Rearch+Model+Form


 * 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 || Follett’s Information skills model is a 6 stage model that could be used for both simple and complex learning task. However, each step of the 6 steps is divided into multiple sublevels and maybe more appropriate for complex projects. || Description of each step the students will follow || There are 6 main steps.# Appreciation – to appreciate learning through a variety of media - listening, viewing, reading and creating. Description of how model is similar to and different from other models || The Pathways to Knowledge Research model differs from the other models in that it begins with a focus on prior knowledge. In the Presearch the students focus on an overview and building background knowledge. As in all of the models students are require to collect information and assess the usefulness of that information. || Grade level and specific example of GPS that would be supported by the model || **Elementary Science**
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * 1) Presearch – to focus on developing an overview and explore relationships with various sources of information. Students need to review prior knowledge, brainstorm to narrow or enlarge focus and formulate questions.
 * 2) Search – to plan to implement a strategy to identify information sources select resources and seek as needed additional information. To use recording information through summarizing, quoting and listing significant information. To record bibliographic information gathered from authentic sources and research tools.
 * 3) Interpretation – to assess usefulness of collected information, reflect and develop personal meaning by interpreting information.
 * 4) Communication – to package and present new information in an organized way to solve problems all while respecting intellectual property using various media to present information.
 * 5) Evaluation – reflecting on strategy and finished outcome by evaluation. To check communication of new knowledge using appropriate tools and modify as needed. ||
 * **Comparison**
 * **Potential Use**
 * GPS:**
 * S4L2**. Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection).
 * a**. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (for example: camouflage, use of hibernation, protection, etc.).
 * b**. Identify factors that may have led to the extinction of some organisms. ||


 * 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 Carol Kuhlthau, Debbie Abiloch, Jamie McKenzie, Jay Tighe || Where you located your information || [] || Description of the basis for the model || In this model students search for information to define and solve a problem/question and how to find a solution or define further action needed. || Description of each step the students will follow || There are 9 Steps in this Model.
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**

Description of how model is similar to and different from other models || This model differs from the other model in that it adds a reflecting/extending component at the end of the research process. As in all of the models students are require to collect information and assess the usefulness of that information. || Grade level and specific example of GPS that would be supported by the model || **Social Studies Eighth Grade** a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto. c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area. ||
 * 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. Applies new information to solve problems.
 * 7) 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. ||   ||   ||
 * **Comparison**
 * **Potential Use**
 * GPS:**
 * SS8H1** The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.


 * 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. This model is designed for the user to ask questions throughout each step of the process || 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 || The FLIP it! model seemed to be one of the more simplistic of the research models. All of the models be begin with a Focus or Question. This model differs with the IF-Then approach allowing student to self evaluation throughout the research process || 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
 * **Input** Investigate and Implement the Information
 * **Payoff-** Produce the results of your findings ||
 * **Comparison**
 * **Potential Use**

=
USE: Students will select a genetic disorder and create a Genetic disorder Wiki ======

