This module is meant for teachers to use with students for any research project. The intent, here, is to guide students through the process so that they use their research time effectively and mindfully. Students will put their skills and knowledge to work on a topic or question. They need to make initial choices about the topic they intend to research. Not all learners may be ready to generate their own research question at this point. Provide scaffolded topics or questions for learners who may find the process more challenging and offer opportunities for greater complexity to those students who need more challenge.

WHAT TO DO

• Students will each need a computer.

• While some students may wish to work independently, many will benefit from working collaboratively on Modules 3 and 4 to better manage the tasks and time needed.

• Once individuals or groups have chosen a topic and question, they can then begin the guided research process by opening and making a copy of the Google Slides Template.

• As students move through the different slides in the template and conduct their research, they can record their ideas directly in the template by clicking in the boxes.

• They may need to be reminded that the research process is often reflexive: as their understanding of the topic grows, they may need to go back a step to change or refine their question, keywords, search criteria, etc. The upper left corner of the template can help them navigate to any of the five stages (adapted from the ideas in Kathleen Morris' blog. She has many inspiring ideas for teachers - you should check it out!) at any time so they do not need to go through it in a directly linear way.

• They will also need to be reminded that the process tends to be cyclical: answering one question frequently (and ideally) leads to new questions. Students should also be shown or reminded of ways to work collaboratively on Google Slides and Docs.

• Should they have questions or want to look up something, like MLA format, good search engines, what a domain is, or how to filter a search, the link in the upper right of each slide "Questions" will lead them back to Module 1: Reference Guide. There they can access the examples and definitions to help them move forward in their research.

• As much as possible, they need to independently assess how understandable, relevant, and reliable their information is. That said, many students will likely need ongoing feedback on their progress.

• A guiding principle is to start general, then get progressively more specific. They may encounter two sources of information that contradict each other. Encourage students to refer to the strategies and resources that may help them make decisions for selecting and evaluating information.

• Below you will find a Research Process Rubric based on the BC Core Competencies, a more traditional google doc version of the Interactive Template based on the Literacy 10 Assessment, a copy of the Interactive Template google slides and a useful resource to help you teach students how to ask effective questions from the Right Question Institute.