RESEARCH TEACHER RESOURCE #5 Relevant details selecting the information or facts that are significant or useful for a specific research question and purpose STRATEGY Objectives: • Learn to distinguish important from unimportant details, based on a research question and purpose; • Appreciate the need to select relevant details thoughtfully.
Use the following activities to systematically introduce this research strategy.
Introduce ➤➤ Invite students to watch the Paris Crew Historica Moments video available at https://www.historica- the strategy dominion.ca/content/heritage-minutes/paris-crew. This video features the Canadian rowing team that brought international sports fame to Canada by becoming unlikely world champions when they defeated European crews in the 1867 Paris Exposition regatta.
➤➤ After viewing the video, twice if necessary, ask students to identify its purpose. Suggestions may include: to inspire national pride, provide historic information about rowing in Canada, encourage belief in unlikely heroes, or offer a glimpse of Canadian sports heroes.
➤➤ After watching the video again, ask students to identify the important information conveyed in the video. Remind students to look for visual and oral information, including narration and character dialogue. Record student ideas.
➤➤ Discuss the challenges of producing such a video—one that is less than a minute long, highly engaging, and yet provides sufficient context and information that the event is understandable to a wide audience.
➤➤ Provide students with a copy of The Paris Crew (Activity Sheet #5A). Invite students to review the sheet and highlight information that did not 7KH3DULV The Paris Cr ÀUVW &UHZ NQRZQ ZDVWKH ACTIVITY SHEET #5A WKUHH DV ÀUVW ÀVKHUPHQDQGDOLJKWKRXVHNHHSHUIURP1HZ%UXQVZLFN³IRUPHGWKHWKH6DLQW URZLQJ ew appear in the video. With elementary students, WKHLUÀ -RKQ WHDP UVWUDFHLQ,QWKH\EHFDPHKRPHWRZQKHURHVE\ZLQQ)RXU WREULQJ 5REHUW LQWHUQDWLRQDO )XOWRQ ,Q 6DPXHO UHFRJQLWLRQ review the information as a class. Discuss with IRU &DQDGD +XWWRQ WKH6DLQW ZDV *HRU WR&DQDGD -RKQSURYLGHGWKHWKH\QHHGHGIRUWKHWULS0DULWLPHUVK-RKQ DQHZ JH )RXU QDWLRQ 3ULFH 7KHFUHZ WRFRPSHWH &RQIHGHUDWLRQ DQG(OLMDK ZDV URZLQJWHDPDQGZRQ5RVV³ students how the creator of the video may have :KHQ LQ(XURSH KDG LQJWKHSURYLQFLDOWLWOH WKH6DLQW WKH MXVWEHFRPH SDSHUFRPPHQWHG´ZLWKWKHLU-RKQ 1HZ )RXU %UXQVZLFN DUHDOLW\ SLQNFDSVWKH\ZHUHLQVWULNLQJFRQWUDVWWRWKHLUQHDWFRPSHWLDUULYHG JRYHUQPHQW:KHQ determined which details were relevant. NJPRUHWKDQRQHRIWKH(XURSHDQFRPSHWLWRUVDQGZDVGHVFULELQ3DULV WKHFKDQFH Á WKH\ LJKO\YDOXHGWKHVSRUWRIURZLQJDQG JUHHQµ HVKFRORXUHGMHUVH\VGDUNFORWKWURXVHUVOHDWKHUEUDFHVDQGZHUH WKHSHRSOH FDPH 7KH UHJDUGHG RI6DLQW &DQDGLDQWHDPURZHGZLWKRXWDFR[VZDLQ³WKHSHUVRQLQFKDU(QJOLVK DV FULWLFL]HG ´FRXQWU\ WKHLU EXPSNLQVµ %XW URZLQJ WRUVµ ➤ ZKHQ VW\OH 7KHLUKRPHPDGHERDWZHLJKHG2QH ➤ Based on the discussion, introduce