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6-6-R-3
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last edited
by Jason Stephenson 5 years, 5 months ago
Standard 6: Research
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Students will engage in inquiry to acquire, refine, and share knowledge.
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READING: Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge. |
6.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered. |
Student Actions
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Teacher Actions
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- Teachers model how to determine if information is relevant to a topic (e.g. Look at the table of contents, related words, is the author an expert on the topic, etc.)
- Teachers provide students with opportunities to find relevant information.
- Teachers monitor students’ ability to determine whether or not information is relevant and provide opportunities for students to receive feedback.
- Teachers model how to determine if information is credible.
- Teachers provide students with opportunities to determine the credibility of information.
- Teachers monitor students’ ability to determine whether or not information is credible and provide opportunities for students to receive feedback.
- Teachers will explain to students that using several types of sources will make their information more reliable and their research more credible.
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Supporting Resources
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Teacher Insights
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- Relevance refers to the source being appropriate to the student’s topic.
- For example, a fact that 75% of students own a cell phone doesn't directly support the statement that cell phones can be used as educational tools, but it does relate to the general topic of cell phones.
- Reliability: A website or text should be produced by a trustworthy source; it refers to the credibility of the source.
- A source containing bias would be unreliable.
- Bias may include: corporate ownership, confirmation bias, sociocultural bias, etc.
- Validity refers to the information’s accuracy and/or the source’s logical conclusions.
- A source that is not valid will contain misinformation.
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Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction. |
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6-6-R-3
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