Introduction to Conducting

Research

Defining Characteristics of
Conducting Research
An inquiry process that involves
exploration.
Taps into the learner's "need to know."
The process can be divided into four
phases.
The phases are fluid and iterative.

Four Phases of the Research

Process
1. Explore possible topics before focusing on
a motivating research question.
2. Develop and follow a plan for gathering
information from a variety of sources.
3. Gather, organize and analyze information to
draw conclusions.
4. Share what has been learned through
writing, presenting, drama, and multimedia.

Student Challenges
Selecting a question
Finding relevant sources to gather
information
Evaluating and validating online content
Organizing and analyzing information
Determining an appropriate presentation
method

Common Core State Standards:

Research to Build and Present Knowledge
CCSS.ELA-LITERACY.CCRA.W.7 Conduct short as
well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under
investigation.

CCSS.ELA-LITERACY.CCRA.W.8 Gather relevant

information from multiple print and digital sources, assess the

credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.

CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence

from literary or informational texts to support analysis,
reflection, and research.

Discussion Questions 1
1. What challenges do your students face in
conducting research?
2. What choices do you give students in
selecting research topics?
3. What types of strategies do your students
use to gather information?

How Can I Support Student

To Conduct Research?

Use of Evidence-Based
Instructional Practices

Provide Clear Explanations

Give Students Strategies and Models
Provide Ongoing Formative Assessment

Use Technology Tools

Technology To Support Research
Create a research plan
Present findings
Organize information
Track information
Take notes
Gather information

Differentiated Instruction
Plan instruction that considers students'
readiness, learning needs, and interests.
Use a range of technology tools to:
engage learners at varying levels
engage learners in multiple ways.
offer students options for demonstrating
understanding and mastery

Teacher-Dependent
Ways to Differentiate
By Content
Different levels of reading or resource materials,
reading buddies, small group instruction, curriculum
compacting, multi-level computer programs and Web
Quests, audio materials, etc.

By Product
Activity choice boards, tiered activities, multi-level
learning center tasks, similar readiness groups, choice
in group work, varied journal prompts, mixed
readiness groups with targeted roles for students, etc.

By Process
Tiered products, students choose mode of
presentation to demonstrate learning, independent
study, varied rubrics, mentorships, interest-based
investigations

Student-Dependent
Ways to Differentiate
By Readiness
Options in content, topic, or theme, options
in the tools needed for production, options in
methods for engagement

By Profile
Consideration of gender, culture, learning
styles, strengths, and weaknesses

By Interests
Identification of background knowledge/gaps
in learning, vary amount of direct instruction,
and practice, pace of instruction, complexity
of activities, and exploration of a topic

Discussion Questions 2
1. How can you take advantage of a student's
interests and abilities in motivating them to
identify a research question?
2. How does the information gathering process
support differentiated instruction?
3. What are the multiple means of
representation students can use to present
their research?

Provide Direct Instruction

Explain what is involved in each of the four
phases of research.
Show students how to select and use
appropriate digital tools to gather,
organize, and analyze information
Demonstrate different ways to share
results of the research using a variety of
multimedia tools.

Conduct Research for a

Variety of Purposes
Help students select a research question by first
broadly exploring varied topics and selecting an
area of focus.
Help students assess the validity of online sources
based on their purpose and topic of research.
Help students select appropriate technologysupported, information gathering strategies.

Engage in Formative
Assessment
Encourage peer collaboration to help students
determine if they should revise their
information gathering plans.
Assess students' ability to employ strategies
for critically evaluating information.
Have students write or record short summaries
of what they are learning using blogs, minipodcasts, the class wiki, or webistes.

Suggestions for Technology

Tools
Mind mapping: Popplet, Bubbl.us,
MindMup, Text 2 Mind Map
Information gathering gathering and
analysis: ReadWriteThinks Notetaker,
Evernote Instapaper, GeoGebra, Google
Spreadsheet
Presentation: Prezi, Voki, VoiceThread,
ThingLink

Discussion Questions 3
1. What technology tools are your students using
to carry out the research process?
2. What strategies do you use to help students
analyze the information they gather?
3. How do you use formative assessment
strategies to strengthen your students' inquiry
process?

Disclaimer
Awarded through a cooperative agreement from the U.S. Department of
education, Office of Special Education Programs (OSEP), Grant
#H327G090004-10, PowerUp What Works was developed by a team
of experts in education, technology, differentiated instruction/UDL, and
special education at the Center for Technology Implementation,
operated by the American Institutes for Research (AIR) in collaboration
with the Education Development Center, Inc. (EDC) and the Center for
Applied Special Technology (CAST).

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