the -RKQ WKH1HZ DQG QHZV )RXU %UXQVZLFN FRPSHWLWR HGDVD´&KLQHVHSX]]OHSDLQWHGEULJKW IXOO GHIHDWHG UV PLQXWH 3DULV· FUHZ ZHUH LQ DKHDG V WRRN VXUSULVHG ZKLFK RI *HVOLQJ WRWKH JHRIGLUHFWLQJWKHURZHUV following criteria for selecting relevant WKH WKH\ WKH &UHZ ZDWHU ZKHQ ZRUOG GHIHDWHG (QJOLVK LQ WKH\ WHDP LQDFORVH FRPSHWLWLR VDZ VWXFN )ROORZLQJ IDPRXV WR UDFH WKH FUHZV ZLQ QWKH WKHLU WKH 7KHQH[W VFRIÀ DPD]LQJ IURP ZRUOG GD\ QJ details: 7KH YLFWRU\ 2[IRUG FKDPSLRQ WKH\ VWRSSHG HQWLUH DQG VKLS FURVVHG 7KH ZRUOG WKH &DPEULGJH WLWOH7KHLU 6DLQW WRSRLQW FUHZ WKHÀ RXW KRZHYHU ZDV PDGH QLVK &DQDGLDQV,QWKH3DULV&UHZWRRNRQWKDW QLFNQD XQOLNHO\ OLQHD WKH GLGQRW PHG VSRUWV LQDVL[PLOHUDFHFRQÀ8QLWHG DFFHSW WKH KHDGOLQHVYLFWRU\ 6WDWHV WKHLU 3DULV • important to the research topic or GLG WLWOH &UHZ DURXQG QRWHQWHU DVZRUOG DQDPH UPLQJWKH3DULV&UHZ· WKH WKDW 7KHPHPEHUV FRPSHWLWL FKDPSLRQV VSHFW $PHULFD· RQ 7KH WR RIWKH VEHVWFUHZEXW $PHULFDQV question: details that are key to un- LQVWLOOLQJQDWLRQDOSULGHDQGFRQQHFWLQJSHRSOHIURPFRDVWWRFWKHQHZ URZLQJ VVWDWXVDVZRUOGURZLQJFKDPSLRQVFRXOG FRXQWU\ WHDP WKH FHUWDLQO\ ZHUH ZHUH :DUGEURWKHUVDQGEHDWWKHPKDYH TXLFN RI&DQDGD &DQDGLDQ EHDWHQ )URP 7KHLU WKH YLFWRU\ KHURHV7KH\ derstanding the topic or question UDFH XQWLO ORVW ZKHQ KHOSHG EURXJKW )DPHDQGLQWRWKH1HZ%UXQVZLFN6SRUWV+DOORI)DPHLQ GXHWR IRUP LQWHUQDWLRQDO DÁRRGHG WKH\ WKHFROOHFWLYH ERDW GLVEDQGHG RDVW IDPH ,Q LGHQWLW\ DQG you are hoping to address; WKH3DULV RI UH WKH3DULV &UHZ &DQDGLDQV &UHZ UHPDLQ ZDVLQGXFWHGHGXQGHIHDWHG LQWR&DQDGD· H[FHSW IRU • contributes significantly to the re- V6SRUWV RQH +DOO RI 5HIHUHQFHV search purpose: details that help KWWS ZZZ KWWS HQZLNLSHGLDRUFVKRIFDDFFHVVLEOHKPBSURÀ
Tools for Thought 2009–10:6 JZLNL3DULVB&UHZ to meet the particular purpose OHSKS"L for researching the topic or question. 44 © The Critical Thinking Consortium
➤➤ Review with students the following clues that can help identify important information: • prominent location—important information is often located in the title, first and/ or last paragraph, headings, topic sentences, and summary;
Tools for Thought 2009–10:6 42 © The Critical Thinking Consortium TEACHER RESOURCE #5
• use of repetition—important points are often made several times; • interesting facts—information that stands out as being particularly interesting because it is unusual, exaggerated, bigger than life, surprising, or unexpected.
➤➤ Suggest to students that research can be conducted for a variety of purposes. For example, students might research an assigned topic to argue a point, defend a position against criticism, create a broad overview, or provide a light-hearted perspective. Discuss with students how to determine the extent to which details contribute to the research purpose. Examine the information conveyed in the Paris Crew video and identify how the information contributes to the video’s purpose.
