How many firearms are sold in the U.S.? Which regions sell the most and which sell the least? These are the types of questions students want to look into for their research papers, but incorporating statistics into research is often overlooked. Each topic yields its own possibilities!
So, how can we get students into the habit of considering the addition of statistical information? How can we help them find the statistics and determine what makes one statistic more impressive than another?
The Statistics Rubric is designed for a teacher to use as a requirement during a research project. I like the rubric because students can refer to the guidelines within as they complete the task and do not have to revisit their memory or the slideshow that I make available to them. I would (ideally) suggest using the statistics rubric during 8th and 9th (and possibly 10th) grades in order to have the become proficient at the skill and then move them into the Infographic Rubric during 10th/11th/12th.
Other Rubrics in Skill-specific Research Rubrics Series:
#1 Thesis Statement Rubric
#2 Outline Rubric
#3 Infographic Rubric
photo courtesy of:
Cunningham, Simon. “Statistics.” Flickr. Yahoo, 18 Dec. 2013. Web. 25 Apr. 2016.
Most of us prefer to take information in visually.
We also prefer to take in information in tiny bits.
So, we teach students to convey information mainly through written papers and presentation programs, such as Google Slides or PowerPoint. While I absolutely advocate mastering both of those skills, I argue that we must also teach students how to master visual communication skills.
I have posted Allison Burley’s infographic lesson on my blog before. However, at our high school, we have seniors create them for senior research and our freshmen now have an expectation to create an infographic during their career research.
We have created skill-specific research rubrics for students to pinpoint important elements of an infographic (both of which are linked below):
Link here for our infographic rubric
We also have a modified rubric that we use with students who struggle with learning.
Link here for our modified infographic rubric
Feel free to use either one with your students.
Other rubrics in this series:
Thesis Statement Rubric
image courtesy of:
I Bike Fresno. “2011 Million Mile Challenge Infographic.” Flickr. Yahoo, 2 July
2011. Web. 19 Apr. 2016.
Sarah Strouse and Natasha Lewis are both new to Nazareth High School Library, both bringing a youthful energy and actively infusing exciting learning experiences through contests and collaborations and their new Makerspace. As I saw their Twitter posts stream through during the school year, I could only smile, knowing that my own children and their friends would soon be students served by their library media center. Through this interview, they inspired me (I do not have a Makerspace, yet….. They made me feel like a Makerspace was both manageable and worthwhile (I watch that with fads …making sure that I want to buy in …and I do with this one!), and they also provided me with some nostalgia (as I remembered the days when I, too, first discovered Dr. Joyce Valenza’s expertise and was incredibly inspired).
The following is our interview, conducted about their Makerspace:
- Can you describe your Makerspace?
- SS: Right now, our Makerspace is in its infancy and is located in a “slice” of our Library Media Center. It’s a place where students typically huddle in small groups and tinker. My vision for our Makerspace was highly influenced by Joyce Valenza’s blog article, “Library as a Domestic Metaphor.” Rather than act as a “grocery store” where students come, take, and leave, the library is more of a kitchen “where everyone lives and plays and laughs and makes a mess and creates and shares delicious stuff.” I think this is the type of environment we’ve begun to foster and hopefully continue to grow. It’s a place where students can tinker, make, and learn without the confines and pressures of the traditional classroom setting.
- What tools did you select to start your Makerspace with and why?
- SS: We started with very low-tech, low-cost stations like puzzles, adult coloring, and Legos – which we acquired entirely via donations. Now, we’re slowly adding some higher-tech tools. Our previous Librarian, Robin Hughes, who retired last year, got the movement started last spring by purchasing a littleBits kit, and we recently purchased some Makey Makey kits and Google Cardboard devices. We chose tools with the STEAM initiative in mind – any tool that might spark a kid’s creativity whether it be for a project they’re working on for a class, for their own personal interests, or even as an outlet. It’s so nice to see teenagers come in here excited to tinker with Legos or circuit projects INSTEAD OF just mindlessly surfing the net or checking social media on their phones during study hall.
- NL: We are always still accepting donations for different items. We recently had a parent express that they would be willing to donate a K’NEX set, something I think a lot of students would enjoy, since our Legos are very popular.
