Instructional Design Collaborative Teaching Unit - Kerr, et al

8/10/2019 Instructional Design Collaborative Teaching Unit - Kerr, et al.

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Instructional Design Teaching Unit, Kerr

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Unit Title: Ethical Use of Resources in Research

Grade: 12 Subject/Course: British Literature and Composition

Topic: Action Research

Preparation

Authors: Kevin Kerr (Media

Specialist) with Jennifer C. and

Kirstie K. (Classroom Teachers)

Overview:I collaborated with two 12th grade British literature and composition teachers to design and implement a unit on

teaching the research process. EOCT scores from the previous year revealed a deficiency in research skills.The British literature teachers also report that they have encountered those same shortcomings, particularly in

finding, evaluating, and citing sources using the MLA format. In response, we designed a unit that would target

locating and evaluating sources of information, documenting those sources, and incorporating them into the

students own text.The students have been briefed on plans to conduct an action research project that revolves around the theme of

social justice. The students have, throughout the semester, been focusing on viewing literature through a variety

of literary lenses. The upcoming action research unit will extend that idea into the real world. Our unit on theethical use of resources will serve as the bridge between the two concepts by laying the foundation for

successfully incorporating valid and valuable resources into the mix.

Our goal is to guide the students to independence as researchers who differentiate between research tools tomake the best decisions while in the pursuit of knowledge. That independence and ability to differentiate will be

enhanced by an ability and knowledge of the skill sets needed in the evaluation of resources, the skills necessary

and to properly and ethically cite their sources. The students will be prepared to use their knowledge and skills

in the upcoming research project requiring citation of various print and online sources. The end result will be a

student population equipped and ready to complete a written action research plan that will be followed up bystudent action.

STAGE ONE: DESIRED RESULTS

ESTABLISHED GOALS/Standards

ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on

that which precedes it to create a unified whole; include formatting (e.g., headings), graphics

(e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,


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concrete details, quotations, or other information and examples appropriate to the audiences knowledge

of the topic.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion,

and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy

to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions

of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation

presented (e.g., articulating implications or the significance of the topic).

ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in

standards 13 above.)

ELACC11-12W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach, focusing on addressing what is most significant for a specific purpose and audience.

(Editing for conventions should demonstrate command of Language standards 13 up to and including

grades 11-12.)

ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared

writing products in response to ongoing feedback, including new arguments or information.

ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


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ELACC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the strengths and limitations of each source in terms of the task,

purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and overreliance on any one source and following a standard format for citation.

ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and

research.

ELACC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes

contested.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Websters Dictionary

of English Usage, Garners ModernAmerican English) as needed.

ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

a. Observe hyphenation conventions.

b. Spell correctly.

c. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and

capitalization.

AASL Standards for the 21st

Century Learner

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world


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connection for using this process in own life.

1.1.2 Use prior and background knowledge as context for new learning.

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for

needs, importance, and social and cultural context.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in

order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and

supporting ideas, conflicting information, and point of view or bias.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.1.9 Collaborate with others to broaden and deepen understanding.

1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the

collection of superficial facts.

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources

and information.

1.2.3 Demonstrate creativity by using multiple resources and formats.

1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information.

1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when

necessary to achieve success.

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.


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1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.2 Seek divergent perspectives during information gathering and assessment.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

1.3.4 Contribute to the exchange of ideas within the learning community.

1.3.5 Use information technology responsibly.

1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

1.4.4 Seek appropriate help when it is needed.

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis,

evaluation, organization) to information and knowledge in order to construct new understandings, draw

conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world

situations, and further investigations.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve

problems

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express

new understandings.

2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific

resource and by seeking additional resources when clear conclusions cannot be drawn.


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2.3.1 Connect understanding to the real world.

2.3.2 Consider diverse and global perspectives in drawing conclusions.

2.3.3 Use valid information and reasoned conclusions to make ethical decisions.

2.4.1 Determine how to act on information (accept, reject, modify).

2.4.2 Reflect on systematic process, and assess for completeness of investigation.

2.4.3 Recognize new knowledge and understanding.

2.4.4.Develop directions for future investigations.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the

learning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in

ways that others can view, use, and assess.

3.1.6 Use information and technology ethically and responsibly.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal

situations.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing

questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and

participating as a member of the community.

3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints.

3.3.4 Create products that apply to authentic, real-world contexts.


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3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

3.3.7 Respect the principles of intellectual freedom.

3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more

effectively in the future.

3.4.2 Assess the quality and effectiveness of the learning product.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

4.1.4 Seek information for personal learning in a variety of formats and genres.

4.1.5Connect ideas to own interests and previous knowledge and experience.

4.1.8 Use creative and artistic formats to express personal learning.

4.2.1 Display curiosity by pursuing interests through multiple resources.

4.3.2 Recognize that resources are created for a variety of purposes.

UNDERSTANDINGS:

Students will understand that:-Research helps us learn about our world, its people,

and how they interact.

-The research process helps us to communicate whatwe learn.