Practise the strategy ➤➤ Use one of the following activities to practise the strategy:
Option #1: Explain to students that the 1988 Olympic Winter Games held in Calgary included several unique and colourful competitors. One ,Q 0LFKDHO(GZDUGVZDVWKH was a Jamaican bobsled team that had never seen DQXQOLNHO\DWKOHWH+HZRUHWKLFNJODVVHVWKDWIRJJHGXSZKHQEddie the Eagle QRÀQDQFLDOVXSSRUW ACTIVITY SHEET #5B ÀUVWDQGRQO\SHUVRQWRFRPSHWHIRU%ULWDLQLQ2O\PSLFVNLMXPS (GGLHZDVERUQLQ DQGVWDUWHGGRZQKLOOVNLLQJZKHQKHZDV snow before competing in Calgary. Another VNLWHDP,Q KHPRYHGWR1HZ VNLMXPSLQJ KHVNLHGKHZDVSRXQGVRYHUZHLJKWDQGKHKDG VRFNV PLJKW was the participation of Michael Edwards, WRPDNH EH VQRZ WKH DFKHDSHU • Create a sports card profile of SRZHUIXOFRQWULEXWLRQ QRWYHU\LPSRUWDQWDUGVKWPO HGGLHBWKHBHDJOHBIHDWXUHVKWPO &RQWULEXWHVWRWKHU 45 Eddie the Eagle. VOLJKWFRQWULEXWLRQ HVHDU FKSXUSRVH YDOXDEOH ,PSRUWDQWWRWKHWRSLFTXHVWLRQ© The Critical Thinking Consortium SRZHUIXOFRQWULEXWLRQ • Does Eddie represent the true QRWYHU\LPSRUWDQW &RQWULEXWHVWRWKHU VOLJKWFRQWULEXWLRQ HVHDU spirit of the Olympic Games FKSXUSRVH YDOXDEOH ,PSRUWDQWWRWKHWRSLFTXHVWLRQ or did his performance make QRWYHU\LPSRUWDQW SRZHUIXOFRQWULEXWLRQ &RQWULEXWHVWRWKHU VOLJKWFRQWULEXWLRQ HVHDU fun of the games? FKSXUSRVH YDOXDEOH ,PSRUWDQWWRWKHWRSLFTXHVWLRQ SRZHUIXOFRQWULEXWLRQ QRWYHU\LPSRUWDQW Tools for Thought 2009–10:6 Option #2: Provide students &RQWULEXWHVWRWKHU VOLJKWFRQWULEXWLRQ HVHDU FKSXUSRVH with access to the article, YDOXDEOH 46 SRZHUIXOFRQWULEXWLRQ Stone Age cultures survive tsunami © The Critical Thinking Consortium waves, available at http://www.msnbc.msn. com/id/6786476/. Assign students one of the following research tasks: • Create a profile of these Stone Age people, explaining how they could escape a tsunami. • Evaluate the responses of modern people to these Stone Age tribes. • How similar/different are these Stone Age people from present-day humans? Tools for Thought 2009–10:6 43 © The Critical Thinking Consortium TEACHER RESOURCE #5 ➤➤ Discuss the underlying purpose of each of these research questions (inform, evaluate, compare). Provide students with a copy of Rating details (Activity Sheet #5C). Instruct students to gather and rate the details that would be most relevant for their research question and purpose. Reinforce the strategy ➤➤ Introduce Relevant details (Student Resource #5). Review each of the elements: purpose, strategies, :MTM [MTM ^I K\QV ][ O\P V\LM\ practice sample, and self-assessment rubric. MN]TNW MQVNWZUI ZI[X \QW MKQÅ VWZN IQ KZM[M IK\ T[ STUDENT RESOURCE #5 IZKPY [\PI\I ]M[\ ZM[ Encourage students to refer to this chart when QWVI QOVQÅK VLX]ZXW IV\W [M Z using the strategy in the future. Purpose 7KLVVWUDWHJ\KHOSVPH LQFOXGHGHWDLOVWKDWDGG LPSRUWDQWLQIRUPDWLRQDQG $33/< IXUWKHUWKHSXUSRVHRIP\ the strategy UHVHDUFK ➤ ,GHQWLI\ ➤ Invite students to use this strategy to cre- FRQYLQFHWKHSXUSRVH JHQHUDWHLQWHUHVWUHSRUWDKXPDQLQWHUHVWVWRU\LQIRUP RI\RXU SURYLGH UHVHDUFK 7KLQNRIWKHNLQGRIGHWDLOVWKDWZRXOGEHLPSRUWDQWWRWKHWRSDEURDG $UH ate a 30-second snapshot (e.g., written For a sample use of the RYHUYLHZ \RXWU\LQJ strategy ,Q SURYLGH WRDPXVH WKHVRXUFHV LQGHSWK HQWHUWDLQ page. , see the next WDQW RUFUHDWHHPS 7KLV \RX LQIRUPDWLRQ DQG LQIRUPDWLRQDUHXVLQJ profile, video) of an Olympic athlete WKH ORRN DWK\" WKDQRQFHRULWVWDQGVRXWDVEHLQJSDUWLFXODUO\LQWHUHVWLQJVXPPDU\ LV IRU RIWHQ WKHLQIRUPDWLRQ RI\RXU IRXQG LF 5HYLHZ VRXUFH LQWKH WKDW 2IWHQ WLWOH VHH or an Olympic sport. Brainstorm pos- WRWKHDVVLJQHGWRSLFDQGFRQWULEXWHPRVWSRZHUIXOO\WR\RXUSXWKH ÀUVW PVPRVW GHWDLOV DQLPSRUWDQWDQGRU LPSRU \RX ODVW ÀQGIURP SRLQW SDUDJUDSK \RXU LVPDGH sible purposes for the snapshot such as UHVHDUFK PRUH DQGVHOHFW Assessing my ability to judge “r WKRVH WKDWDUH promoting participation in the sport, USRVH NH\ Accomplished fostering determination, encouraging Identify details that are important to the topic/question: Good elevant details” I can easily identify many details that pr important information Basic an increase in funding support for ovide I can identify some details about my topic or that pr question. ovide important information, but I have