AGOPP - Research Process Strategy Model

The Five Stages of AGOPP - Strategies, Suggestions and Examples: A Ask Questions G Gather Information O Organize Information P P Prepare/Produce Information Present and Assess Information

http://www.mcps.k12.md.us/departments/isa/elit/agopp/agoppindex.htm

AGOPP - Research Process Strategy Model Why use a research model?

"Certainly, among the elements of successful approach to teaching and learning are: performing, evaluation, and feedback. When library media specialists and teachers are able to measure student performance systematically, based on established criteria, and communicate the results to students within the context of the information problem-solving (The Big6 Skills) approach, they can enhance the quality of the learning process." (Berkowitz, Michael. "Evaluating Student Performance: Information Skills Instruction and Assessment" School Library Media Activities Monthly Oct. 2, 1997: 23.) When a student has to research a topic or issue or has to find information to solve a problem, a research model provides a methodical process to approach problem solving. The benefits of using a model, such as AGOPP, with all students, in all curricular areas are numerous. AGOPP provides: a framework with a common language a template for inquiry, organization, and analysis a sequence to teach information seeking a structure that has clear expectations, with performance, assessment and feedback opportunities which can be monitored (a checklist) throughout the information seeking process a device for teachers and media specialists to plan research together

simplicity in its format so that it can be used repeatedly, and over time students and teachers will learn to use the model intuitively.

A major finding from BETTER (Building Effective Teaching Through Education Research) MSDE states: "Teachers and School Library Media Specialists who cooperatively plan instruction that incorporates the information search process into the process of identifying and exploring content issues in the curriculum help students learn the steps in the inquiry process of learning; this process is an important strategy for satisfying their individual learning needs and for becoming lifelong learners." We can address our students' information seeking problems by consistently using a research model such as AGOPP.

AGOPP - Research Process Strategy Model A

Ask Questions

See the Mini-Lessons suggested "Planning for use of the AGOPP Research Process Strategy Model"

The purpose of this stage is to help students organize before beginning the actual research (i.e., Gather Information stage). This step can be an individual or group activity.

Identify research problem, question or issue (the "big" or "essential" question) o Brainstorm the topic (who are the stakeholders?) Examples of Graphic Organizers that could be used during the brainstorming process: KWLH 1, KWLH 2, Synectics, Topic, concept, theme web, Mind Map (you have to scroll down the page to find it), Network Tree, T-Chart, Spider Map, Clustering, To Kill a Mockingbird Brainstorming Web o Assess prior knowledge

Examples of Graphic Organizers that could be used to assess prior knowledge: KWLH , Anticipation/Reaction Guide Provide overview information: through teaching related information Graphic Organizers: Depending on how the lesson is taught any of the above could be used. Provide overview information: through readings (give students specific articles related to content, encyclopedia articles) Examples of Graphic Organizers that could be used to help students take notes while reading the article(s): Mind Map (you have to scroll down the page to find it), T-Chart, Series of Events Chain, Chain of Events, Online encyclopedia and database services that could be used to obtain general information: World Book Online Encyclopedia (all MCPS schools) Grolier Multimedia Encyclopedia and New Book of Knowledge SIRS Discoverer (all MCPS schools) SIRS Researcher (all MCPS secondary schools) Electric Library (on Middle School computers) Newsbank (all MCPS elementary and middle schools) AP Multimedia Archive (all MCPS schools) American National Biographies (all MCPS schools)

Analyze the problem and develop the "little" (specific) questions (relate the "little" questions to broader questions).

Examples of Graphic Organizers that could be used to help students organize their questions: Questions

Gather Information

See the Mini-Lessons suggested "Planning for use of the AGOPP Research Process Strategy Model" Plan a search strategy o select key words or phrases (synonyms) o develop a search strategy using key words and Boolean logic. (AND, OR, NOT) o choose the best sources for the topic (evaluate sources - could use a Ranking for this activity) Search for the information o Teach the concept of finding and reading basic article to obtain background information Resources that could be used: World Book Online Encyclopedia (all MCPS schools) Grolier Multimedia Encyclopedia and New Book of Knowledge (all MCPS schools) SIRS Discoverer (all MCPS schools) SIRS Researcher (all MCPS secondary schools) Electric Library (on Middle School computers) Newsbank (all MCPS elementary and middle schools)

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AP Multimedia Archive (all MCPS schools) American National Biographies (all MCPS schools) Skim/Read chosen sources Record notes There are so many ways to record notes as alternatives to the notecard method. Here are various examples: Create an Excel spreadsheet or an AppleWorks 5.0 spreadsheet or database. Record the source, the question the "note" answers and the note itself. In the end, the notes can be sorted by question and ready for the O Organize stage. Topic/Concept/Theme (it is the second organizer on the "page.") Chain of Events Clustering Continuum

Record bibliographic information for each source o Middle school and high school students should use the format decided upon in their schools. Citing Online Sources can be used as a model for the citation of online sources used) Elementary school students can use the Works Cited to record their bibliographic information.

