By Tascha Folsoi
Embedded Files
Research: Journey and Day Trips
Take the Day Trip
Take the Day Trip
–And Build Cognitive Capacity
–And Build Cognitive Capacity
Teaching students to mount an argument without first teaching them how to research information and examine multiple perspectives of an issue is downright dangerous. It contributes to a polarized world filled with facile arguments spun from shallow investigations and shadowy understandings. But research is a really big undertaking. As you navigate this site, imagine how you can engage students in shorter activities that build their capacity for more complex research. This will help them meet the cognitive demand of the research required in other classes, in college, and in life. Look for the "Quick Lesson Ideas" on the page or pages you choose to navigate. If you are already doing something that works –or you get a new idea while looking through the materials– share it when you fill out the Google Form, which you can access from the top or bottom of each page.
Teaching students to mount an argument without first teaching them how to research information and examine multiple perspectives of an issue is downright dangerous. It contributes to a polarized world filled with facile arguments spun from shallow investigations and shadowy understandings. But research is a really big undertaking. As you navigate this site, imagine how you can engage students in shorter activities that build their capacity for more complex research. This will help them meet the cognitive demand of the research required in other classes, in college, and in life. Look for the "Quick Lesson Ideas" on the page or pages you choose to navigate. If you are already doing something that works –or you get a new idea while looking through the materials– share it when you fill out the Google Form, which you can access from the top or bottom of each page.
The goal of this site is to help inspire you to teach research skills in smaller chunks, even when you are not teaching –or won't have time to teach–the research cycle. If our students can master smaller chunks of research skills at a time, I believe they will be less likely to resort to the cut and paste method we see from many students who are overwhelmed by the cognitive demand of an entire research paper...and they will glean the skills they need to investigate and to draw carefully founded conclusions from new information. An entire research project is quite literally a hero's journey, but learning a discrete skill in a mini-lesson can be a manageable day trip that gets your students ready to take that bigger (truly life-long) journey. Please skim the contents below and think about Cognitive Demand from the TRU Framework. If you were to imagine a scale from 1-10 of cognitive demand difficulty, where would you rate completing a research paper? Once you have finished with this page, please select one of the following subpages to focus on for today's training:
The goal of this site is to help inspire you to teach research skills in smaller chunks, even when you are not teaching –or won't have time to teach–the research cycle. If our students can master smaller chunks of research skills at a time, I believe they will be less likely to resort to the cut and paste method we see from many students who are overwhelmed by the cognitive demand of an entire research paper...and they will glean the skills they need to investigate and to draw carefully founded conclusions from new information. An entire research project is quite literally a hero's journey, but learning a discrete skill in a mini-lesson can be a manageable day trip that gets your students ready to take that bigger (truly life-long) journey. Please skim the contents below and think about Cognitive Demand from the TRU Framework. If you were to imagine a scale from 1-10 of cognitive demand difficulty, where would you rate completing a research paper? Once you have finished with this page, please select one of the following subpages to focus on for today's training:
As you skim this, notice if you are feeling overwhelmed. If you are, imagine how our students feel. Wouldn't it be great if we teach more of these skills independent from actual research projects to help them get ready for the real intense of cognitive demand of actual research?
As you skim this, notice if you are feeling overwhelmed. If you are, imagine how our students feel. Wouldn't it be great if we teach more of these skills independent from actual research projects to help them get ready for the real intense of cognitive demand of actual research?
I. How to generate a research idea
I. How to generate a research idea
a. Browsing and searching 1–
a. Browsing and searching 1–
Using initial browsing in general press sources to identify areas of interest and select and record search terms to perform better searches as inquiry/research progresses.
Using initial browsing in general press sources to identify areas of interest and select and record search terms to perform better searches as inquiry/research progresses.
b. Using initial (general press) browsing to identify interest and select search terms to execute Advanced Google searches.
b. Using initial (general press) browsing to identify interest and select search terms to execute Advanced Google searches.
c. Understanding that an inquiry question (unlike a research question) has an answer and then being able to write one of the right size and scope for an inquiry project.
c. Understanding that an inquiry question (unlike a research question) has an answer and then being able to write one of the right size and scope for an inquiry project.
d. Writing a quantitative (how does this group with these characteristics experience this thing?) or qualitative research question (What is the frequency and variation of scores on this variable for these participants?).
d. Writing a quantitative (how does this group with these characteristics experience this thing?) or qualitative research question (What is the frequency and variation of scores on this variable for these participants?).
e. Apply existing knowledge to generate new ideas, products, or processes
e. Apply existing knowledge to generate new ideas, products, or processes
f. Create original works as a means of personal or group expression (could be repackaging learning for your target audience-doesn’t have to be an original research finding or paper).
f. Create original works as a means of personal or group expression (could be repackaging learning for your target audience-doesn’t have to be an original research finding or paper).
