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Hello All, HERE IS THE ORIGINAL POST: Well, I've been scouring the net for research models to use with our high school students (gr 8 to 12). Alas, I've found none that seem to address the real problem my students have with research. Basically all the models boil down to: Find it (it=information); Read it; Synthesize it; Present it. It's the "synthesize" that's the toughest for students and it seems that it is at this very point that every model I've looked at falls short. (Yes, I know, reading is another huge issue. . .) When I explain to students strategies for synthesis their eyes seem to glaze over, so I'm looking for help. If you know of a pertinent book, article, or website that addresses the synthesis issue, I would be most grateful for the information. ********************* HERE ARE THE RELEVANT RESPONSES: Try this Web site for help------------> www.education.elibrary.com/resources ************ you might want to take a look at my FLIP it! framework for Information problem-solving. The book is available from Linworth Publishing (http://www.linworth.com), and there's even a link to an article about FLIP it on their site (look for Book Report, April 1997). I've got a website (very much in progress) at http://www. scils.rutgers.edu/pds/techissues/flipit.html that also gives some examples. Your concern about the synthesize step is valid. Part of the problem is that teachers assume kids will know what to do with the info they find, and kids think that if an encyc. article is what they've been looking at, then that must be the model to follow. . . so they copy, cut, paste, and think they're done. Projects need to be redesigned(by the teacher) to require critical thinking, and 'restructuring' of information. There are quite a few examples in my book. ************ Robert - Try Brainstorms and Blueprints by Stripling and Pitts. Should be available from Libraries Unlimited. ************** Have you looked at Jamie McKenzie's model - find FromNowOn electronic magazine on the web or the Bellingham, Washington School District site - it might be what you are looking for. *************** A series of steps very similar to yours is Alice Yucht's FLIP-it! You can get her book from Linworth Publ. (sorry I don't have their address here) or you could write to Alice (AliceInfo@aol.com) to find out about ordering a copy. I've heard her give a presentation on this at our state library convention, and was MOST impressed. ************** I've never found really good resources for this, so I teach synthesizing information by modelling. I've made three posters, each with an excerpt from a different source about endangered species. I tell students that the topic of my paper is methods of protecting endangered species. I show them the three sources I've found and tell them that after reading these sources, I selected the excerpts on the posters to include in my paper. The next step is synthesizing the information to write a coherent paragraph. I actually write the paragraph, thinking aloud, writing and erasing, and asking students for help deciding how to word it. We even add the documentation. I follow this by giving students copies of three short articles and having them work in small groups to synthesize information and write a paragraph. This gets the basic concept across to most students, but if you find a better method I'd love to hear about it. ********************* Have you looked specifically at the Big 6 research model? Give it a try. I'm not sure what strategies the Big 6 web site gives, but the book by Eisenberg and Berkowitz discusses synthesis at great length, and gives examples of lesson or unit plans from a variety of grade levels. ****************** I copied a short encyclopedia article related to our research topic and made an overhead. Everyone in the class was given a copy and a highlighter. We went through it paragraph by paragraph. I asked someone to tell us the main sentence or phrase. We discussed why that was or wasn't the right choice and then highlighted the one we agreed on. I modeled highlighting and margin notes on the overhead. Then we practiced writing a group paragraph that synthesized all the info. Then we went to the library and each student worked on his/her own topic. I don't know about you, but I would rather have inelegant grammar and spelling with accurate information and original writing than a compilation of well-formed sentences copied from various sources. We can work on the grammar and spelling after the original writing is done. **************** Robert, why not add another step: Summarize, before Synthesize. I find many people (adults, too) who can't give a short summary of what they read. How can someone bring ideas together, if they can't describe it in the first place? For the summary, individual style should work. Some people do well writing short notes about a topic, others do better making an outline. Putting the notes/outlines together into a coherent whole would be synthesis. Then they can Present it. ******************* FINAL REMARKS: Thanks to all who responded; obviously this is an issue and those who described their solutions are doing (although much better) basically what I do, viz. "model it". Although this is better than nothing, it 'feels' like a drop in the bucket, hence my original post. (I get the same feeling when I teach problem solving to a math class: a vain hope that watching me do it will somehow rub off.) I have not had time yet to pursue some of the suggested leads. If someone finds a "eureka" out there, please let us know! Regards, Robert. Robert Hiebert, Librarian Golden Secondary School Golden, BC, V0A 1H0, Canada Fax: 250 344 7116 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-= All postings to LM_NET are protected under copyright law. To quit LM_NET (or set-reset NOMAIL or DIGEST), send email to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL or 3) SET LM_NET DIGEST 3) SET LM_NET MAIL * Please allow for confirmation from Listserv For LM_NET Help & Archives see: http://ericir.syr.edu/lm_net/ =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=--=-=-=