Professional Documents
Culture Documents
Research
Defining Characteristics of
Conducting Research
An inquiry process that involves
exploration.
Taps into the learner's "need to know."
The process can be divided into four
phases.
The phases are fluid and iterative.
Student Challenges
Selecting a question
Finding relevant sources to gather
information
Evaluating and validating online content
Organizing and analyzing information
Determining an appropriate presentation
method
Discussion Questions 1
1. What challenges do your students face in
conducting research?
2. What choices do you give students in
selecting research topics?
3. What types of strategies do your students
use to gather information?
Use of Evidence-Based
Instructional Practices
Differentiated Instruction
Plan instruction that considers students'
readiness, learning needs, and interests.
Use a range of technology tools to:
engage learners at varying levels
engage learners in multiple ways.
offer students options for demonstrating
understanding and mastery
Teacher-Dependent
Ways to Differentiate
By Content
Different levels of reading or resource materials,
reading buddies, small group instruction, curriculum
compacting, multi-level computer programs and Web
Quests, audio materials, etc.
By Product
Activity choice boards, tiered activities, multi-level
learning center tasks, similar readiness groups, choice
in group work, varied journal prompts, mixed
readiness groups with targeted roles for students, etc.
By Process
Tiered products, students choose mode of
presentation to demonstrate learning, independent
study, varied rubrics, mentorships, interest-based
investigations
Student-Dependent
Ways to Differentiate
By Readiness
Options in content, topic, or theme, options
in the tools needed for production, options in
methods for engagement
By Profile
Consideration of gender, culture, learning
styles, strengths, and weaknesses
By Interests
Identification of background knowledge/gaps
in learning, vary amount of direct instruction,
and practice, pace of instruction, complexity
of activities, and exploration of a topic
Discussion Questions 2
1. How can you take advantage of a student's
interests and abilities in motivating them to
identify a research question?
2. How does the information gathering process
support differentiated instruction?
3. What are the multiple means of
representation students can use to present
their research?
Engage in Formative
Assessment
Encourage peer collaboration to help students
determine if they should revise their
information gathering plans.
Assess students' ability to employ strategies
for critically evaluating information.
Have students write or record short summaries
of what they are learning using blogs, minipodcasts, the class wiki, or webistes.
Discussion Questions 3
1. What technology tools are your students using
to carry out the research process?
2. What strategies do you use to help students
analyze the information they gather?
3. How do you use formative assessment
strategies to strengthen your students' inquiry
process?
Disclaimer
Awarded through a cooperative agreement from the U.S. Department of
education, Office of Special Education Programs (OSEP), Grant
#H327G090004-10, PowerUp What Works was developed by a team
of experts in education, technology, differentiated instruction/UDL, and
special education at the Center for Technology Implementation,
operated by the American Institutes for Research (AIR) in collaboration
with the Education Development Center, Inc. (EDC) and the Center for
Applied Special Technology (CAST).
This document contains information from other public and private organizations that may be useful to the reader; these materials are merely examples of resources that may be available. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed. This publication also contains hyperlinks and URLs created and maintained by outside organizations and
provided for the reader's convenience. The Department is not responsible for the accuracy if this information. Further, the programs/models/resources featured on this site have not been extensively evaluated by CTI. This website was created and is maintained by American Institutes for Research (AIR) through funding from the U.S. Department of Education, Award # H327G090004. For more information, send an e-mail to PowerUp@air.org.