II. How to perform research
II. How to perform research
a. Using search terms to execute searches in catalogs and databases with controlled vocabularies. Using subject terms from articles in databases to add to search terms list. (Mining search terms from general press resources).
a. Using search terms to execute searches in catalogs and databases with controlled vocabularies. Using subject terms from articles in databases to add to search terms list. (Mining search terms from general press resources).
b. Understanding that an inquiry question (unlike a research question) has an answer and then being able to write one of the right size and scope for an inquiry project.
b. Understanding that an inquiry question (unlike a research question) has an answer and then being able to write one of the right size and scope for an inquiry project.
c. Finding and using databases, peer-reviewed work, and other sources related to the field of study.
c. Finding and using databases, peer-reviewed work, and other sources related to the field of study.
d. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility.
d. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility.
III. How to analyze data
III. How to analyze data
a. Learning to evaluate the source’s acceptability within an academic setting, by looking at a claim, who is making it, whether there has been testing or independent verification of that claim.
a. Learning to evaluate the source’s acceptability within an academic setting, by looking at a claim, who is making it, whether there has been testing or independent verification of that claim.
b. Understanding the difference between perspective and bias and identifying each.
b. Understanding the difference between perspective and bias and identifying each.
c. Identifying the difference between fact, opinion, and deception in sources.
c. Identifying the difference between fact, opinion, and deception in sources.
d. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility.
d. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility.
e. Use models and simulations to explore complex systems and issues
e. Use models and simulations to explore complex systems and issues
f. Identify trends and forecast possibilities (ISTE)
f. Identify trends and forecast possibilities (ISTE)
IV. How to organize ideas
IV. How to organize ideas
a. Understanding when to cite, how to cite, and how to use citation tools for text, images, film, and audio presentations.
a. Understanding when to cite, how to cite, and how to use citation tools for text, images, film, and audio presentations.
b. Taking notes and organizing notes into an outline./Using reverse outline
b. Taking notes and organizing notes into an outline./Using reverse outline
c. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility
c. Writing a list of citations with a brief paragraph for each evaluating its relevance to one’s project, accuracy, and credibility
V. How to present ideas
V. How to present ideas
a. Understanding the difference between summarizing, paraphrasing, quoting and how to cite each.
a. Understanding the difference between summarizing, paraphrasing, quoting and how to cite each.
b. Develop a presentation with appropriate content, delivery, visual aids, organization, balance of text to speech, and ability to field questions.
b. Develop a presentation with appropriate content, delivery, visual aids, organization, balance of text to speech, and ability to field questions.
c. Turning the outline into a paper or a presentation with appropriate supporting images. (Reverse outlining) What’s in? What’s out? (Literally cut up their paper and take out what won’t fit into the timeframe)
c. Turning the outline into a paper or a presentation with appropriate supporting images. (Reverse outlining) What’s in? What’s out? (Literally cut up their paper and take out what won’t fit into the timeframe)
d. Writing a section explaining the steps the researcher used to develop the research (survey of literature, questions, experiments, interviews, data analysis, etc).Creating presentation notes.
d. Writing a section explaining the steps the researcher used to develop the research (survey of literature, questions, experiments, interviews, data analysis, etc).Creating presentation notes.
