Learning Goal: Students will be able to:
Set a working topic focus
Use the checkbric to assess their own topic
Provide feedback on topics to peers based on the assessment criteria
Introduction: View Choosing a Manageable Research Topic (3:42)
AASL Learning Standard
In pairs, complete the three activities in Selecting a Manageable Topic
Directions:
Select your most promising topic to set a manageable focus.
Use one or two of your Who, What, Where, or When answers to set your focus.
Record your topic focus on the Assessing Your Topic of Choice worksheet and state why you have chosen this focus.
Use the checkbric to assess your topic focus (don't write in the "Comments and Feedback" column!). How does your topic focus rate?
Work in groups of three or four to provide peer feedback on the topics.
Exchange papers and provide peer feedback to everyone in your group. Write three or more comments on each worksheet in the "Comments and Feedback" column. Be constructive -- help each other come up with a good topic focus.
When your own worksheet is returned, review the comments you have received.
Have a group discussion about the topics and ask any questions that you may have about the comments on your worksheet.
Homework: Continue to conduct presearch and refine your topic focus.
Tomorrow: Search Strategies
Be prepared with one online article that addresses your topic focus.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world 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 search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
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.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
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.
1.3.2 Seek divergent perspectives during information gathering and assessment.
1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary.
1.4.3 Monitor gathered information and assess for gaps or weaknesses.
3.1.5 Connect learning to community issues.
Common Core Standards
CC.11-12.W.7
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.
General Learner Outcomes
Community Contributor
Complex Thinker
Quality Producer
Effective Communicator
Effective & Ethical User of Technology
Listening with Understanding & Empathy
Striving for Accuracy
Applying Past Knowledge to New Situations
Thinking & Communicating with Clarity & Precision
Thinking Interdependently
Remaining Open to Continuous Learning