Struggling I can identify obviously tr athletes. Encourage students to use Determine contribution to researchouble withpurpose complex : or important information, diffi cult examples. but I am often confused I need help identifying any I can easily determine when a lot of details ar important information. Rating details (Activity Sheet #5C) how signifi provided. cantly details will contribute to the I can determine how e purpose of my r signifi cantly some details to select the most relevant details esear will contribute to the ch. I can determine how purpose of my r signifi cantly the most esear obvious details will ch. I need help to determine for their purpose. contribute to the purpose how signifi of my r esear will contribute cantly to mydetails am often confusedch, but by I Tools for Thought 2009–10:6 resear complex or diffi ch purpose. ➤➤ If lifestyle choices is a topic you examples. cult wish to investigate with your 47 students, use the material on lifestyle choices © The Critical Thinking Consortium found in this resource and ask students to find relevant details to contradict myths about drugs. (Critical Challenge #5) Apply the strategy in ➤➤ Encourage students to use this strategy in everyday situations, including the following: everyday teaching • finding out about people, places, and issues; • researching a variety of points of view; • creating a defence or argument to support your position; • researching a product; • promoting an event. Assess use of the strategy ➤➤ Encourage students to refer to the rubric found in Relevant details (Student Resource #5) when self-assessing their understanding of this literacy strategy. • Allow students opportunities to apply the strategy two or three times without evaluation. • Guide students in interpreting and using the rubric to assess their own responses. • Encourage students to use the rubric whenever they use this strategy. ➤➤ To use the rubric for teacher evaluation of student work, remove the first person (student) refer- ence from each descriptor. Tools for Thought 2009–10:6 44 © The Critical Thinking Consortium ACTIVITY SHEET #5A The Paris Crew The Paris Crew was the first rowing team to bring international recognition to Canada. The crew was first known as the Saint John Four. Robert Fulton, Samuel Hutton, George Price, and Elijah Ross— three fishermen and a lighthouse-keeper from New Brunswick—formed the rowing team and won their first race in 1853. In 1865, they became hometown heroes by winning the provincial title. In 1867, Canada was a new nation. Confederation had just become a reality. When the chance came for the Saint John Four to compete in Europe, the New Brunswick government and the people of Saint John provided the $6,000 they needed for the trip. Maritimers highly valued the sport of rowing. When the Saint John Four arrived in Paris they were regarded as “country bumpkins.” One news- paper commented, “with their flesh-coloured jerseys, dark cloth trousers, leather braces and bright pink caps, they were in striking contrast to their neat competitors.” Their homemade boat weighed 50 kg more than one of the European competitors and was described as a “Chinese puzzle painted green.” The English criticized their rowing style and competitors were surprised when they saw the Canadian team rowed without a coxswain—the person in charge of directing the rowers. But when the New Brunswick crew took to the water in competition, the scoffing stopped. The Saint John Four defeated Paris’s Gesling Crew in a close race. The next day they crossed the finish line a full minute ahead of the English team to win the world championship title. Their unlikely victory, in which they defeated famous crews from Oxford and Cambridge, made sports headlines around the world. Following their amazing victory, the crew was nicknamed the Paris Crew, a name that stuck. The entire world, however, did not accept their title as world champions. The Americans were quick to point out that the United States did not enter the competition but could certainly have beaten the Canadians. In 1868, the Paris Crew took on America’s best crew, the Ward brothers, and