Organize Information

See the Mini-Lessons suggested "Planning for use of the AGOPP Research Process Strategy Model" Go back to the "little" (specific) questions o Interpret the information: what information best answers the questions? o Jot down short answers to your little questions (a Fishbone Map or Spider Map might be helpful). o Might also consider going back to a KWLH chart (or other strategy used to gauge background knowledge) that the class had created at the beginning of the assignment and discuss "What we learned."

Can you use technology to analyze, interpret and evaluate the information? Thinking about using a spreadsheet in the G Gather Information stage would impact this stage. Using software such as Inspiration to create graphic organizers might also help in the analysis process.

Organize notes - there are many ways to organize notes in order to efficiently prepare for the product. Many methods are dependent upon the topic, type of information sought and the form of the product. Here are some examples. o If the student has used a spreadsheet or database to take notes, the notes can now be sorted. o Graphic organizers that might be useful:

Series of Events Chain (Scroll down the "page" to find it) Problem/Solution Outline (Scroll down the "page" to find it) Mind Map (Scroll down the "page" to find it) Network Tree (Scroll down the "page" to find it) Interaction Outline

Review organizers and answers to the "little questions." Is there enough information for each part of the product?

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Prepare/Produce Information

Select a form for the product in order to publish the information found.
Written research report? handwritten handwritten with visuals word processing word processing with inserted visuals Inspiration web with visuals? Power Point presentation? Excel spreadsheet and graph? Microsoft Word table Claris Impact graph, chart or presentation? Hyperstudio stack? Kid Pix Slide Show? Kid Pix Slide?

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Develop a graphic organizer for product preparation.

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Multimedia storyboard General storyboard Multimedia Presentation Sequence Plan (general) Kid Pix Slide Show storyboard Storyboard created in Inspiration Hyperstudio storyboard Outline written using Power Point, Claris Impact Microsoft Word or Inspiration

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Chain of events web - to create an order for a presentation Webs (Compare/Contrast,Fishbone Mapping) rough draft from the graphic organizer introduction, body, conclusion revise-edit-proof

Writing process
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Present and Assess Information

Assess the research process

Use a rubric prepared for the research process Examples of items to include: notes? used a variety of sources? sources fit the task? reliable sources used? answered the questions? bibliographic information is complete? Use the notes from the Collective Share process Based on the product, did the student learn from this process ? Review the Reflection Logs Based on the product, did the student learn from this process? Presentation can take many forms. See the suggestions in the P Prepare and Produce stage. In some cases the product and the presentation may take more than one form. For instance, the product might be a full-blown research paper (which can be defined to fit the level of the students). However, the presentation might be a Power Point summary of the paper shown on a
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Present the Information

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presentation device to the class along with an oral report. Presentations could also take the form of a graphic organizers. Use a rubric created to assess the specific type of product (for instance a rubric for a multimedia product would be different than a rubric for a traditional research report) (See the "Multimedia Mania '99 Rubric") Use a rubric to assess the content of the product Use a rubric to assess the mechanics and style used in the product

Assess the product

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Planning for use of the AGOPP Research Process Strategy Model

Planning each day of research using a research process strategy model takes a prescriptive form. Think of a continuum: Where are you on Day 1 and where do you want to be on the last day? And what do you want to take place during each day of this research process in order to ensure that all students achieve success by the last day? AGOPP suggests a general daily lesson format for the work sessions. A chart could be developed for daily planning - this might be especially useful if a teacher and media specialist are collaborating on the project. Research Project Planning Table - See explanations below
Day/Date What will the students do? 1. Mini lesson on determining key words 2. Mini lesson on planning a search strategy is modeled by facilitator 3. Review the research model 4. Work Session - Students plan a search strategy 5. Model the Collective Share and the Reflection process 6. Reflection Who is responsible? 1. Classroom teacher or media specialist 2. Classroom teacher or media specialist 3. Classroom teacher or media specialist and students 4. Students 5. Classroom Teacher or Media Specialist and Students 6. Students

Day 1

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Day 2

1. Mini lesson on source evaluation 2. Mini lesson on using print and non-print sources 3. Review the research model 4. Work Session - Students read/skim basic sources (i.e. encyclopedias, articles targeted by teacher) 5. Collective Share 6. Reflection

1. Classroom teacher and media specialist 2. Classroom teacher and media specialist 3. Classroom teacher and media specialist and students 4. Students 5. Students 6. Students

Mini-Lessons - each work period begins with an appropriate minilesson. (5-15 minutes) Review the Research Model - each work period includes a review of the AGOPP model. Students are reminded of the stages. (2 minutes) Work Period - students work on their assignments while the teacher and/or media specialist continually analyzes individual student accomplishment and need. This process helps the teacher determine which mini-lessons are needed and ensures that no student is spending too much time moving in the wrong direction or floundering. (30-45 minutes) Collective Share - each work period ends with a collective share session. Students report on what was tried and discuss successes and challenges. The emphasis on these session is not on the content but on the process that is used. This is another opportunity for the teacher and/or media specialist to determine student need in order to plan mini-lessons. See mini-lesson example for collective share (5-10 minutes) Reflection - Students each have a "Reflection Log." The information in this log is content and process related. The teacher and/or media specialist monitors these logs in order to assist each student and to plan mini-lessons. (5-10 minutes) Examples of Reflection Questions: What did you learn about your topic today? What did you learn today about the process of finding information?
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What part of the research process were you working on today? What was hard about the part of the research process today? What was easy about the part of the research process today? I would like to suggest a topic for tomorrow's mini-lesson. My suggestion is _____________ because ____________________________________.

