C102: Integrated Studies



C102: Integrated Studies

Session 5: Research Skills

Main ideas

• Task definition – define the information problem

- identify information needed to complete the task (break the question down)

• Information seeking strategies – brainstorming; keywords as starting points; books/articles/internet web searches; alphabetical order, content, index

• Weighing up the information against Biblical worldview; Objectivity and bias; plagiarism

• Use of Information: - note taking skills, graphic organizers, paragraphs, diagrams, graphs etc

• Synthesis – organize information from different sources

• Present information

• Judge the product – assessment

Outcomes

On completion of this session teachers will:

• be able to guide students in research, interpretation of data and presentation of information.

• be aware of steering students towards a Biblical worldview while researching

• be able set up a creative work centre for student research.

Content

1. What Are Research Skills?

Research skills are the strategies we undertake to find out about a particular topic. Research skills usually utilize books, media, and the internet.

The purpose of doing research, for the Primary school aged child, is usually to do a project, write a report, or conduct an experiment.

2. Learning Research Skills While Researching

While it is possible to learn research skills separate of any specific researching, learning it while doing a particular project may make more sense. Students will be able to understand definite reasons to research rather than abstract reasons.

3. Steps for students

1. Pick your topic and make a list of questions on what you want to find out. Ask who, what, when, where, why, how questions.

2. Use your questions as headings, or make some short headings, e.g. animals, plants, weather, landscape, communities and lifestyle

3. Collect the materials. Use of encyclopedias and books at the reading level of the student.

4. Use alphabetical order to find words in an encyclopedia or an index of a book. Also use the “Contents” page of a book.

5. Use the card catalog or the computer at the library to search for non-fiction books about the topic. Use the Dewey decimal numbers system.

6. When using the internet, use a search engine or Google.

7. Collect information and read through it looking for the main ideas. Take notes using dot points. Highlight keywords and use these as starting points.

8. Organize information under headings or use a graphic organizer.

9. Make a draft copy of the information, using full sentences and paragraphs.

10. Have your draft checked for spelling or grammatical errors. Now assess your project using the assessment form.

11. Present information. Design your project to include attractive headings, easy-to-read text, diagrams, photographs and graphs as appropriate.

12. Include a list of references, using an approved referencing system.

4. Work centres

For a class topic –

Set up a table or bench with resources such as:

• library books / reference books

• information cards

• concrete materials

• maps and a globe

• posters, charts

• task cards

• computer and CD ROMS / internet

If resources are limited:

• ask the children to work in groups so that they can share resources

• make up a roster for using the computer

• make your own information cards containing small chunks of information. These can be laminated.

For free-choice topics –

• If you do not have a library, or access to a library, have a library area set up in your room with reference books on different topics. Select books at an appropriate reading level. Make clear labels to stick on the shelves under the books in that category – e.g. ‘transport’, ‘animals’.

5. Notes for teachers on use of the internet

Take precautions with allowing use of the internet. When allowing children to use the internet, be careful to have controls or appropriate subject-filters in place.

An important point to make is that not all websites on the internet contain factual information. Explain that some information sources may not be written from a Christian point of view, and some articles are biased.

Since it will be difficult for many Primary school children to tell the difference between reliable and unreliable internet sources, it is a good idea to recommend specific sites for information, e.g. National Geographic or Discovery Channel websites.

6. Objectivity

Information written from an objective point of view is a piece of writing that takes into account many sources. It is not just one person’s point of view. It is unbiased.

• It is up to the reader, to develop a critical awareness of the positions represented in what you read, and to take account of this when you interpret the information.

• We must weigh up all information against what the Bible says. The Bible is the only reliable source of truth.

• Many sources of information are only opinions.

7. A look at evolutionary thinking

Many resources we find are based on evolutionary thinking. Before making books available to students, screen them for evidence for evolutionary thinking. Examples:

Reference to ‘millions of years’

Indicating the one species is ‘older’ than another

If you do find language like this in a book, point out to the students the reason why this goes against what the Bible has to say.

References for teaching on Creation / Evolution:

.au – See the following articles:

Secondary Science –

Creation – a foundational truth

God and natural law

Primary Units of Study -

Building Blocks - Creation

Biblical Timeline

8. Student self-assessment of a research project

It is a good idea for students to read the assessment questions before starting the project, so that they know what they are aiming for. (See appendix for research questions form.)

Have I explained how God is involved in this topic?

Have I used and recorded correctly a wide range of references?

Have I written in my own words and not just copied slabs of text?