**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 || The Research Cycle is a Constructivist approach where students construct knowledge through exploration, investigation, and questioning. This model requires students to make decision, create answers, and show independent judgment. The Research Cycle is unique because students must focus on actively revising and rethinking throughout the research process. This model consist of 7 stages to plan and conduct research. || Description of each step the students will follow || * **Questioning** in this step the students map out the essential question being explored. Instead of just finding facts, they are problem solving. Description of how model is similar to and different from other models || This model is similar to most of the models in the basic steps of questioning that leads to a final product.This focus of this model is student construction of knowledge. The major difference between the Research Cycle and the other models is that the Cycle requires students to make up their own mind and make their own judgement. It is a Cycle because students must cycle back and rethink their research question and plans throughout the process. || Grade level and specific example of GPS that would be supported by the model || **Biology Ninth Grade** **SCSh7**. Students analyze how scientific knowledge is developed. Students recognize that: Testing, revising, and occasionally rejecting new and old theories never ends. Student could be split up into teams and each group is given a list of different symptoms that a patient in their care has. Their job is to determine what is causing their patient to be sick, what are any precautions that need to be taken, treatment, and prevention. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * **Planning** In the planning process students begin to decide what may be the best resources to answer their question
 * **Gathering** In the gathering step students are to gather only information that is useful to their topic
 * **Sorting & Sifting** In this steps student determine how the information gathered fits into their big picture
 * **Synthesizing** In this steps students create their own answers based on the information
 * **Evaluating** In this step the students decide if more research is needed before they report their information.
 * **Reporting** In this step the student will decide on the best method to report their findings ||
 * **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 Big 6 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 || To me the Big 6 Research Model seems to be the easiest model for students that are new to doing research assignments. The Big 6 can be constructed as a list of questions that the student can ask at each stage of the research process. Out of all of the models I would definitely use this with students. || Grade level and specific example of GPS that would be supported by the model || Chemistry/Physical Science BiG6 Model GPS SC4. Students will use the organization of the Periodic Table to predict properties of elements. 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 || This is a basic research model, designed for younger students to learn the research process. The AASL website provides students links that they can follow at each student of the research process. || Description of each step the students will follow || * I Wonder (Asking a Question) Description of how model is similar to and different from other models || The KidsConnect KCTools is a model that is internet based but it does not limit the user to just internet tools. This model limits the steps to four just as the FLIP it model. I find that this model would be the easiest model to use in elementary school to student who are new to the research process. || Grade level and specific example of GPS that would be supported by the model || Elementary Second Grade Science a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. Task: Students would research a harmful change that occurs in their surroundings and determine the cause of that change and what can be done to prevent future harmful changes. Student could produce a powerpoint presentation. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * I Find (Gather the Information Needed)
 * I Evaluate (Analyzing the Information that was Found
 * I Share (Telling Others what You Know) ||
 * **Comparison**
 * **Potential Use**
 * GPS:** S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.


 * 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 || This model is designed for both the designer of information systems (search engines/librarian) and the end user/seeker of information. The ISP can help the seeker by recognizing where and in what stage of information seeking (formulating/understanding what is needed) the individual is currently. The idea is that the ISP provides information as needed to scaffold the seeker to the next level without overwhelming them or sending them in the wrong direction. The seeker can learn that everyone will have feelings of uncertainty as they formulate a clearer course of research in their quest for deeper understanding and problem solving || Description of each step the students will follow || 6 stages in the model: Description of how model is similar to and different from other models || This model is different than other models because it addresses both the provider of information as well as the seeker. Through various studies (information providers/seekers and systems) it recognizes the dips in enthusiasm and confidence that the seeker is bound to feel as they research complex issues. It provides information future information retrieval systems and how librarians can help the end user but recognizing the process and intervening as needed. || Grade level and specific example of GPS that would be supported by the model || High School Science GPS: SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable conclusions based on data collected. f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information. Task Students will determine the role that various scientist played in the development of the Atomic Theory. Based on data collected students will determine how the Atomic Theory changed over time. ||
 * **Model**
 * **Information Sources**
 * **Overview of Model**
 * **Steps in Model**
 * 1) Initiation – recognition of a lack of understanding or knowledge to solve a problem or complete a project. Various feelings of uncertainty and apprehension are felt as one begins the search.
 * 2) Selection – is where one identifies and selects a general area to be researched/investigated. Feelings of optimism give way after initial selection is made to being search.
 * 3) Exploration – the task is to investigate information on above issue (problem to be solved/information needed) to gain a better understanding of information needed. Doubt and uncertainty are frequent with the inability to express what is needed makes searching/finding difficult for the information seeker and provider.
 * 4) Formulation – the task is to become clearer on what one is really searching for and has defined a point of view. This is really when search programs are more successful as the user knows how to find needed information.
 * 5) Collection – the user can better use search engines to find information need and gathers needed information.
 * 6) Presentation – is when the information seeker/user can use information to solve the problem. ||
 * **Comparison**
 * **Potential Use**