Research+Models


 * Research Models Exploration Form Name: **
 * Pathways to Knowledge **

Name of model and people involved || Pathways to Knowledge (Follett Information Skills Model – Marjorie Pappas and Ann Tepe || Where you located your information || [] [] || Description of the basis for the model ||   || Description of each step the students will follow ||   ||   ||   ||   ||   ||   || Description of how model is similar to and different from other models ||   || Grade level and specific example of GPS that would be supported by the model ||   ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * **Potential Use**


 * Research Models Exploration Form Name: **
 * Critical Thinking and Information Literacy Process Model **

Name of model and people involved || Critical Thinking and Information Literacy Process Model || Where you located your information || [] || Description of the basis for the model ||  || Description of each step the students will follow || There are 10 Steps in this Model. 1. Encountering the task by recognizing the need for additional information, aware of need and possibilities and reviews literature (available resources). 2. Exploring/Formulating/Questioning/Connecting students look at options, identify problems(s), decide upon a focus and formulate questions. 3. Searching/Locating student identifies available resources, formulates a plan, refines search and evaluates information. 4. Collecting/Organizing/Managing/Monitoring student sorts information using various methods such as cause and effect, compare and contrast and monitors ethics. 5. Analyzing/Evaluating/Interpreting/Inferring student applies critical thinking skills to delineate information into chucks and collaborates with others. 6. Synthesizing/Solving the student blends new and old information to draw conclusions and crates new meaning. 7. Applies new information to solve problems. Applying New Understanding assesses meaning of work and seeks peer review for new connections and revises. 8. Communicating/Presenting/Sharing decides upon ways to present information using effective communication skills and ask for feedback 9. Reflecting/Extending student reflects to assess research and level of one’s understanding uses new knowledge to solve new problems. || Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model ||  ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * **Potential Use**


 * Research Models Exploration Form Name: **
 * Flip It Model **

Name of model and people involved || Flip It Model – Alice Yucht || Where you located your information || [] || Description of the basis for the model || FLIP it! is a decision-making frameworkthat can be used for both personal and professional applications. || Description of each step the students will follow || In the FLIP it! model keeps the key question in mind IF I know this THEN what can I do next.
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**

The steps that student follow in this model are Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model || ======BIOLOGY NINTH GRADE======
 * Focus-Keep your focus on the question in mind
 * Links-Indentify and locate likely resources
 * Investigate and Implement the Information
 * Payoff- Produce the results of your findings ||
 * **Comparison**
 * **Potential Use**

**TASK**
The U.S. Department of Health & Human Services Administration for Children & Families has been left with extra money in their budget this year and is offering to grant the funding necessary for further research on a single genetic disorder. As a credited genetic counselor, and/or the leading specialist on a specific genetic disorder you desire to support your field of specialization’s leading organization by winning this grant. The administration is accepting applications in the form of an educational website. Your task is to effectively create a "Wikipedia-esque" entry that provides information to the general population on the following aspects : * the cause of your disorder  * the effects and symptoms associated with it  In your professional webpage design you will not only provide information for expecting parents and inquiring minds, but also a persuasive digital presence that plays up sympathy for your field of specialization and will inspire benefactors to support your cause. You will be competing against other organizations for funding; therefore it is essential for your work to be accurate and appealing to the eye. Keep in mind that your webpage will be published on the world wide web, so you want to make sure that all of your information is accurate. Finally, you will be presenting your digital presence as well as information from your field of specialization to average high school students. Using a rubric, these high school students will decide which webpage is the most appealing and informational. ||
 * the likeliness of passing it on
 * Possible treatments.


 * Research Models Exploration Form Name: **
 * The Research Cycle **

Name of model and people involved || The Research Cycle - Jamie McKenzie. || Where you located your information || [] [] || Description of the basis for the model ||  || Description of each step the students will follow ||  || Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model ||  ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * **Potential Use**


 * Research Models Exploration Form Name: **
 * The Big 6 **

Name of model and people involved || The Big 6 – Mike Eisenberg and Robert Berkowitz || Where you located your information || [|http://www.big6.com] || Description of the basis for the model || The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. || Description of each step the students will follow || **1. Task Definition** 1.1 Define the information problem 1.2 Identify information needed
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**

2.1 Determine all possible sources 2.2 Select the best sources
 * 2. Information Seeking Strategies**

3.1 Locate sources (intellectually and physically) 3.2 Find information within sources
 * 3. Location and Access**

4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information
 * 4****. Use of Information**

5.1 Organize from multiple sources 5.2 Present the information
 * 5. Synthesis**

6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) || Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model || Chemistry/Physical Science GPS TASK: Students explore the classification system of the Periodic Table of the Elements and then develop their own periodic table based on a subject that interests them (for example, football players, horses, candy, and so on). They decide on what their elements will be and develop a classification system. Next, they gather images from the Internet or draw their own and transfer them into into a template of their Periodic Table. ||
 * 6****. Evaluation**
 * **Comparison**
 * **Potential Use**


 * Research Models Exploration Form Name: **
 * KidsConnect KCTools **

Name of model and people involved || KidsConnect KCTools || Where you located your information || [] and then enter Kids Connect in the AASL search box in the top right corner || Description of the basis for the model ||  || Description of each step the students will follow ||  || Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model ||  ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * **Potential Use**


 * Research Models Exploration Form Name: **
 * Information Search Process **

Name of model and people involved || Information Search Process - Carol Collier Kuhlthau || Where you located your information || [] || Description of the basis for the model ||  || Description of each step the students will follow ||  || Description of how model is similar to and different from other models ||  || Grade level and specific example of GPS that would be supported by the model ||  ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Comparison**
 * **Potential Use**