- Are there additional tools that you wish to acquire for the space/ideas for expansion?
- SS: Oh, I have big plans for the future It’s going to take a lot of planning, and it’s not going to happen overnight, but the dream would be to have more of the high-tech kits like Lego Mindstorms, Raspberry Pi’s for computer programming, and other various littleBits kits. I’d also like to have a green screen area that students could use for digital media projects. We’re currently working on acquiring a 3D printer. We’ve even tossed around the idea of eventually starting a library garden!
- What has been the largest hurdle in creating the space?
- SS: Like with anything else, funding is the largest hurdle. We’ve been pretty blessed with administrative support in that regard, though. We also have a student-run Library Advisory Board that runs Java Joint (a coffee shop) in the library. They’ve indicated that they’ll use profits from coffee sales to help purchase some Makerspace stuff, too. Students have also given us some super creative fundraising ideas, and we’re also looking into some grant-writing opportunities for next school year.
- NL: I would add that lack of space is a bit of an issue. We currently are discussing how best to adjust our collection and move around the existing furniture to make a better area more dedicated to these Makerspaces. We are also trying to make our space more welcoming and relaxing by incorporating couches, chairs, tables, and end tables.
- What has been the largest success?
- SS: I don’t even know if I could pinpoint just one tool that students tinker with the most. It varies… one day we’ll have different groups of students throughout the day working on an intricate puzzle that we’ll find completed by the end of the school day, and then the next day, we’ll discover a huge circuit project that kids put together using the littleBits and nothing else gets touched.
- How have your students responded to the space?
- SS: We’ve had some really cute student reactions, especially when we first put out some of the low-tech stuff they were gravitating to primarily as an outlet. Since we put out our Makerspaces, I’ve overheard kids call the library slang words for “cool” that I’ve never even heard of and can’t recall, an indication of just how hip they think we are One student even said, “I love the library. I want to live here!” The students have definitely embraced it.
- NL: Our students really love it! They said they really enjoy coming to the library since they can do a variety of things here instead of just checking out a book or using a computer. They like that they can talk to us about books since we try to be well read with books popular with our students.
- How have your teachers responded to the space?
- SS: There is definite interest. I held a Library Open House in February for teachers to come and check out what’s new. I actually had a few teachers sheepishly admit that it was the first time they’d been in the library, so it’s certainly drawing attention. It’s exciting for me though because if I can get teachers and their classes in here for the tech tools, that also develops rapport and opens the door for me help teachers and students with research projects or to spark an interest in reading a new book series as well. The Library of the 21st Century is NOT the library we as educators had while we were in school. The Makerspaces are attracting a whole new crowd of classes and individual students. We’re not just for English classes and book nerds anymore… though we still love the book nerds😉
- NL: I think a lot of teachers aren’t quite sure where to start. They seem to have an initial “Oh that’s cool” reaction, but their interest seems more engaged when we give them specific ideas of how we can help them utilize these different Makerspaces and other technology supplements in their classroom. One great example is a foreign language teacher who immediately responded to our announcement about Google Cardboard–she asked if we could find some virtual reality tours of castles in Germany! It was so exciting to have someone immediately interested in how to utilize these devices.
- What has been your greatest area of inspiration? For example, have you utilized Pinterest or any other resource to develop the space?
- SS: I was first inspired by a class I took at Kutztown – “Coding in the Classroom” – which introduced me to many of the techie Makerspace tools like circuits and robotics and web-based computer programs like Scratch and Code.org. From there, the inspiration and ideas have come from a variety of places…
- NL: Pinterest is AMAZING!!! I actually did a lot of research on there myself just to become familiar with the Maker movement. Pinterest introduced me to some well known Maker librarians including Diana Rendina. I also started using my Twitter profile to connect with larger establishments and organizations, such as Makerspace.com. I’m getting a lot of ideas for potential Makerspaces and ways to utilize the materials that we already have.
