ELL Research: Community Growth & Development
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as ELL student researchers, identify and address a need for growth in our school or community through sustained inquiry and effective research practices, considering our unique linguistic and cultural experiences?Essential Questions
Supporting questions that break down major concepts.- What are the key characteristics of effective research for ELL students?
- How can research be used to identify areas for growth or improvement in a community or school, specifically addressing the needs and challenges faced by ELL students?
- What are the steps involved in conducting sustained research as an ELL student, including linguistic and cultural considerations?
- How can research assignments and tasks contribute to ELL students' understanding of the research process, taking into account their language development and cultural background?
- How can we leverage our unique linguistic and cultural backgrounds as ELL students to enhance our research and contribute valuable insights to the community?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will identify an area of growth in their school or community.
- Students will conduct sustained research to understand the area of growth.
- Students will apply effective research practices.
- Students will build knowledge about the research process.
- Students will propose solutions or recommendations based on their research.
Entry Events
Events that will be used to introduce the project to studentsProblem Auction
Begin with a "Problem Auction." Present students with a list of potential areas for growth in the school/community, framed as problems to be 'bid' on. Students, acting as research teams, would 'bid' on the problems they find most interesting, sparking competition and investment in their chosen area.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Research Expedition: Gathering Evidence
Students will conduct preliminary research on their chosen area of growth, gathering information from various sources and evaluating their credibility.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA preliminary research report that includes a summary of findings, a list of sources consulted, and an evaluation of the credibility of each source.Alignment
How this activity aligns with the learning objectives & standardsThis activity directly aligns with the standard by guiding students through the initial stages of research, focusing on information gathering and source evaluation.Charting the Course: Research Plan Development
Based on their preliminary research, students will refine their research question and develop a detailed research plan, outlining their goals, methods, and timeline.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA refined research question and a comprehensive research plan that includes research goals, methods, timeline, and resource needs.Alignment
How this activity aligns with the learning objectives & standardsThis activity reinforces the standard by encouraging students to refine their research question based on initial findings and develop a comprehensive research plan.Deep Dive: Data Collection & Analysis
Students will execute their research plan, gathering data, analyzing findings, and synthesizing information to develop a deeper understanding of their chosen area of growth.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive research report that presents their findings, analysis, and insights, supported by evidence from their research.Alignment
How this activity aligns with the learning objectives & standardsThis activity directly supports the standard by guiding students in conducting in-depth research, analyzing data, and synthesizing findings to build knowledge on their chosen topic.Growth Area Brainstorm
Students brainstorm and select a specific area of growth in their school or community that they want to research. This activity helps students connect the project to their own experiences and interests.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA list of potential research topics, ranked in order of preference, along with a brief justification for each choice.Alignment
How this activity aligns with the learning objectives & standardsFocuses on building foundational research skills and understanding the research process, aligning with the standard of sustained research assignments to build knowledge.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioELL Research Portfolio Rubric
Topic Selection & Justification
This category assesses the student's ability to identify and justify a relevant research topic related to growth in their school or community.Topic Clarity and Focus
The clarity and focus of the identified research topic.
Beginning
1 PointsTopic is hard to understand or not about the school/community.
Developing
2 PointsTopic is a little clear but could be more about the school/community.
Proficient
3 PointsTopic is clear and about something that can grow in the school/community.
Exemplary
4 PointsTopic is very clear, easy to understand, and important for the school/community. It shows the student thinks in a new and interesting way.
Justification Depth and Relevance
The depth and relevance of the justification provided for each chosen topic.
Beginning
1 PointsThe reason for each topic is not clear or missing.
Developing
2 PointsThe reason is not very strong and doesn't explain why the topic is important.
Proficient
3 PointsThe reason is good and explains why each topic is important and can be done.
Exemplary
4 PointsThe reason is very strong, shows a deep understanding of why the topic is important, and how it can help the school/community. It also talks about if it's possible to do.
Gathering & Evaluating Evidence
This category assesses the student's ability to gather and evaluate information from various sources to build a foundation for their research.Report Completeness & Accuracy
The completeness and accuracy of the preliminary research report, including the summary of findings.
Beginning
1 PointsThe report is not finished, not correct, or doesn't have a summary.
Developing
2 PointsThe report is partly finished, has some mistakes, or the summary is not very good.
Proficient
3 PointsThe report is finished, correct, and has a clear summary.
Exemplary
4 PointsThe report is very complete, has a lot of information, and the summary is very good. It shows the student understands the topic well.
