, visual aids, and hands-on props. The flexible lesson plan allows teachers to incorporate each part into your curriculum schedule. Trunks are limited and are scheduled on a first come, first served basis. They may be checked out for 2 weeks and must be picked up and dropped off at the American Independence Museum. Please allow at least 2 weeks to reserve. Cost is $100 for two weeks. To reserve call Stephanie Rohwer at (603)772-2622 or email education@independencemuseum.org. The outreach initiative is sponsored by the Massachusetts Society of the Cincinnati. “Patriots (also known as Americans, Whigs, or Rebels) were colonists who did not agree with Parliament levying taxes on them without having a vote and later wanted independence from Britain. Loyalists (also known as Tories) may have been unhappy with the taxes but did not want to break away from Britain and remained loyal to the king. There was no set formula as to what side a group would chose and sometimes even families split their loyalties. Class did not dictate what side people supported; ideology was more important. Generally, if a colonist’s occupation was tied to the king, he sided with the Loyalists. Examples of this would be royal officials, such as governors, in the colonies or established merchants who had business connections across the British Empire. Loyalists were typically older and were less willing to break with tradition and had ties to the Church of England. On the other hand, most small farmers and merchants, and craftsmen sided with the Patriots because they wanted political equality and were unhappy with the economic effects the British taxation had on their businesses. Highly-educated and wealthy individuals tended to side with the Patriots as well. Many colonists, however, did not choose one side or the other and remained neutral throughout the war. The largest group to remain neutral was the Quakers, who did not choose sides because of their pacifist religious beliefs. Most women, but not all, tended to side with their husbands.” --Many Faces of the American Revolution: http://www.dar.org/museum/forms/manyfaces.pdf Discuss how you feel each portion of society would choose--Loyalist or Patriot? Why? --Many Faces of the American Revolution: http://www.dar.org/museum/forms/manyfaces.pdf
 * Traveling Trunks **
 * Guided Practice and Monitoring: ** Once the students have role-played the various family parts after dressing up and have written their graphic novels, play a Jeopardy game with them that uses all the terms and facts surrounding the American Revolution which will be a barometer for the knowledge retained after research.
 * Closure ** : Loyalists and Patriots
 * Independent Practice: **
 * Wealthy Landowners
 * Slaves/Indentured Servants
 * Farmers
 * Skilled Laborers
 * Native Americans
 * Women

Original Version

// Develop lesson plan to teach skills // : Madeline Hunter Lesson

**What is the lesson objective?** (What will the students learn? What do the students need to know?): The causes of the American Revolution, and how Loyalists, Patriots and Neutrals differed in their beliefs and actions.

**Standards addressed**: To meet NY State Social Studies Standards; to develop students’ decision-making/problem-solving skills; to incorporate a true performance assessment task in the BOCES ELA/Social Studies curriculum.

**Anticipatory Set** (something to excite the students): A chance for students to dress in colonial-era costumes to enact their plays.

**Teaching/Instructional Process** (How will the students learn the information? input, modeling, checking for understanding):

“Why did families become Loyalists, or Patriots, or something in between?”

“In your own Revolutionary War family: Who are you? What do you believe? Whose side are you on? What actions, if any, are you prepared to take? Why or why not?”

“Three families in the class write and deliver a letter to a like-minded neighboring family…”

Students will have the choice of two databases with which to conduct their research, as well as books, magazines and websites.

v History Resource Center: US (InfoTrac/Gale Group)

v Historical Abstracts (Ebsco)

v Books in the school library as well as the public library.

v // American Spirit // magazine (Daughters of the American Revolution) is another resource.

v Website: [|www.nationalmuseumoftheamericanrevolution.org]

 Educational Workshops and Programs
Engage school children with a visit to the American Independence Museum. Your students will experience history through exciting and informative workshops and programs for students in grades K-12. All workshops and programs were created to meet New Hampshire curriculum standards and are taught by trained museum teachers.

To register, email or call 603-772-2622. Cost: $5 per child for all programs; recommend 1 adult chaperone per 6 children per class; additional adults, $5 each. One-on-one aides are free. Call today -- enrollment is limited!

Click for our [|School Programs Brochure].


 * Traveling Trunks **

Can’t join us? The Traveling Trunk outreach program brings part of the American Independence Museum into your classroom!

Each trunk provides educators with a complete lesson plan, reproducible handouts, visual aids, and hands-on props. The flexible lesson plan allows teachers to incorporate each part into your curriculum schedule.