beat them in a six-mile race, confirming the Paris Crew’s status as world rowing champions. The members of the rowing team were Canadian heroes. They brought international fame and re- spect to the new country of Canada. Their victory helped form the collective identity of Canadians, instilling national pride and connecting people from coast to coast. From 1863 until 1876,when they disbanded, the Paris Crew remained undefeated, except for one race lost due to a flooded boat. In 1956, the Paris Crew was inducted into Canada’s Sports Hall of Fame and into the New Brunswick Sports Hall of Fame in 1972. References: http://www.cshof.ca/accessible/hm_profile.php?i=194 http://en.wikipedia.org/wiki/Paris_Crew Tools for Thought 2009–10:6 45 © The Critical Thinking Consortium ACTIVITY SHEET #5B Eddie the Eagle In 1988, Michael Edwards was the first and only person to compete for Britain in Olympic ski jumping. Eddie was an unlikely athlete. He wore thick glasses that fogged up when he skied, he was 20 pounds overweight, and he had no financial support. Eddie was born in 1963 and started downhill skiing when he was 13. In 1984, he almost made the British downhill ski team. In 1986, he moved to New York to compete in North America. When he ran out of money, Eddie thought ski jumping might be a cheaper sport to do. Eddie practised using borrowed equipment. He had to wear six pairs of socks to make the borrowed boots fit. When he went back to England, he practised by jumping over busses, without snow. In 1987 Eddie represented Britain in the world ski-jumping championships and was ranked fifty-fifth. Because he was the only applicant from Britain, Eddie was able to compete in the 1988 Olympic Winter Games. Eddie was a novelty at the Olympics. His lack of skill was obvious. He placed last in all his events, far behind his closest competitor. His nickname “the Eagle” was an ironic reference to his jumping style. He was not graceful or soaring. Many referred to him as inept. Fine form was not Eddie’s first concern. He just wanted to land safely. But the fans loved Eddie! Thousands of fans chanted his name as he launched himself from the ski jump. Perhaps they admired his courage, his sense of adventure, his sense of humour, or his spirit, which led him to follow his dream. Eddie thought he exemplified the Olympic spirit—a true amateur sportsman, competing because he loved his sport. Simply going to the Olympic Games at all was a gold medal for Eddie. Eddie became the most famous athlete of the 1988 Olympic Winter Games and created a lot of interest in ski jump- ing. However, not everyone was thrilled with Eddie. Ski officials said his performance was not good for the sport and mocked the Olympics. Shortly after the 1988 Olympics ended, the rules controlling who qualified for the games were changed. Athletes had to finish in the top half at international competitions in order to compete in the Olympics. This became known as the “Eddie the Eagle Rule.” Eddie’s Olympic days were over. In spite of its disapproval of Eddie, the International Olympic Committee president referred to him kindly in his speech at the closing ceremonies: “people set new goals, created new world records, and one has even flown like an eagle.” Eddie’s fame brought him great success. He had a huge “non-victory” parade in his home town, appeared on The Tonight Show, became a sponsor for Eagle Airlines, wrote a book, recorded a song in Finnish, participated in advertis- ing campaigns, co-hosted a BBC radio show, and earned a law degree. In February 2008, Eddie returned to Calgary to take part in the twentieth anniversary of the games, and was asked to serve as a torchbearer in Winnipeg for the cross-Canada relay leading up to the 2010 Olympic Winter Games. In 2009, a film called Eddie the Eagle, starring Steve Coogan, was made about his life. References: http://archives.cbc.ca/sports/olympics/topics/1322-8081/ http://en.wikipedia.org/wiki/Eddie_%22The_Eagle%22_Edwards http://www.infoplease.com/spot/winter-olympics-eddie-eagle-edwards.html http://www.bbc.co.uk/gloucestershire/content/articles/2008/02/13/eddie_the_eagle_feature.shtml