Suggested Mini-Lessons to help ensure success:

1. Choosing a topic 2. Determining key words and using a research strategy plan (link to research strategy plan) 3. Using the electronic catalog 4. Source evaluation - print and non- print 5. Using print sources to find information to answer questions (read the first paragraph of each section, table of contents, index, and textual aids such as boldface, italics, captions, graphics such as graphs, charts, tables, photographs, drawings, etc.) 6. Using non-print sources to find information to answer questions (read the first paragraph of each section, using outlines, using frames, textual aids such as boldface, italics, captions, graphics such as charts, tables, photographs, drawings, etc.) 7. Review special subject print and non-print sources (i.e., Macmillan Encyclopedia of Science, UXL Biographies, The Way Things Work) that might apply to the assignment. 8. Bibliographic Format - print and non-print (Citing Online Sources, MLA, Works Cited for Elementary school students - these will be links) 9. Using online sources to find information to answer your questions (how to search in specific online sources) 10. Using search engines to find sources to answer your questions 11. Notetaking strategies and expectations 12. How to select and create a graphic organizer that matches one's task 13. What to consider during collective share time? What to consider in the reflection process? Model these strategies for your students at the end of Day 1.

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Collective Share

Which key words yielded appropriate information? If you didn't get good information how did you change your key word list? Did that work? How did you determine that a source would be useful? What resources are good? Which ones didn't work? Why?

Strategies for Collective Share:

1. Teacher and/or media specialist prepares a list of questions that would be appropriate for the collective share each day. 2. This list could be written on chart paper, in a word processing document or in the Inspiration (software). 3. As the students share answers to the list of questions, the teacher and/or media specialist would record.

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Comparison of Research Models

AGOPP
Ask Questions
Explore relationships - brainstorm, access prior knowledge Identify problem/issue, purpose of research, stakeholders

Wm. & Mary

Identify issue/problem
List all stakeholders and their positions What is your position on the issue now?

The Big6 Skills

Task Definition
Define information problem What information is needed to solve the problem and complete the task?

Acquire background knowledge read overview articles in a variety of print, non-print including cdroms, online resources such as periodical databases and encyclopedias

Read about issue

Use a variety of print, media, technology, people What are your preliminary findings?

What big (broader) questions do you need to answer? What little questions do you need to answer? Relate little questions to the big (broader) questions

Develop questions to be answered by gathering data

What would be the results of ____? Who would benefit/be harmed and by how much? Your questions

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Gather Information
Brainstorm appropriate sources Evaluate the sources to determine which might be the best Develop a search strategy keywords Skim/read information sources Read chosen sources and write notes o determine appropriate graphic organizers for notetaking

Gather evidence using a Information Seeking variety of sources Strategies

Survey questions Interview questions What experiments should you do? List all possible sources What is the range of the best possible sources? Evaluate the sources in order to prioritize the best possible sources.

Location and Access

Where are the physically and intellectually located? Find (access) the information in each source.

Participate in mini-lessons to develop understanding and "expertise" in each strategy used to gather information.

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Organize Information Go back to the little questions o analyze, interpret and evaluate notes, develop graphic organizers for analysis, interpretation and evaluation o jot down questions to the answers Interpret information: what info best answers the questions? Can you use technology to analyze, interpret and evaluate the information (data)?

Manipulate data for interpretation

Summarize findings represent data appropriately, e.g., charts, graphs, diagrams How can you use technology to transform data?

Use of Information
Read the information in the sources. What information is relevant in the sources?

Synthesis
How does the information fit together? Was the problem solved? Organize the information from each source. How is the information best presented? Present the information.

Draw conclusions and inferences

What do the data mean? How can you interpret what you found? Conclusions and inferences from your results How will these conclusions affect ALL stakeholders?

Determine implications and consequences

What are implications/conseque nces related to issue? Do you have enough information? What new questions have you developed?

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Prepare and Produce

Select form for product in order to share information Develop graphic organizers for product Writing process: o introduction, body, conclusion o revise-edit-proof Publish (word processing, the web, multimedia software such as Kid Pix, Hyperstudio, Power Point, Claris Impact) Visuals

Communicate results
Decide on best form for your product Present abstract to audience

Present and Assess Information

Present the information Assess the process - rubrics Assess the product - rubrics

Evaluate and reflect

Product and process

Evaluation
Assess the product Assess the problem-solving process.

Other research models to consider: The Research Cycle (Jamie McKenzie) - http://fno.org/dec99/rcycle.html InfoZone - http://www.assd.winnipeg.mb.ca/infozone/ This chart was developed by: Carol Blum, OCIP; Marjorie Geldon, Newport Mill M.S.; and Judy Pearson, Blake H.S.

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