Trunks are limited and are scheduled on a first come, first served basis. They may be checked out for 2 weeks and must be picked up and dropped off at the American Independence Museum. Please allow at least 2 weeks to reserve. Cost is $100 for two weeks.

To reserve call Stephanie Rohwer at (603)772-2622 or email education@independencemuseum.org. The outreach initiative is sponsored by the Massachusetts Society of the Cincinnati.


 * Guided Practice and Monitoring: ** Once the students have role-played the various family parts, play a game with them that uses all the terms and facts surrounding the American Revolution which will be a barometer for the knowledge retained after research.


 * Closure ** : Loyalists and Patriots

“Patriots (also known as Americans, Whigs, or Rebels) were colonists who did not agree with Parliament levying taxes on them without having a vote and later wanted independence from Britain. Loyalists (also known as Tories) may have been unhappy with the taxes but did not want to break away from Britain and remained loyal to the king.

There was no set formula as to what side a group would chose and sometimes even families split their loyalties. Class did not dictate what side people supported; ideology was more important. Generally, if a colonist’s occupation was tied to the king, he sided with the Loyalists. Examples of this would be royal officials, such as governors, in the colonies or established merchants who had business connections across the British Empire. Loyalists were typically older and were less willing to break with tradition and had ties to the Church of England. On the other hand, most small farmers and merchants, and craftsmen sided with the Patriots because they wanted political equality and were unhappy with the economic effects the British taxation had on their businesses. Highly-educated and wealthy individuals tended to side with the Patriots as well. Many colonists, however, did not choose one side or the other and remained neutral throughout the war. The largest group to remain neutral was the Quakers, who did not choose sides because of their pacifist religious beliefs. Most women, but not all, tended to side with their husbands.”

Many Faces of the American Revolution: http://www.dar.org/museum/forms/manyfaces.pdf


 * Independent Practice: **

Discuss how each portion of society would feel and would they choose to be a Loyalist or a Patriot?


 * Wealthy Landowners
 * Slaves/Indentured Servants
 * Farmers
 * Skilled Laborers
 * Native Americans
 * Women

Many Faces of the American Revolution:

http://www.dar.org/museum/forms/manyfaces.pdf


 * Hi Pamela: Very nice job with this. There are a couple of things you need to do before you post it to the collaborative wiki. It would be easier if we talked and i can walk you through some things if needed. You can reach me on my cell this weekend at 203-515-5710. If I don't answer leave yr number and good time to call, and I will call you. **

Pamela Buddy-D’Ambrosio 620-Assignment Two Long Island University October 24, 2011

<span style="display: block; font-family: 'Times New Roman',serif; text-align: center;">The Research Cycle