Source Evaluation
The quality and consistency of source evaluation based on established criteria (e.g., author expertise, publication date, bias).
Beginning
1 PointsThe student doesn't check the sources or doesn't use the rules for checking sources.
Developing
2 PointsThe student sometimes checks the sources but doesn't always use the rules.
Proficient
3 PointsThe student always checks the sources and uses the rules correctly.
Exemplary
4 PointsThe student is very careful when checking sources and understands why some sources are better than others. The student doesn't just use the basic rules but thinks about the sources in a deeper way.
Source Appropriateness & Variety
The appropriateness and variety of sources consulted, considering the research topic and available resources.
Beginning
1 PointsThe student uses only a few sources that are not good for the topic.
Developing
2 PointsThe student uses some sources that are okay but not enough different kinds of sources.
Proficient
3 PointsThe student uses good sources that are right for the topic and different from each other.
Exemplary
4 PointsThe student uses many different kinds of sources that are very good for the topic. The student knows a lot about where to find information.
Research Plan Development
This category assesses the student's ability to refine their research question and develop a detailed and feasible research plan.Research Question Clarity
The clarity and focus of the refined research question, based on preliminary research.
Beginning
1 PointsThe question is not clear or doesn't have anything to do with the first research.
Developing
2 PointsThe question is a little clear but could be more focused and more like the first research.
Proficient
3 PointsThe question is clear, focused, and like the first research.
Exemplary
4 PointsThe question is very clear, shows the student understands the topic well, and is a new and interesting question.
Research Plan Comprehensiveness
The comprehensiveness and feasibility of the research plan, including goals, methods, timeline, and resource needs.
Beginning
1 PointsThe plan is not finished, not possible to do, or missing important things (goals, how to do it, time, things needed).
Developing
2 PointsThe plan is partly finished but doesn't have enough details or is not easy to do.
Proficient
3 PointsThe plan is complete, easy to do, and has clear goals, how to do it, time, and things needed.
Exemplary
4 PointsThe plan has a lot of details, is new and interesting, and shows the student knows how to do research, how long it will take, and what things are needed. It also has plans for problems that might happen.
Method Appropriateness
The appropriateness of the chosen research methods (e.g., surveys, interviews, experiments) for addressing the research question, considering the ELL student's context.
Beginning
1 PointsThe way to do research is not good for the question or for ELL students.
Developing
2 PointsThe way to do research is okay but maybe not the best for the question or for ELL students.
Proficient
3 PointsThe way to do research is good for the question and for ELL students.
Exemplary
4 PointsThe way to do research is very new and takes into account the language and culture of ELL students. It helps get a lot of good information.
Data Collection & Analysis
This category assesses the student's ability to collect, analyze, and synthesize data to develop a deeper understanding of their chosen area of growth.Data Collection Quality
The thoroughness and accuracy of data collection, adhering to the research plan.
Beginning
1 PointsThe student didn't collect all the information, made mistakes, or didn't follow the plan.
Developing
2 PointsThe student collected some information but made some mistakes or didn't completely follow the plan.
Proficient
3 PointsThe student collected all the information correctly and followed the plan.
Exemplary
4 PointsThe student was very careful and collected all the information. The student wrote down everything they did and any problems they had.
Data Analysis Depth
The depth and rigor of data analysis, including the identification of patterns, trends, and insights.
Beginning
1 PointsThe student didn't look at the information carefully or find any patterns.
Developing
2 PointsThe student looked at the information a little but didn't find many patterns.
Proficient
3 PointsThe student looked at the information carefully and found clear patterns.
Exemplary
4 PointsThe student looked at the information very carefully, understood it well, and found patterns that were not easy to see.
Report Clarity & Persuasiveness
The clarity, coherence, and persuasiveness of the research report, supported by evidence from the research.
Beginning
1 PointsThe report is not clear, doesn't make sense, or doesn't have information from the research.
Developing
2 PointsThe report is a little clear but could be better and doesn't have much information from the research.
Proficient
3 PointsThe report is clear, makes sense, and has good information from the research.
Exemplary
4 PointsThe report is very well written, makes a strong argument, and has a lot of good information from the research. The student writes very well.