Have I written in full sentences?

Have I used paragraphs?

Have I included any of my own original thoughts?

Have I thought about whether the information is actually true? Or does it include some untruths such as evolution?

Would any part of this information be against what the Bible has to say?

Is the project interesting, neat, clear and well designed?

Does it include pictures / diagrams / graphs?

Assessment Task

1. Set up a resource centre in your classroom where students can research a topic. You may choose to have a few different topics available for research. These can be topics in the subject areas of science, social studies, history, geography, health or economics.

Ask your students to work in groups or pairs to make a poster. Poster content can include the following:

• God is…

• Topic title

• Questions and answers (who, what, when, where, why, how)

• Information and references

• diagrams or drawings

• Scripture

• A paragraph about God and the topic

The group can fill out the research questions in the appendix, “Assess your own research project”.

Take a photograph and write a brief report on how the students used the centre. Also comment on the following:

Were all the students actively involved? Did some find it difficult? How did you support them? How would you make improvements?

2. Read the book summary, “Studies of Society and Environment” in the appendix. Write a 200 word reflection on the principles you would see as being most important in preparing a unit of study in integrated studies. Include the Christian perspective including an understanding of God through the topic, and values education.

Appendix

Assess your research project

Answer yes or no. Then write comments on how you can improve your draft.

|Have explained how God is involved in this topic? | | |

|Have I used and recorded correctly a wide range of references? | | |

|Have I written in my own words and not just copied slabs of text? | | |

|Have I written in full sentences? | | |

|Have I used paragraphs? | | |

|Have I included any of my own original ideas? | | |

|Have I thought about whether the information is actually true? Is any info| | |

|based on evolution? | | |

|Would any part of this information be against what the Bible has to say? | | |

|Is the project interesting, neat, clear and well designed? | | |

|Does it include pictures / diagrams / graphs? | | |

Comments

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Reading:

Studies of Society and Environment

The following notes are taken from the book, Studies of Society and Environment, 4th edition, by Colin Marsh, Pearson Australia 2005.

There are important social and environmental issues that have the potential to affect people’s everyday lives.

Environmental issues directly affect the quality of life that people are able to enjoy.

War and terrorism are social issues that are prevalent in our modern world.

When students leave school they should:

• be able to exercise judgment and responsibility in matters of morality, ethics and social justice; they should be able to make sense of their world and to think about how things got the way they are.

• be active and informed citizens with an understanding and appreciation of their country’s government and civic life.

• have an understanding of the natural environment and know how to be good stewards of it; they should have the knowledge and skills to contribute to sustainable ecological development.

The ultimate goal of social studies is to combat despair by instilling in our youth the idea that people have the power to spread compassion, understanding and hope throughout their nation and the world.

Essential curriculum issues:

• teach beyond borders

• provide instruction in cultural understanding

• help students understand bias

• develop a historical perspective

• understand the effects of change, including changes in society

• develop critical thinking skills

The study of social studies and environment has a much broader role to play than a mere subject for academic study. This area of the curriculum can:

• help students in their immediate needs, emotional as well as intellectual

• help the students develop skills of exploring for themselves; these skills will be useful after they have left school.

• help students become responsible and compassionate citizens

• help students develop values that are important in a global and multicultural community.

How should a Social Studies curriculum be organized?

Single disciplines:

History

Geography

Economy and society

Multi-disciplines:

Time continuity and change – past, present and future

Place, space and environment – interdependence of people and environment

Societies and cultures – individual and group identity

Social systems – relationships; political, legal and economic systems

Values are at the heart of social studies. Students need to have opportunities to debate and discuss values related to their daily lives. They need to understand that values determine our actions. Knowledge and skills alone are not enough; it is values that provide the context for understanding, and for actions.

Steps in planning

1. Unit title

2. Grade/age level of students

3. Rationale for the unit – e.g. does it relate to curriculum guidelines? Are the students interested in this topic?

4. Goals, objectives or outcomes – e.g. after completing a certain task students will…

5. Content

6. Activities

7. Evaluation -

8. Resources

Examples of outcomes / objectives

Examples of knowledge outcomes:

• to describe

• to identify

• to list

• to compare

• to contrast

• to solve

• to match

• to label

• to recognize examples

• to interpret

Examples of skills outcomes:

• to draw

• to illustrate

• to construct

• to measure

• to locate

• to translate

• to compare

Skills should include:

• sensory skills

• problem-solving skills

• skills for investigating the environment

• social/communication skills

• skills for course of action, e.g. identifying and examining conflicts

Examples of values outcomes

• to choose

• to relate positively to

• to responds to

• to approve of

• to disapprove of

• to believe in

• to be enthusiastic

• to question

• to dispute

Checklist for a good lesson plan

• The planning has been adequate for motivating the students.

