etop 543
methods of research for elementary students
During this class, I compared two research models: the Independent Investigation Method (IIM) and the Big 6 Research Method. I found both models to be very similar, but focused my work throughout the course on the IIM. Although my district subsequently chose the Big 6 as their model of choice, I've found that either structure has served to improve the quality of my students' final product after conducting research.
After studying the intricacies of the IIM, I implemented it during a research project with my students. We had just concluded our state standardized testing after endless hours of test preparation and practice. Needless to say, they were anxious to get started on a creative demonstration of their knowledge of the human body systems. I had done this “project” with my class for four years prior, but was always disappointed that the end product ended up being far too heavy on cute gimmicks and much too light on substance and higher order thinking. Participation in this course proved to be invaluable in improving the depth of knowledge of the body systems demonstrated by my students as well as their skill base for performing research; the latter will benefit them for years to come.
Overall, I was much more pleased with the outcomes that resulted from implementing the IIM. I feel the parameters provided allowed me to deconstruct the project into manageable portions. An unforeseen benefit of this was that it was less frustrating for my lower ability students, who had notoriously struggled in the past. With some of the logistical issues solved, I plan to break each body system down and include more cooperative learning and positive interdependence with the research in future years. With the increased rigor and more frequent research necessitated as the Common Core State Standards are implemented, this class has put me ahead of the curve. I feel already confident in using the Big 6 in my own classroom and will continue to share my results and scaffolds with my team to ensure our entire 3rd grade cohort is moving towards proficiency in research skills.
Overall, I was much more pleased with the outcomes that resulted from implementing the IIM. I feel the parameters provided allowed me to deconstruct the project into manageable portions. An unforeseen benefit of this was that it was less frustrating for my lower ability students, who had notoriously struggled in the past. With some of the logistical issues solved, I plan to break each body system down and include more cooperative learning and positive interdependence with the research in future years. With the increased rigor and more frequent research necessitated as the Common Core State Standards are implemented, this class has put me ahead of the curve. I feel already confident in using the Big 6 in my own classroom and will continue to share my results and scaffolds with my team to ensure our entire 3rd grade cohort is moving towards proficiency in research skills.