e. Graphs charts tables
e. Graphs charts tables
f. Writing sections of a research paper: Abstract, Introduction, Methods, Results, Discussion, References
f. Writing sections of a research paper: Abstract, Introduction, Methods, Results, Discussion, References
g. Using appropriate tool (PowerPoint PDF, Gliphy, LaTeX, Soundtrap (podcasting), Screencasting image editors, etc to communicate most interesting findings with text, graphics, photos, or other images to accompany a presentation, using vector images vs raskin images flipgrid
g. Using appropriate tool (PowerPoint PDF, Gliphy, LaTeX, Soundtrap (podcasting), Screencasting image editors, etc to communicate most interesting findings with text, graphics, photos, or other images to accompany a presentation, using vector images vs raskin images flipgrid
AP Research Glossary
AP Research Glossary
alignment - Cohesion between the focus of an inquiry, the method of collecting information, the process ofanalysis ofthe information, and the conclusions made to increase understanding of that focus
alignment - Cohesion between the focus of an inquiry, the method of collecting information, the process ofanalysis ofthe information, and the conclusions made to increase understanding of that focus
argument - A claim or thesis that conveys a perspective developed through a line of reasoning and supported by evidenc
argument - A claim or thesis that conveys a perspective developed through a line of reasoning and supported by evidenc
assumption - A belief regarded as true and often unstated
assumption - A belief regarded as true and often unstated
author - One who creates a work (e.g., article; research study; foundational, literary, or philosophical text; speech, broadcast, or personal account; artistic work or performance) that conveys a perspective and can be examined
author - One who creates a work (e.g., article; research study; foundational, literary, or philosophical text; speech, broadcast, or personal account; artistic work or performance) that conveys a perspective and can be examined
bias - A personal opinion, belief, or value that may influence one's judgment, perspective, or claim
bias - A personal opinion, belief, or value that may influence one's judgment, perspective, or claim
claim - A statement made about an issue that asserts a perspective
claim - A statement made about an issue that asserts a perspective
coding - A method for reducing data sets into categories or numbers for the
coding - A method for reducing data sets into categories or numbers for the
purpose of analyzing emerging themes, patterns, or trends
purpose of analyzing emerging themes, patterns, or trends
commentary - Discussion and analysis of evidence in relation to the claim that may identify patterns, describe trends, and/or explain relationships complex issue - Issue involving many facets or perspectives that must be understood in order to address it
commentary - Discussion and analysis of evidence in relation to the claim that may identify patterns, describe trends, and/or explain relationships complex issue - Issue involving many facets or perspectives that must be understood in order to address it
concession - Acknowledgment and acceptance of an opposing or different view
concession - Acknowledgment and acceptance of an opposing or different view
conclusion - Understanding resulting from analysis of evidence
conclusion - Understanding resulting from analysis of evidence
context - The intent, audience, purpose, bias, situatedness, and/or background (larger environment) of a source or reference
context - The intent, audience, purpose, bias, situatedness, and/or background (larger environment) of a source or reference
conventions - The stylistic features of writing (e.g., grammar, usage, mechanics) counterargument - An opposing perspective, idea, or theory supported by evidence
conventions - The stylistic features of writing (e.g., grammar, usage, mechanics) counterargument - An opposing perspective, idea, or theory supported by evidence
credibility - The degree to which a source is believable and trustworthy
credibility - The degree to which a source is believable and trustworthy
cross-curricular - Goes beyond the traditional boundary of a single content area or discipline
cross-curricular - Goes beyond the traditional boundary of a single content area or discipline
deductive - A type of reasoning that constructs general propositions that are supported with evidence or cases
deductive - A type of reasoning that constructs general propositions that are supported with evidence or cases
evidence - Information (e.g., data, quotations, excerpts from texts) used as proof to support a claim or thesisfallacy - Evidence or reasoning that is false or in error
evidence - Information (e.g., data, quotations, excerpts from texts) used as proof to support a claim or thesisfallacy - Evidence or reasoning that is false or in error
feasible - Able to be accomplished within the time, resources, and processes available
feasible - Able to be accomplished within the time, resources, and processes available
implication - A possible future effect or result
implication - A possible future effect or result
inductive - A type of reasoning that presents cases or evidence that lead to a logical conclusion
inductive - A type of reasoning that presents cases or evidence that lead to a logical conclusion
inquiry - A process for seeking truth, information, or knowledge through a study, research investigation, or artistic endeavor/work
inquiry - A process for seeking truth, information, or knowledge through a study, research investigation, or artistic endeavor/work
interdisciplinary - Involving two or more areas of knowledge
interdisciplinary - Involving two or more areas of knowledge
lens - Filter through which an issue or topic is considered or examined