- Many types of resources are available to help

researchers find information about any and everytopic.

- Many search engines and databases are available

when researching.

- GALILEO is a valuable and free resource forGeorgia residents.

-Many types of resources provide information during

the research process

-The evaluation of information, throughout theresearch process helps to determine the relevance

and validity of sources.

-Proper and consistent citation is crucialand theright thing to do.

- Easybib.com is a valuable tool, with several

functions.

ESSENTIAL QUESTIONS:

Why research?How can the research process help us to make sense of

our world, the people in it and how we interact?

How can we use the information gained during theresearch process to communicate concerns and

solutions?

What resources can be used to find information on mytopic?

How can I use GALILEO wisely?

How can I use technology to communicate ideas and

information effectively?How can I evaluate websites and other resources wisely?

How will I record the information I find and give credit

to my sources?

How do I determine if the information I have found isrelevant to my research topic?

What can Easybib.com do for my research and me?


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KNOWLEDGE:Students will know-How to search for relevant information using

various sources

-How to decide what information is useful in writingabout their topic

-How to locate a variety of sources for their research

-Recall note-taking skills

ESSENTIAL VOCABULARY:Research, evaluation, action research, database, peerreviewed, research, citation, in-text citation,

websites, content evaluation, informational writing,

formal writing, MLA

SKILLS:Students will be able to-Evaluate a number of informational sources for

relevancy and accuracy

-Develop, collect, and analyze various kinds ofinformation related to a topic

-Document correctly each source using a consistent

format for citations-Paraphrase or quote supporting information

-Plan and conduct multi-step information searches by

using computer networks

-Distinguish between researched information andoriginal ideas.

-Write a clear, concise research paper on a specific

topic.

STAGE TWO: ASSESSMENT EVIDENCE

PERFORMANCE TASK (S): (STUDENTS WILLDEMONSTRATE STANDARD BY)Students will

use reference materials to research topic

use wiki resource page to carry out research ontheir chosen topic

write a research paper by using a variety ofresources and including correct citations

OTHER EVIDENCE:(FORMATIVE)

Resource evaluation quiz

Plagiarism quiz

Self-assessment using rubric

Peer-assessment using rubric

Teacher-assessment using rubric

STAGE THREE: LEARNING PLANLearning Activities

The students will

Students complete a lesson wrap-up quiz on evaluating resources.

Choose a topic.


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List what they know and would like to know about their topics.

Complete Research Scavenger Hunt Activity.

Research and evaluate a variety of types of resources and their proper use.

Take the plagiarism quiz at the end of the guided curation lesson.

Complete one-paragraph Introduction to Action Research.

Take notes and record citations on their research topic.

Complete Problem Statement.

Complete bulleted list of Research Questions.

Complete written Research Analysis rough draft.

Edit and revise Research Analysis rough draft.

Write one-paragraph summary of Action Research.

Have their paper assessed by a peer using the rubric.

Type their final Action Research paper.

Self-assess paper using the rubric.

Combine 5 parts of Action Research and turn in.


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Timeline

Background

Throughout the semester, students have been approaching literature through a variety of literary lenses. As partof that study, they have been informed, and have discussed, the plans for a social justice centered action

research project that will lead to actual action. Students will choose, through voting, two or three worthy

projects from the class that they feel that they are capable of taking form the classroom into the real world.

While they have a cursory knowledge of the research that is to come, they are not prepared to actually carry outthe research process.

SESSION ONE

1. The media specialist will Present a SlideShare presentation about the use of GALILEO and Easybib.

SESSION TWO AND THREE

1. ELA teachers will introduce the Social Justice Research concept.

2. They will give a broad overview of the ideas and ideals of the project.

3. A handout featuring the steps to action research, with detailed expectations will be distributed and discussed.

4. A calendar/planner for the research process deadlines will be handed out and discussed.

5. An example of an exemplary action research paper will be distributed. Students will read and discuss the

components of the paper, in comparison with their assignment sheetsall in small group settings.

6. Students will receive sample topics, from which they might choose, while they, especially the higher

performers, will be urged to develop their own topics.

7. A question and answer session will steady the nerves of those who have trepidation.

SESSION FOUR

1. The media specialist will present a lesson about evaluating resources, using a bagtheweb.com curation. It is acurated collection of trusted sites to help students learn to evaluate websites (and other resources) for credibility

and information. http://www.bagtheweb.com/b/2lzyjN

2. Students complete a lesson wrap-up quiz on evaluating resources.

SESSION FIVE

1. Students will meet in the media center with their chosen research topics.

2. Review the topics with the class orally. Discuss if topics are too broad or too narrow.

3. Students will list what they know about their topic and what they would like to know.
http://www.bagtheweb.com/b/2lzyjNhttp://www.bagtheweb.com/b/2lzyjNhttp://www.bagtheweb.com/b/2lzyjN


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4. Students will participate in a research scavenger hunt activity, led by the media specialist, to help them learn

where to find print sources such as books, journal collections, magazines, and newspapers in the media center.5. Students will begin preliminary research on their topics.

