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To research topics in secondary teaching, engage in some modern invention practices by researching. Instead of asking you to write a standard research essay or term paper, in this assignment, I ask you first to generate a question for your topic and then to search for an answer to your question and record your progress. You need not write a formal research essay but just need to essay (search for knowledge).
What to do
Formulate a question about your topic. Ensure you have some personal interest or investment in your question and topic. As Ken Macrorie, author of The I-Search Paper advises, “Allow something to choose you” (62).
As students, you have written in several genres. Your students will write in several genres as well as read a variety of genres. Perhaps you might ask, “How do I teach my students how to read critically?”
Begin to search for an answer to your question.
Record every step of your search. Scan, save, screenshot, record, or photograph pertinent source material. Record every step of your search. When you discuss each source that you consult, draw from your Critical Reading Response to
A. summarize what the source has to say,
B. quote a Golden Nugget, a sentence or two essential to understanding the source,
C. discuss how that source affected your understanding of your research question,
D. explain how that source relates to the other sources you find and examine,
E. this means that you should have about 2-3 paragraphs of discussion for each source and ought to keep a tight focus on your research question.
Did I mention that you must record every step of your search? That implies that you should respond to each reference that you look at—even if your search starts with Google or Wikipedia or an AI chat or our class reading assignments (start with one of the articles or their reference pages).
Notably, if you do not -ai your internet search, you'll likely receive an AI-generated response. You can critique that response if it has enough information. Students began doing that on their own.
So the beginning of your search might look something like:
I went to Google and typed “How do I teach my high school students how to read critically -ai'?” into the search queue. My results turned up several links to various resources. I wasn’t quite certain where to begin, so I clicked on an article posted on Edutopia because I like the name of that website. I clicked on a few links and stumbled across a post about tapping into prior knowledge. The author referred to the concept of constructivism and referred to Jean Piaget. I think I heard of Piaget in an education class, so I’m pretty sure I found a topic I’m interested in.
Now I decided that I want to find out what it means to “tap into prior knowledge” because it seems like an interesting educational strategy. And I already found my first source! In “Are you Tapping into Prior Knowledge Often Enough in your Classroom?” Rebecca Alber states that “Learning progresses primarily from prior knowledge and secondarily from the materials we present to students.” I find that statement…
At some point, you should arrive at an answer to your question. It may not be a definitive answer, but it is an answer. It might be another question or a refined question. Remember, you are searching.
Now, I want you to discuss at least four sources: And three different types of sources. Use at least three Credible sources. Try to use a reading assignment from this class. Try to interview one educator who could have an answer to your question. An AI chat bot is a non-credible source. You may use graphics, images, charts, maps, videos, etc. in your ISPs. If you find your answer right away, keep REsearching (that's why we call it REsearch), as you might find a different answer. In all actuality, it might be best if you did find a different answer.
Type your results and accompany them with records of all of the sources you consulted. Remember to write a References page and write in APA format.
Still, you ask, “What should it look like?” Below is a breakdown of my brand of ISP's major components: A. Remember: APA format. Graphics/images/charts are encouraged. Your ISP might look like an annotated bibliography with extended annotations. B. Like always, start with a nice introduction. In this case, you have a few options. Namely, you want to identify your question. You also will want to tell your readers why this question interests you (That means you will either have a genuine interest and goal or you plan on writing some fluff piece—what Macrorie calls a farce [347] or others in my profession call Engfish). The introduction will include at least one question mark. C. Also begin by telling your readers:
1) what you already know about the topic and
2) what you expect to discover.
As you can see, this means that you should write your introductory materials before you hit the pavement to begin your research. D. Now you can recall/record your research process. See item #3, above. DO NOT find five sources and then begin writing a regular research project—you want to record your search, AS it happens. Quote something from the source, summarize the source by explaining what is says about your question, explain how that affects your understanding of the topic, relate your findings to your other “finds.” Keep in mind that you may look up a source and find that it does not answer your question. E. Summarize your search in a conclusion (not THE conclusion). Did you find your answer? Did you find the answer you suspected? Did your search raise a new question? What did you learn? Etc. F. References List. G. Copies of references (this is an Appendix). H. You can number or bullet your ISP sections but do not have to. I. Who are your readers? Well, you, because you'd ideally refer to this project when you're a teacher. But also consider me, your Engl 4950 professor, and perhaps prospective employers--people you may want to share this project with in the future. The tone might be informal though the project will be accessible to others.
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