lens - Filter through which an issue or topic is considered or examined
limitation - A boundary or point at which an argument or generalization is no longer valid
limitation - A boundary or point at which an argument or generalization is no longer valid
line of reasoning - Arrangement of claims and evidence that leads to a conclusion literature - The foundational and current texts of a field or discipline of study
line of reasoning - Arrangement of claims and evidence that leads to a conclusion literature - The foundational and current texts of a field or discipline of study
material culture - Physical objects, resources, and spaces that people use to define their culture
material culture - Physical objects, resources, and spaces that people use to define their culture
perspective - A point of view conveyed through an argument
perspective - A point of view conveyed through an argument
plagiarism - Failure to acknowledge, attribute, and/or cite any ideas or evidence taken from another source
plagiarism - Failure to acknowledge, attribute, and/or cite any ideas or evidence taken from another source
point of view - A position or standpoint on a topic or issue
point of view - A position or standpoint on a topic or issue
primary research - The planning and implementation of an inquiry to gather firsthand data or information pertaining to a topic of interest
primary research - The planning and implementation of an inquiry to gather firsthand data or information pertaining to a topic of interest
primary source - An original source of information about a topic (e.g., study, artifact, data set, interview, article)
primary source - An original source of information about a topic (e.g., study, artifact, data set, interview, article)
qualification - A condition or exception
qualification - A condition or exception
qualitative - Having to do with text, narrative, or descriptions
qualitative - Having to do with text, narrative, or descriptions
quantitative - Having to do with numbers, amounts, or quantities
quantitative - Having to do with numbers, amounts, or quantities
rebuttal- Contradicting an opposing perspective by providing alternate, more convincing evidence
rebuttal- Contradicting an opposing perspective by providing alternate, more convincing evidence
refutation - Disproving an opposing perspective by providing counterclaims or counter-evidence
refutation - Disproving an opposing perspective by providing counterclaims or counter-evidence
reliability - The extent to which something can be trusted to be accurate resolution - The act of solving a problem or dispute
reliability - The extent to which something can be trusted to be accurate resolution - The act of solving a problem or dispute
secondary research - The process of gathering data or information about a topic of interest from previously published sources
secondary research - The process of gathering data or information about a topic of interest from previously published sources
secondary source - A commentary about one or more primary sources that provides additional insight, opinions, and/or interpretation about the primary source data, study, or artifacts
secondary source - A commentary about one or more primary sources that provides additional insight, opinions, and/or interpretation about the primary source data, study, or artifacts
solution - A means of answering a question or addressing a problem or issue
solution - A means of answering a question or addressing a problem or issue
text - Something composed (e.g., articles; research studies; foundational, literary, and philosophical texts; speeches, broadcasts, and personal accounts; artistic works and performances) that conveys a perspective and can be examined
text - Something composed (e.g., articles; research studies; foundational, literary, and philosophical texts; speeches, broadcasts, and personal accounts; artistic works and performances) that conveys a perspective and can be examined
thesis - A claim or position on an issue or topic put forward and supported by evidence
thesis - A claim or position on an issue or topic put forward and supported by evidence
tone - The way in which an author expresses an attitude about his or her topic or subject through rhetorical choices
tone - The way in which an author expresses an attitude about his or her topic or subject through rhetorical choices
triangulation - Implementing more than one research method and/or gathering more than one type of data set to strengthen the depth of understanding and validity of the findings pertaining to a phenomenon or observation
triangulation - Implementing more than one research method and/or gathering more than one type of data set to strengthen the depth of understanding and validity of the findings pertaining to a phenomenon or observation
validity (argument) - The extent to which an argument or claim is logical
validity (argument) - The extent to which an argument or claim is logical
validity (research) - The extent to which conclusions of an inquiry accurately address the variables to be measured or align with the authenticity of the observations made
validity (research) - The extent to which conclusions of an inquiry accurately address the variables to be measured or align with the authenticity of the observations made
vocal variety - Changing vocal characteristics (e.g., pitch, volume, speed) in order to emphasize ideas, convey emotion or opinion, or achieve other specific purposes
vocal variety - Changing vocal characteristics (e.g., pitch, volume, speed) in order to emphasize ideas, convey emotion or opinion, or achieve other specific purposes
workshopping - Presenting scholarly works to peers for feedback to inform or guide revisions
workshopping - Presenting scholarly works to peers for feedback to inform or guide revisions
Page updated
Report abuse