• Clear and appropriate instructional obje4ctives have been prepared.

• Content is included that is appropriate for the objectives and skills to be learned.

• Content is included which helps develop positive attitudes.

• Activities have been planned that will promote order and good behaviour in the class.

• A variety of instructional techniques have been planned.

• Adequate communication links with students have been planned involving questioning, responding and explaining.

• The lesson includes a variety of activities that have been carefully placed.

• The planning should help develop good rapport with the students.

• Key teaching points have been developed in the lesson.

• Summaries of key ideas have been prepared

• Alternatives have been prepared if the lesson plan does not go as intended.

• Effective means of collating assessment data about the students has been included.

• Teaching resources that are relevant to the purpose of the lesson have been selected.

• Resources have been collected that will be stimulating and attractive for the students.

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Resources to consider for integrated studies:

Material resources:

• books

• concrete materials – personal items, photographs, environmental objects

• posters

• simulation games

• maps, globes and models

• computers

• internet

• CD-ROM

• television and DVDs

• overhead projectors

• Powerpoint projectors

Human resources:

• people in specific occupations

• retired people

• groups, associations and organizations

Excursions

• local community

• broader community

Checklist for self-evaluation

• Did the lesson motivate my students in the introductory stages?

• Was my questioning clear? Did my students respond actively to the questions?

• Were all stages of my lesson successful?

• Was timing and pacing of different activities appropriate?

• Were the resources used appropriately?

• Did I get across the key teaching points?

• Were the activities undertaken by the students successful?

• Did the lesson provide positive relationship between myself and the students?

• Did the lesson promote good student behaviour?

• Did I obtain important assessment data about the students during the lesson?

Teacher-centred and student centred

Teacher-centred activities occur when a teacher is engaged directly with students. Information is personally delivered, and the teacher controls both the pace of the classroom activity and the pattern of the classroom interaction. The purpose of direct instruction is to help students learn basic academic content in the most efficient way. Techniques include:

• lectures

• directed reading

• demonstrations

• skill practice

• directed questioning

• whole class discussions

• media-based presentations

• map and globe activities

• field trips / excursions

• guest speakers

Although there are situations where these techniques can be very effective, an over-use of these techniques can become monotonous, regimented and uninteresting for students.

Student-directed

Students work alone or in small groups. These activities encourage students to become independent and self-motivated rather than dependent on an authority figure to stay on task or achieve.

Examples of student directed activities:

• inquiry activities

• problem solving

• simulation games

• individual and group projects

• cooperative learning (small groups)

• role-plays

• learning centres

• individual student contracts

Effective teachers will endeavour to use a range of teaching techniques, from teacher-centred to student centred.

Choice of activities will depend on the mix of students in the class. Students with additional needs will need activities tailored to them. Gifted and talented students often complete their work very quickly and need special enrichment activities that they find interesting and challenging – not just more work to fill in time!

Learning centres

A learning centre is typically a table, a long bench or bulletin board where a wide selection of teaching materials and associated learning activities are located.

The materials in learning centres include:

• task cards with directions to be followed

• artifacts / concrete materials

• worksheets

• folder activities

• teacher-made books

• library books

• computer and software

• bulletin board containing headings and visual displays

Questions to consider when planning learning centred:

• Do the learning centre activities relate to specific teaching objectives?

• When is the learning centred to be used?

• How many students will be at the learning centre at one time?

• Can the students perform the activities independently?

• Are there activities that can be achieved by students with different abilities?

• How will student activities be recorded or assessed?

• Do students know what is expected of them on a daily or weekly basis?

Values education

Values education is particularly important in studies of society and environment because of its central focus on individuals and groups of people, and on the decisions that affect the quality of human life and environments.

Procedures for teaching about values:

Teachers seek to

1. instill chosen values in students by providing role models, reinforcing, praising, chastising and selecting alternatives

2. change student values so they more nearly reflect socially accepted values

3. help students develop moral reasoning

4. encourage students to talk about value-based decisions and share with others

5. show students how to think logically about values-based questions, through thoughtful discussions

6. encourage students to know their own values and those of their classmates

7. encourage students to learn by doing things for others who benefit from their services

8. encourage students to view themselves as members of a community

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