Teaching Students the Research Process

In my humanities department, one of the teacher's favorite assignments are current events or student-led research projects. Both teachers and students enjoy these projects, that usually end in discussion, presentation, or a speech, particularly because students get to select what they research. One of the common problems I see as a student support is that students spend an enormous time on research that they do not need to. I notice students tend to struggle with choosing relevant texts based on their research question, and oftentimes that they do not know how to look for valid texts. 

ISTE standard 4 explains that Students will:

1. Use technology to help identify and define problems for investigation.
2. Plan and manage projects with the help of digital graphic organizers.
3. Utilize technology to collect and analyze data, identify possible solutions, and make informed decisions.
4. Explore and compare solutions with various technology tools.

Research projects are just one way that students can use technology to help them manage a project (based on a question), support investigation, and explore solutions. But according to Fan-Ray Kuo, Nian-Shing Chen, and Gwo-Jen Hwang, even university students struggle to evaluate websites and to find strong sources based on their lack of resources to use (Kuo, Chen, Hwang). If university students struggle with the research process, I wanted to know how educators could scaffold and teach the research process to students. 

Leslie Harris O' Hanlon had many practical suggestions in her article Teaching Students Better Online Research Skills. She had three easy to apply ideas. First, she suggested modeling the research process to students. She did this by choosing one student every day to be the "searcher." Through students, she modeled the process of research, confirming good practices and pointing out common misconceptions. Second, O' Hanlon teaches students the research process by having students identify key words from their research question. Then, she encourages them to use google scholar, a close resource to what students use in their everyday research (google). She explains "[Students] will go on Google and type a word, and that is the extent of their research skills" (O' Hanlon). But by introducing them to a similar resource, she helps expand student's network. It is also a great technique because it is so similar to what students already use. Finally, she worked with students to evaluate websites, partially when she modeled the research process. Rather than only having students use certain websites, she has them focus on the perspective of each site, that way the student can evaluate the meaning behind the text. These are three easy way to scaffold and simply to teach the research process to students to encourage better research and quicker research as well. 

I hope to use research in my own work as an ELA or ELL teacher particularly because it allows students to select a topic that interest them. By using some of these strategies, students can achieve the objectives of ISTE standard 4. As our world continues to become more digital, it is essential that students have a wide variety of networks to find online resources, as well as skills to evaluate them and to find sources related to what they are looking for. Hopefully, as we apply some of these teachings into our day to day, students will be more prepared for the college research process. 

Kuo, F.R., Chen, N.S., Hwang, G.J. (2013). A Creative Thinking Approach to Enhance the Web Based Problem Solving Performance of University Students. Elsevier, 72. Retrieved from https://drive.google.com/file/d/0B5W5P9bQJ6q0YVI0R0ltM1RFYTg/view

O'Hanlon, L.H. (2013). Teaching Students Better Online Research Skills. Retrieved from http://www.edweek.org/ew/articles/2013/05/22/32el-studentresearch.h32.html. 

Blended Learning: The New Strategy to Implement Differentiation

ISTE standard 3 explains how teachers guide students in acquiring knowledge and skill in technology. This standard allows teachers to demonstrate the research process, communicating helpful information to students and families, as well as using information to support learning. A final part of the standard is to collaborate by using digital tools. My own question from our learning was wondering how teachers implemented blended learning, and what benefits it brought to the class as well as challenges. Through reading Wyllie Wong's How Technology Enables Blended Learning, I began wondering about a course at my own school, and how even though it uses the most technology of any class, students are most likely to fail this class. I started wondering how blended learning can be successful and what challenges are to implementing the system. 

Wong explains that blended learning is a way to rely less on traditional lectures, but also to personalize learning for each student (Wong, 1). Working in a Title 1 school, I know well that the need for personalized learning is great; there are students at all different levels in every class. An additional article from Edutopia explained how "blended learning provides the school with a variety of ways to address student needs, differentiate instruction, and provide teachers with data for instructional decision making." The article shared about PK Yonge Developmental Research School, who recreated their curriculum in order to support student learning and provide differentiation for students. 

Some clear benefits to blended learning are the ability to support students where they are. Through blended learning and strong online curriculum, students can work at their own pace. Some students can work 1-1 with the teacher; this enables the teacher to differentiate and students to get individual support, whether from a teacher or from the online programs. But a challenge that was clear was deciding what is important to keep in traditional lecture or instruction form and what is helpful to change to online. In discussion with teaching candidates in the humanities, it was hard to think of what programs or tools we could use that would be more effective with technology. 

Still, blended learning, when done correctly and with lots of planning, similar to PK Yonge Developmental Research School, can be influential for student growth. It allows students to to acquire knowledge through technology, as well as collaborate with small groups by using digital tools. It allows the instructor to communicate with students and families at home through online resources. Finally, it supports student learning and differentiation strategies. I know that right now I would not be able to fully implement blended learning, but with enough time to plan and administrative support, I think it could work well, especially for students in my ELL group. Although communication is essential, differentiation with reading would be very helpful!

Blended Learning: Making it Work in Your Classroom. (2014). Retrieved from https://www.edutopia.org/practice/blended-learning-making-it-work-your-classroom

Wong, W., (2014). How Technology Enables Blended Learning. Retrieved from http://www.edtechmagazine.com/k12/article/2014/04/how-technology-enables-blended-learning