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Group 13:                                     - Through practice, I can build solid research skills - I can go deeper into these processes -	I can understand their internal workings - I can benefit as a learner by understanding and developing these skills and it can help me impart knowledge more easily - I can use specific skills and actions that demonstrate how to practically apply the BIS research cycle - 	I can use quotation as long as I cite resources correctly - I can use images also long the are licensed for re-use - I can ask questions and listen to the answers - I can make mistake and learn from them•	I can evaluate my results

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Group 13:                                     - Through practice, I can build solid research skills - I can go deeper into these processes -	I can understand their internal workings - I can benefit as a learner by understanding and developing these skills and it can help me impart knowledge more easily - I can use specific skills and actions that demonstrate how to practically apply the BIS research cycle - 	I can use quotation as long as I cite resources correctly - I can use images also long the are licensed for re-use - I can ask questions and listen to the answers - I can make mistake and learn from them•	I can evaluate my results

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In the primary, we had a lot of questions about inferencing skills. In language acquisition and the younger categories of primary (where reading is not possible), skills that relate to inferring from information (pictures, etc.) is essential.

I can use questioning skills to guide my research.

I can tell the difference between a google image search result and the website where it came from.

I can give credit where credit is due.

I can paraphrase from a source. (This, we feel, needs to be taught through multiple levels of school... reading non-fiction requires more time than we give to it.)

I can synthesize and present my findings effectively.

I can choose an appropriate media to present my findings.

I can utilize digital, print, and oral media to both research and present my research.

I can determine the reliabilty of a source.

I can distinguish between high or low quality sources.

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Since the guide definition includes media literacy as well as information literacy, we feel that this may be a misnomer and cause more confusion than help. We noticed that the groups  did not mention any media literacy, though it is part of the guide. We (Group 14) took a long time discussing this issue.

Different members of the group said that research doesn't matter unless its communicated. Some members strongly felt that the research category was misnamed because of the emphasis on communicating the information gained.

We felt that this was something which needs to be discussed: whether research should include the communication part. This was confusing to us and (we feel) would be misleading to parents and students.

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Please work through the four questions to the right and discuss them as a group. Record your thinking as a post under the correct column by clicking the round "+" button.

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Research is the ability to collect and sort through a variety of information in (potentially) different formats to determine relevant and reliable information...

[Our group wasn't sure if communication should be part of this (the guide claims that communication is part of research). So we tentatively will add this sentence to the end:]

... in order to communicate it effectively, using an appropriate medium.

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There's a wide range of sub-skills necessary for all subjects.
A method of finding information in a reliable ethical manner that will allow students to acquire information from different sources. Use memory techniques to facilitate longterm memory, and access a student's own knowledge and understanding.

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Use the research process provided by Cindy to find relevant/reliable information.

Choose an appropriate medium to present it.

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- Begin with prior knowledge
- Multiple Sources
- Verify Sources
- Seek Different Perspectives
- Keep track of sources
- Take notes in own words
- Ability to paraphrase, quote, and summarise
- Use consistent note-taking process, like Notefacts
-Ask good research questions
- Narrow focus on research
- Know what topics need to be researched for better understanding
-Consolidate Information
- Apply Research to project

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We believe "I can" statements are dependant on grade level. We could turn the success qualities into "I can" statements for each grade level. We also can use Cindy's research process from the media centre and the already created research guide.

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- The BIS research Process and classroom posters
Other Resources
- I.B. / MYP descriptors
- Purdue MLA Format

We feel that of the ATLs, this one is by far the best understood and implemented.

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 Group 13:                                    A universal skill that is relevant across every stages of the student’s education. A continued learning process that begins in the early learning phase and continues to develop through the students schooling and will be mastered in the Diploma Programme.  Adopting standard research approach that is applicable to each subject and stage.

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 Group 13:                                    A universal skill that is relevant across every stages of the student’s education. A continued learning process that begins in the early learning phase and continues to develop through the students schooling and will be mastered in the Diploma Programme.  Adopting standard research approach that is applicable to each subject and stage.

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Group 13:                                They would have built solid research skills that go deeper into these processes of the BIS research cycle. Understanding the internal workings, how they can benefit and to help them impart that knowledge more easily. They would decipher specific skills and actions that demonstrate how to practically apply the skills. They would behave by:	Asking appropriate questions; Have the knowledge to access the right information; How to evaluate the different resources and the relevance of the information and the liability; To know how to avoid plagiarism; How to consolidate their research; Be open-minded about the findings and conclusions

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Group 13:                                They would have built solid research skills that go deeper into these processes of the BIS research cycle. Understanding the internal workings, how they can benefit and to help them impart that knowledge more easily. They would decipher specific skills and actions that demonstrate how to practically apply the skills. They would behave by:	Asking appropriate questions; Have the knowledge to access the right information; How to evaluate the different resources and the relevance of the information and the liability; To know how to avoid plagiarism; How to consolidate their research; Be open-minded about the findings and conclusions

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BIS Research Cycle Process (school-wide)
https://docs.google.com/document/d/1pDFpuCMEY68PdV01lw7ssRr222nOzQMTXp2J_VZoArc/edit
Research Tool
https://www.educatorstechnology.com/2013/02/12-fabulous-academic-search-engines.html
Google Docs explore feature that is very helpful for research and citation tool

Media centre for research

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We all know what information literacy, but perhaps we could find some sources about media literacy.

Also: A clear, vertical scope & sequence document that tells us where we are and where need to go in each subject to guide students through the research ATL. This has been a 5-year process Cindy & Cijith have been trying to do.

We all feel like we are all over the place in this and would love to know where these ATLs are located.

This also connects to what we can expect students to know, because this informs our teaching.

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We LOVED the vertical articulation and ability to talk cross-schools. We would love more opportunities to do this in the future!

We're not sure that the focus on this has been sufficient, and look forward to digging into it more.

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Research involves locating and consolidating information on a specific topic for the purpose of becoming better informed and/or advancing the field. The research ATL focuses on the skills necessary to accomplish this.

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There are a lot of markers of success here. These include knowing under which circumstances encyclopaedias, databases, or a basic Internet search is most likely to yield the best results for a query. There are specific research methodologies to follow. Knowing how to rephrase an idea into one's own words is critical for avoiding plagiarism.

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I can evaluate a source for reliability.
I can determine whether a source comes from an expert.
I can document sources correctly.
I can determine the best resource to use for my specific research.

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Being able to evaluate the reliability of their resource. E.g. for Grade 12 students to be referencing science articles for their IAs using JSTOR.