Determining the Form of Representation for Presenting Research

Lesson: Determining the Form of Representation for Presenting Research

Description

Once students have collected all of the information necessary to answer their research questions, they need to determine the form of representation to best present this information. Sometimes the teacher will determine the form of representation, but often this is a choice given to students. Students need to have experiences with many different forms of representation before being allowed to make independent choices.

Learning Outcomes I Suggested Procedure I Assessment for this Lesson

Materials for this Offline lesson:

Note cards
Concept maps
Criteria for Determining the Form of Representation Check-off Sheet
Forms of Representation Chart

Time allotment: 50 minutes

Grade Level: Grade 2 -12

Information Literacy Standard:
3. The student who is information literate uses information accurately and creatively.

Learning Outcomes

Students will make an appropriate choice regarding the form of representation for presenting their research project
Students will take into consideration six questions, when choosing the form of representation

Suggested Procedure

The teacher begins by telling students that for this research project, students will be able to determine what form they will use to present their information. In determining what form of representation they will use, students need to consider six questions which are on the check-off sheet.

The teacher tells the students that the first question they will need to consider is "Who is your audience?" Since this presentation will be for small groups of people, and there will be several presentations, students will need to decide which is the best method for presenting the research information to small groups to view.

The teacher tells students that the next question they must consider is "What is the purpose for communicating this information? Is it to inform, persuade, entertain, or explain?" Since this is a research report, it is intended to inform first but it could also be intended to persuade and explain as well.
The teacher tells students that the next question they will need to consider can only be answered after they have answered the first two questions. That question is, "What possible ways might I use to communicate my information?"

Next, students and teachers brainstorm a list of forms of representations that will work best for small groups of people (see attached list), meets the purpose of the presentation which is to inform the audience; and has the potential to also persuade or explain information.

The teacher tells students that before they can choose one of the forms of representations from the brainstormed list, they will need to consider the following constraints:
How much space do I need, and is that space available to me?
How much time do I have to complete the presentation and which form of representation can I complete in the amount of time I have?
What materials do I need and do I have access to these materials?
Where will I work on the presentation-at home, at school, or in both places?

The teacher tells students that after they have:
- determined the audience
- determined the purpose for presenting the information
- generated possible forms of presentations to be used
- answered the logistical issues of space, time, materials, work environment on the Criteria for Determining the Form of Representation Check-off Sheet
they can choose the form of representation they will use.

Next, the teacher tells students that once they have determined the form of representation they will use, they need to generate a list of all the materials they will need for the presentation and to gather these materials.

The teacher tells students that they will next need to create a rough draft of the presentation and that for this rough draft they should use their concept map and notes. This will help them organize the main points they want to include in their presentation. Students may decide whether they create a rough draft using a storyboard format, outline, or sketch.
The teacher tells students that they must have two students review their rough draft and make suggestions. Students need to consider these suggestions and make corrections if appropriate. After the rough draft has been reviewed by two students and the corrections made, then the student needs to make an appointment with the teacher to go over the rough draft for feedback.

Students are ready to work on the final presentation only after meeting with the teacher and implementing the suggestions made by the teacher.

Assessment

The teacher uses the Criteria for Determining the Form of Representation Check-off Sheet and the individual conference with the student to determine whether the student understands how to choose an appropriate form of representation for their research project.

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This page was last updated February 19, 2002
This lesson was created to support the AT&T/UCLA Initiatives for 21st Century Literacies.
Determining the Form of Representation for Presenting Research was created by Sharon Sutton