You can follow Sarah on Twitter: @NazHSLibrary
You can follow Natasha on Twitter : @TheLewView
About Sarah and Natasha:
Sarah Strouse: Mrs. Strouse initially received a Bachelor of Arts’ in writing at East Stroudsburg University (ESU) and has since done post-baccalaureate work in Secondary Education and Library Science at ESU and Kutztown University. She taught 9th Grade English at Nazareth Area High School for 8 years before becoming the Library Media Specialist there last fall. Mrs. Strouse is at her happiest from April to October when the New York Yankees are playing and she can wear open-toed shoes. Her favorite books are To Kill a Mockingbird, the Divergent series, and the Throne of Glass series. Perhaps the only thing she loves more than coffee is her family – her 4-year old daughter and husband.
Natasha Lewis: Mrs. Lewis holds a Bachelor of Arts’ degree and a Master’s in Education, both received at Cedar Crest College. Prior to working in the Nazareth Area High School Library, she held several long term substitute positions at local high school and middle schools as well as taught American literature in an asynchronous online setting. She enjoys spending time with her family, working out, knitting/crocheting, drinking A LOT of coffee, and cooking (hence the need for workouts!). Some of her favorite books include the Harry Potter series, The Martian, Ready Player One, Sarah J. Maas’ Throne of Glass series, and the Lunar Chronicles.
When students write, they may not realize that there is a correlation between the number of subtopics and the length of the paper that they will produce. A large number of subtopics is likely to yield a larger paper, where a small amount will create a smaller paper. I sometimes see students in panic mode, wondering how they will ever write a longer paper. When I point out that, when they increase subtopics and when multiple sources/experts support each subtopic, the paper will naturally get longer, many students begin to relax.
In addition to that, when I look over outlines, I often see that students will at times have only one subtopic or section (creating an “A” without a “B” or a “1” without a “2”). I need to tell the student that, if there is only one subtopic under the main topic, then that is what comprises the entirety of their main topic and that they can (a) use the keyword(s) from the subtopic and add it to the main topic, making it the overall topic OR (b) add at least one more subtopic.
Overall, a good outline will set the foundation for a good paper. The rubric below is designed to help the students consider outline elements to begin to create a good outline. As mentioned in my thesis statement rubric post (#1 in this series), this skill-specific outline would be introduced to students who are not yet completely literate in this skill. As the students become more literate, you can guide your students to learn more advanced skills (which will appear later within this series). Good luck helping your students develop their research skills!!!
Other Rubrics in the Skill-Specific Research Rubric Series:
Thesis Statement Rubric
image courtesy of:
Glasses on Book. Pixabay. Pixabay, 13 Dec. 2015. Web. 13 Apr. 2016.
We have found that when we first introduce a research skill to students that it really helps to attach a skill-specific rubric to the assignment. In doing so, we are delineating the ideal elements into categories within a rubric to help isolate the concepts and desired outcomes for students. We have found that, if the new skill is embedded into the assignment and overall grade, it becomes camouflaged into the assignment. When the students eventually become fluent at the skill, then the rubric may be taken away. For instance, we use this Thesis Statement Rubric and example sheet with 8th, 9th, and possibly 10th grade students. After that time, it is rare that the students will see the rubric since they are likely to have become literate at what constitutes a good thesis statement. For the 10th, 11th, and 12th grade students, we begin to incorporate statistics, infographic, annotated bibliography rubrics, etc.
Here is our Thesis Statement Rubric along with a form that students use to grade example Thesis Statements against the rubric to not only see how they “add up” but also how a thesis statement can progress during the drafting stages.
Thesis Statement Rubric
Thesis Statement Examples to Compare Against Rubric
Other Rubrics in the Skill-Specific Research Rubrics Series:
Image, courtesy of:
.B, Paul. “1.February.2012.” Flickr. Yahoo, 1 Feb. 2012. Web. 11 Apr. 2016.
I recently took a course via New York Center for Teacher Development called Questioning Techniques to Meet Common Core Standards. The course was really useful in many ways! The following slideshow is the result of one of the assignments that I was given. In it, I discuss prepping students for using Social Media during research. Use whatever is helpful to you!
I regularly like to compare the product our school has chosen with other products out there. I teach our students to use citation generators and feel that using such tools help them focus more of their time upon the research concepts and writing. In this slideshow, I compared the generated citations from EasyBib and NoodleTools with the citations modeled within Purdue OWL. I hope this helps you consider which resource is best for your school or your personal research. You will want to view the slides in full screen view or link out to SlideShare.