Teacher Resources

TEACHER TIPS, TOOLS, and TUTORIALS
How to implement engaging research, including mini-skills
lessons and professional resources

TIME FRAME
(50 minute class periods)

• 1 period for introduction to Scenario and Background Reading (computer lab or classroom)
• 1-2 periods for Persuasive Techniques lesson (computer lab)
• 2-3 periods for review of Task and Product, Questions, and Assessments, and for Gather and Sort research steps (computer lab)
• 1-2 periods for Organize steps (computer lab or classroom)
• 2-3 periods for Conclusion: Presentations and Reflection activity (classroom)

Special Instructions for the Teacher: Please review prior to implementing research model

• Scenario:

  • Implementation of the Persuasive Techniques Computer-based Technology Integration Activity is suggested at the end of the Scenario; this lesson requires Inspiration software.
  • Have students check their answers against these Answer Keys:
    • Persuasive Techniques - Logical Appeals ANSWER KEY
    • Persuasive Techniques - Emotional Appeals ANSWER KEY
• Task and Product:

  • Examine the two options for topic selection in the Task and Product step in order to select the one best suited to your students.
• Gather and Sort:

  • Examine the two options available to students for gathering and sorting information; students may use the Opposing Viewpoints Resource Center: Critical Thinking database or SIRS Researcher: Leading Issues database for the research.
    • Note: If headphones are available, students have the option of listening to the articles as they read along in the Opposing Viewpoints Resource Center: Critical Thinking database.
• Organize:

  • Examine the options and activities suggested in the Organize step to select those which are most appropriate for your students.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
Information Literacy: The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.