Tools for Thought 2009–10:6 46 © The Critical Thinking Consortium ACTIVITY SHEET #5C Rating details Research topic/question Research purpose Details Rating the details Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question not very important valuable Contributes to the research purpose slight contribution powerful contribution Tools for Thought 2009–10:6 47 © The Critical Thinking Consortium STUDENT RESOURCE #5 Relevant details selecting the information or facts that are significant or useful for a specific research question and purpose Purpose APPLYthe strategy This strategy helps me include details that add • Identify the purpose of your research. Are you trying to amuse, entertain, important information and convince, inform, provide a broad overview, provide in-depth information, further the purpose of my generate interest, report a human interest story, or create empathy? research. • Think of the kind of details that would be important to the topic. • In the sources you are using, look for the information that seems most impor- tant. This information is often found in the title, first and/or last paragraph, For a sample use of the and the summary of your source. Often an important point is made more strategy, see the next than once or it stands out as being particularly interesting. page. • Review the details you find from your research and select those that are key to the assigned topic and contribute most powerfully to your purpose Assessing my ability to judge “relevant details” Accomplished Good Basic Struggling Identify details that are important to the topic/question: I can easily identify many I can identify some details I can identify obviously I need help identifying any details that provide that provide important important information, important information. important information information, but I have but I am often confused about my topic or trouble with complex or when a lot of details are question. difficult examples. provided. Determine contribution to research purpose : I can easily determine I can determine how I can determine how I need help to determine how significantly details significantly some details significantly the most how significantly details will contribute to the will contribute to the obvious details will will contribute to my purpose of my research. purpose of my research. contribute to the purpose research purpose. of my research, but I am often confused by complex or difficult examples. Tools for Thought 2009–10:6 48 © The Critical Thinking Consortium STUDENT RESOURCE #5 SAMPLEuse of the strategy Rating details Research topic/question Create a sports card profile of Eddie the Eagle Research purpose Inform readers about who Eddie was and what he did Details Rating the details Important to the topic/question Unaccomplished ski jumper who represented Britain in the 1988 Olympic Winter Games in not very important valuable Contributes to the research purpose Calgary slight contribution powerful contribution Fans loved him Important to the topic/question not very important valuable He was funny and entertaining Contributes to the research purpose slight contribution powerful contribution Important to the topic/question Didn’t have any money not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question Became the most famous athlete of the 1998 winter games not very important valuable Contributes to the research purpose slight contribution powerful contribution Important to the topic/question Officials changed the qualification rules for Olympic participation as a result of his not very important valuable Contributes to the research purpose performance slight contribution powerful contribution Important to the topic/question Became successful because of his popu- not very important valuable larity Contributes to the research purpose slight contribution powerful contribution Important to the topic/question Will be a torchbearer in the 2010 Olympic Winter Games relay not very important valuable Contributes to the research purpose slight contribution powerful contribution Tools for Thought 2009–10:6 49 © The Critical Thinking Consortium