The Four Stages of Research

by Jillian Meyers Roberts

Big image

1. Exploring

a. Look at the options

b. Choose a topic that is interesting to you.

c. Write down some deep questions about your topic

2. Investigating

a. Design a plan for how you wish to investigate your topic

b. Find sources and select appropriate information

c. Decide and clarify what you want to focus on

3. Processing

a. Analyze the information you have gathered

b. Evaluate the ideas

c. Organize your ideas

4. Creating

a. Make something (essay, presentation, art piece) to present your results

b. Assess how well you completed your project

c. Apply your learning to new context and inquiries

Big image

Skills Needed

1. Exploring:
  • developing essential questions about the inquiry (OSLA, Together For Learning, 44)
  • using different strategies to choose a topic
  • able to use prior knowledge about the topic to guide the inquiry



2. Investigating

  • using "a variety of strategies to select relevant information" (TFL 46)
  • identifying "available sources relevant to inquiry" (TFL 46)



3. Processing

  • identifying "how information and ideas can be sorted and classified for effective organization" (TFL 48)
  • applying "critical and creative thinking skills to evaluate ideas and information" (TFL 48)


4. Creating

  • ability to express thoughts and feelings about presentation
  • creating a product that accurately and efficiently presents findings

Strategies for Intermediate Students

1. Exploring


  • brainstorm possible questions and classify them according to the type of questions (TFL 45)
  • use a Q-chart or question starter words to develop deeper questions about the inquiry
  • use mind maps or concept maps to help organize your ideas and spark new thoughts


2. Investigating

  • use "various skim/scan techniques that match the resource used" (TFL 47)
  • "develop key words to search all resources" (TFL 47)


3. Processing

  • use graphic organizers to compare your information and ideas; organize "according to content or validity" (TFL 49) in order to help evaluate the information
  • summarize information in a visual organizer or jot notes in order to "clarify understanding" (TFL 49)


4. Creating

  • use journalling, online time capsule, or role on the wall (TFL 51) to reflect on the knowledge you've gained
  • post the presentation in a physical or virtual space (TFL 51)