<span style="font-family: 'Times New Roman','serif';">For decades, students had been assigned or had had the freedom to choose research topics, only to erroneously attack the research topic as well as the research itself. The topics were too broad: a country; a state; an industry; or a literary genre; therefore, the research results were too broad, according to present-day educators. <span style="font-family: 'Times New Roman','serif';">Today, with the overload of good and bad information on the Internet, a Google search can result in thousands, if not millions of choices. If a student searches on the broad topic of Coal Mining Industry, he will have the daunting task of working his way through a few dozen of the 11,100,000 documents without knowing what is fact or fallacy. <span style="font-family: 'Times New Roman','serif';">Educators have found that students benefit from an alternate research method with a much narrower scope. In 1995, Jamie McKenzie developed a model/framework entitled //The Research Cycle//. Rather than focus on wide-ranging topics, students are encouraged to seek the answers to questions that are problem-solving or decision-making. For example, how might coal mine owners better protect their miners from black lung disease? <span style="font-family: 'Times New Roman','serif';">According to McKenzie, students progress through the //Research Cycle// in this manner: <span style="font-family: 'Times New Roman','serif';"> McKenzie says that students become information producers. Throughout the //Research Cycle//, “students are actively revising and re-thinking their research questions; they are forced to ‘cycle’ back repeatedly through the stages, so the more skill they develop, the less linear the process.” <span style="font-family: 'Times New Roman','serif';"> Grand Prairie Independent School District (K-12) in Texas uses McKenzie’s //Research Cycle// to “develop research assignments which promote the use of critical thinking skills.” <span style="font-family: 'Times New Roman','serif';"> In a 2009 article in the //School Library Monthly//, K. Fontichiaro says, “Students flourish when they are given time and space to explore ideas.” <span style="font-family: 'Times New Roman','serif';">“We learned quickly that old approaches to student research were inadequate to meet the essential learning goals set by the district and were ill-suited to the information rich environment we had created…,” says McKenzie. In 1996, McKenzie wrote, “We see great movement toward information literacy as the information landscape shifts with powerful new technologies. The importance of library media specialists grows dramatically as information systems shift and research becomes central to student-centered, constructivist classrooms.” <span style="font-family: 'Times New Roman','serif';"> McKenzie’s //Research Cycle// distanced itself from a linear research method. Following the studies that have been completed and the data that has been compiled by educators regarding ways to teach and learn, there won’t be a need or desire to return to the broad-based way of looking at research topics. Students are analyzing questions and finding answers in ways that weren’t thought of two decades ago. There is no need to take leaps backward, especially when we will have to deal with the continuation and proliferation of information overload. <span style="font-family: 'Times New Roman','serif';"> Every skill from information/media literacy, research, inquiry, and critical thinking plays a part in the //Research Cycle//. For instance, the following skills can be implemented with these lessons: <span style="font-family: 'Times New Roman','serif';">Grade 2; //Here Comes the Garbage Barge//; Social Studies, Science, Math, Language Arts/ Students read and discuss //Here Comes the Garbage Barge// by Jonah Winter. If there were a garbage barge traveling in the waters of New York today, what actions can be taken to get the garbage to an appropriate place? Children will examine the four pounds of garbage that each person throws out every day; that in one week, the Empire State Building could fill to the top with garbage from New York City; what each person can do reuse, reduce and recycle and more. Taking the students through the //Research Cycle// will give them a clear picture of the method of finding facts. <span style="font-family: 'Times New Roman','serif';">Grade 4; //She’s Wearing a Dead Bird on Her Head//; History, Language Arts, Science/ Students read and discuss //She’s Wearing a Dead Bird on Her Head// by Kathryn Lasky. The suffrage as well as the animal rights movements are discussed as we focus on the fashion of the time, a woman’s place in society and the birth of the Audubon Society all through the circular momentum of the //Research Cycle//.
 * <span style="font-family: 'Times New Roman','serif';">Questioning **<span style="font-family: 'Times New Roman','serif';">-stops students from being “word movers.” Students come together to discuss questions surrounding the topic. The questions point the students in the direction of a problem-solving or decision-making topic.
 * <span style="font-family: 'Times New Roman','serif';">Planning **<span style="font-family: 'Times New Roman','serif';">-what are the best ways to find accurate information in reference to the questions that the students have discussed? This is an appropriate step for the school media specialist to be a part of to assist in the weeding of bad information. Students set up a database to sort their information.
 * <span style="font-family: 'Times New Roman','serif';">Gathering **<span style="font-family: 'Times New Roman','serif';">-students structure their findings to prevent “info-glut.”
 * <span style="font-family: 'Times New Roman','serif';">Sorting & Sifting **<span style="font-family: 'Times New Roman','serif';">-separate the “wheat from the chaff.”
 * <span style="font-family: 'Times New Roman','serif';">Synthesizing **<span style="font-family: 'Times New Roman','serif';">-arrange and rearrange the information until it forms a cohesive “story.”
 * <span style="font-family: 'Times New Roman','serif';">Evaluating **<span style="font-family: 'Times New Roman','serif';">-is more research needed? If so, enter the //Research Cycle// again. “What is the quality of the information harvest?
 * <span style="font-family: 'Times New Roman','serif';">Reporting **<span style="font-family: 'Times New Roman','serif';">- publicize your findings without the flashy presentation, says McKenzie.

(pie chart inserted)

<span style="font-family: 'Times New Roman','serif';">Resources: <span style="font-family: 'Times New Roman','serif';">Fontichiaro, K. (2009). Nudging Toward Inquiry: Re-Envisioning Existing Research Projects. //School Library Monthly//. Retrieved from http://www.schoollibrarymonthly.com/articles/fontichiaro2009-v26... <span style="font-family: 'Times New Roman','serif';">McKenzie, J. (2000). The Research Cycle. Retrieved from []. <span style="font-family: 'Times New Roman','serif';">McKenzie, J. (1996). We Weave the Web. Retrieved from [|http://www.fno.org/ascd.html#cycle]. <span style="font-family: 'Times New Roman','serif';">Milam, P. (2002). Moving Beyond Technology with Strategic Teaching: Jamie McKenzie’s Research Cycle//. School Library Media Activities Monthly//. Retrieved from []... <span style="font-family: 'Times New Roman','serif';">Traits of a Challenging Research Assignment. Retrieved from []Services/TraitsofGoodResearch...