Initiate |
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Initiate is the first step in the Research Process
BRAINSTORM and DEFINE the research topic
Guiding Questions - at this stage of the process we should ask:
BRAINSTORM and DEFINE the research topic
Guiding Questions - at this stage of the process we should ask:
• What is my purpose?
• What do I already know?
• What do I need to know for this task?
• What are the keywords, concepts of the topic?
• What is my Inquiry Question Focus or Thesis?
Developing an Inquiry Question
A good inquiry question schould include a call to action, be open-ended and align with learning goals (but not specifically stating them).
Narrowing your focus:
Examples
Too broad
What adaptations do animal species make in order to survive in various habitats?
A narrower focus could be:
Could a dog live in a desert?
Too broad
How do people express emotion in poetry
A narrower focus could be:
How can we create a ook of poesm that shows we're sad, mad and glad
Too broad
How can we use measurement skills and knowledge of geometery to plan a park?
A narrower focus could be:
How can we plan a good park?
Deciding on a Research Topic
Information skills
Students should:
• relate the task to their prior knowledge
• brainstorm and Mindmap keywords and concepts of the task
• define the key words of the task
• analyse key ideas or concepts of the task
• state the task in their own words
• work out all the parts of the task
• Ask 6 Ws (what, when, where, which, who, why)
• determine their Inquiry focus question or thesis
• What do I already know?
• What do I need to know for this task?
• What are the keywords, concepts of the topic?
• What is my Inquiry Question Focus or Thesis?
Developing an Inquiry Question
A good inquiry question schould include a call to action, be open-ended and align with learning goals (but not specifically stating them).
Narrowing your focus:
Examples
Too broad
What adaptations do animal species make in order to survive in various habitats?
A narrower focus could be:
Could a dog live in a desert?
Too broad
How do people express emotion in poetry
A narrower focus could be:
How can we create a ook of poesm that shows we're sad, mad and glad
Too broad
How can we use measurement skills and knowledge of geometery to plan a park?
A narrower focus could be:
How can we plan a good park?
Deciding on a Research Topic
Information skills
Students should:
• relate the task to their prior knowledge
• brainstorm and Mindmap keywords and concepts of the task
• define the key words of the task
• analyse key ideas or concepts of the task
• state the task in their own words
• work out all the parts of the task
• Ask 6 Ws (what, when, where, which, who, why)
• determine their Inquiry focus question or thesis
K-W-L Chart
K-W-L (Ogle, 1986) is a strategy that can be used to assist students at the Initiate stage of a research process. Students begin by brainstorming everything they KNOW about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they WANT to know or need to know for the research topic. These questions are listed in the W column of the chart. During or after the research process students answer the questions that are in the W column. This new information that they have LEARNED is recorded in the L column of the K-W-L chart.
PurposeThe K-W-L strategy serves several purposes:
K-W-L (Ogle, 1986) is a strategy that can be used to assist students at the Initiate stage of a research process. Students begin by brainstorming everything they KNOW about a topic. This information is recorded in the K column of a K-W-L chart. Students then generate a list of questions about what they WANT to know or need to know for the research topic. These questions are listed in the W column of the chart. During or after the research process students answer the questions that are in the W column. This new information that they have LEARNED is recorded in the L column of the K-W-L chart.
PurposeThe K-W-L strategy serves several purposes:
- Taps into students’ prior knowledge of the topic of the text.
- Structures the initiate stage of the research process.
- Helps students determine their research topic.
- Lays the foundation for the next stage of the research process
Brainstorming using Mind Maps
Core Skills
|
Ask 6 Ws (what, when, where, which, who, why)
Brainstorm Collaborate Define Describe Discuss Exchange Find Formulate inquiry question Identify Interpret |
List
Mind Map Name Recall Recognise Remember Retrieve Understand inquiry process Unpack task Use prior knowledge |
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SLIM Survey
References
Chaiinkeaw, J. (n.d.) Brainstorming Stock Photos. Retrieved from https://www.123rf.com/photo_33461304_stock-vector-businesssman-celebrate-their-big-idea-after-brainstorming-presenting-with-glowing-lightbulbs-simple-.html
Kuhlthau, C. C. (nd). Information Search Process. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Kuhlthau, C.C. (2010) Guided Inquiry: School Libraries in the 21stCentury. School Libraries Worldwide, 16(1), 17-28
Miller, F. Strategic Planning St. Louis - The Swiss Army Knife for the Brain!. Master Mind Mapper. Retrieved from http://mastermindmapper.com/
Ogle, D.M. (1986) K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39, 564-570.
Chaiinkeaw, J. (n.d.) Brainstorming Stock Photos. Retrieved from https://www.123rf.com/photo_33461304_stock-vector-businesssman-celebrate-their-big-idea-after-brainstorming-presenting-with-glowing-lightbulbs-simple-.html
Kuhlthau, C. C. (nd). Information Search Process. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Kuhlthau, C.C. (2010) Guided Inquiry: School Libraries in the 21stCentury. School Libraries Worldwide, 16(1), 17-28
Miller, F. Strategic Planning St. Louis - The Swiss Army Knife for the Brain!. Master Mind Mapper. Retrieved from http://mastermindmapper.com/
Ogle, D.M. (1986) K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39, 564-570.
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