SESSION SIX

1. The media specialist will conduct a lesson, in the 21stcentury computer lab, about the ethical use of sources.

This will be carried out via a guided lesson on blendspace.com: The Ethical Use of Information Resources:

Avoiding Plagiarism and Citing Sources,http://edcvs.co/1amW0RW

2. Students view the curation and take the plagiarism quiz at the end.

3. Introduction to action research is due.

SESSIONS SEVEN-TEN

1. Students research in the media center and 21stcentury computer lab. Teachers circulate and help where

needed.

2. Problem Statement and Research Questions are due on Day 10.

SESSIONS ELEVEN-FIFTEEN

1. Students research in the media center and 21stcentury computer lab. Teachers circulate and help where

needed.

2. Research Analysis is due on Day 15.

SESSION SIXTEEN

1. Revision daystudents revise Research Analysis and work on writing a one-paragraph summary.

2. Students peer review edited and revised papers and then make final revisions.

3.Sstudents self-assess their papers using the rubric.

SESSION SEVENTEEN

1. All 5 parts of the project are due. The combined portions are turned in, before Thanksgiving Break

EXTENSIONS

Students may extend their research skills by creating and displaying their research in a visual medium such as a

poster, PowerPoint, or using a web 2.0 tool like Prezi, or SlideShare.
http://edcvs.co/1amW0RWhttp://edcvs.co/1amW0RWhttp://edcvs.co/1amW0RWhttp://edcvs.co/1amW0RW


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STUDENT ASSESSMENT/REFLECTIONS

Observe students and provide feedback as they complete research activities. Provide a safe environment where

students will want to take risk in exploring ideas. Offer feedback and guidance to those who need

encouragement. Involve students in using the rubric for final evaluation of the research paper. This rubric

(shown below) will be used for self-evaluation, peer-evaluation, and teacher-evaluation.

RESOURCES

TheEthical Use of Information Resources: Avoiding Plagiarism and Citing Sources,http://edcvs.co/1amW0RW

Evaluating Websites,http://www.bagtheweb.com/b/2lzyjN

Research Tutorialhttp://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992

MATERIALS AND TECHNOLOGY

SMART Board

Print materials

Media Center Computers

Lesson Reflection

This collaborative unit was developed to facilitate an action research assignment for 12th

grade British literature

and composition students. Our goal was to guide the students to independence as researchers who differentiate

between research tools to make the best decisions while in the pursuit of knowledge. We wanted to provide the

students with the ability and knowledge of the skill sets needed in the evaluation of resources, the skillsnecessary and to properly and ethically cite their sources. We wanted the end result to be students equipped to

complete a written action research plan to be followed up by student action. My main focus of the lessons was

to successfully teach research skills. Overall the students performed well. The relevance of the action researchtopics captured their imaginations and their interests. They are excited to move on to the next unit that, building

upon this one, will allow them to put their ideas and research into action.

Rubric:

Research Report for __________________

Point Value Excellent

5

Strong

4

Emerging

3

Undeveloped

2
http://edcvs.co/1amW0RWhttp://edcvs.co/1amW0RWhttp://www.bagtheweb.com/b/2lzyjNhttp://www.bagtheweb.com/b/2lzyjNhttp://www.bagtheweb.com/b/2lzyjNhttp://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992http://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992http://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992http://www.slideshare.net/Kevin2Kerr/research-tutorial-41938992http://www.bagtheweb.com/b/2lzyjNhttp://edcvs.co/1amW0RW


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Introduction

and Thesis

Statement

*Exceptional

development

of background

information

*strong thesis

statement

*Good

background

information

*good thesis

statement

*Contains

background

information

*Thesis

statement

present

Contains an

introduction that

needs to be

more inclusive

and/or clearer.

Report *Strong topic

sentences

*sentence

variety

*full of well

written

elaboration

and details

*Good topic

sentences

*some

sentence

variety

*contains

elaboration

and details

*Topic

sentences

needs work

*some

sentence

variety

*some details

*inadequate

amount of

information

needs more

complex

sentences

Gathering

Information

* Used a wide

variety of

information

sources, both

print and non-

print.

*Used at least

varied

sources.

*Used

information

from only print

or only

internet.

*Did use enough

sources of

information.

Organizing

Information

*Organized

information to

support thesis

*Used varied

sources and

took notes as

needed

*Needed help

finding and

using adequate

sources of

information

*Information

organized and

bibliographic

records not kept

CUPS

Caps,

Use

Punctuation

Spelling

1-5 -- limitederrors

Few errors Several errors Basic errorsinterfere with

the basic

communication

Presentation

Typing font:

Times New

Roman

Font size 12-

14

*Neatly typed

in proper font

or neatly

written inblack ink

Neatly typed

or neatly

written in

pen

Fairly legible

but not neat

Complete, but

difficult to read

Total Points ______ Percentage: ______ Grade: _____

Documents

Instructional Design Collaborative Teaching Unit - Kerr, et al