image map Keeping on track Start here Preparing Synthesising/communicating Finding Home page Sifting and choosing back to previous link Bibliography Evaluating Sorting/recording

The following summary chart draws together the skills and strategies of the research process. Even through the chart is a linear representation, the research process is not necessarily sequential. Students should be encouraged to continually revisit stages as they progress through the research.

understanding topic
understanding key words
identifying exisiting knowledge
identifying information scope
focussing on purpose of research
planning the questions
setting the scope of the task
deciding how work will be presented
What do the students need to know?
What knowledge do the students already have?
What do the students need to find out?
How will the students present their research?
What is the time frame?
How will it be assessed?
What questions will be set?
How will individual students be catered for?
What will the final product look like?
concept map
graphic organisers
understanding the question
designing questions
presenting research
de Bono's six thinking hats
identifying where to look
learning how to use search tools
locating resources
Where should students look?
Do students know how to use search tools?
Can students find the resources?
Are there sufficient resources?
Have students considered a broad range of potential sources?
online surveys
online selection of search engines
searching indexes
searching library catalogue
evaluating resources
choosing relevant sources
selecting material suitable for year level and range of abilities
identifying source of information
checking currency of material
choosing resources to cater for different learning styles
checking authority of Internet site
sorting information into categories
writing in your own words
note taking
ensuring notes are relevant to the topic
quoting accurately
recording bibliographic details
internet site appraisal
skimming and scanning
sorting information into categories
writing in your own words
note taking
ensuring notes are relevant to the topic
quoting accurately
recording bibliographic details
What information should be recorded?
How should the resource be cited in a bibliography?
How could notes be taken when using a variety of sources?
What is an effective way to take notes?
note taking
writing a bibliography
online citation
pulling all the information together
checking if information is relevant to original question
drafting and editing the information
communicating using the most appropriate medium
considering sense of purpose and audience
displaying clearly and accurately
writing concisely
How can the work be drawn together?
Is the original question answered?
Was the work drafted?
Was the work edited?
Has the most appropriate type of presentation tool been selected to suit the audience?
Is written material concise and well expressed?
oral report
web pages
writing a bibliography
online citation
thinking about performance at each stage of research
analysing how research could be improved
identifying research skills needing improvement
identifying how future improvement can be made
How satisfying is the final product?
How competently was each stage of the research process carried out?
Which research skills were well done?
Which research skills need improvement?
How might some research skills be improved?
teacher checklist
PMI self-evaluation
online rubrics
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