1. Name the topic for research and brainstorm
probing questions. The topic is listed in the left side box. It serves as an important reminder for students and keeps them on target. In the second column, questions are listed about the topic. During modeling, the teacher may guide the class in asking questions and writing them down. The questions should be developed before children begin to look at research materials to ensure their attention is focused during the inquiry. It is important to practice each step with the class or a small group for several topics prior to having them use it independently. Later, allowing more advanced learners to develop their own questions is motivational. Conversely, for less advanced students or ELLs, providing target questions can ease the fear of researching or independent work. Sometime students may want to add additional questions or facts they find to their QAS, so leaving a blank row at the bottom encourages more research.
2. Answer the questions. Student researchers
begin to look for answers to their questions. They should use multiple, age-appropriate sources from texts, the Internet, guest speakers, films, or other venues. The challenge is to answer the questions they have developed, realizing that more than one source could be used. Often learners discover multiple texts provide similar answers or make connections between texts. At other times, they may uncover discrepancies or lack of information and need to look for more. In the example above, the teacher shared two sources (a book and an Internet site) with the students to help answer and confirm the answer. This is a great time to reinforce vocabulary development and connect visual aids (i.e. drawings). Taking advantage of a teachable moment, the instructor probed a bit more with the class, and they inquired about the meaning of the word ladybug. A third source was introduced to the students, and the answer to their new question was answered.
3. Cite the source. As students write answers
to their questions, they record the source in the “S” column. This is an important step and skill even younger children can learn that giving due credit to the resource in honorable. With younger children, it is recommended that a source be noted in the graphic organizer after the information is added to the chart. This is desirable because it will assist students in connecting specific information with a source and limit the resources to those used. The source could include the title and author for younger students but may include year and publisher for older learners.
4. Review the graphic organizer. When the
organizer is completed, students should have the opportunity to review the information. The products that emanate from graphic organizers as a review may be informal like a discussion or may be more formal like an oral presentation, written report, study guide, or the graphic itself as an artifact of learning.
The QAS graphic can be easily modified to include multiple layers for key information or to encourage more depth in answering the questions. In the example, the first question suggested the students find two pieces of information about the life cycle. After a few practice topics in completing the graphic organizer with a teacher, young children may be ready to research by themselves. Engaging young learners in inquiry can be exciting and challenging, but with guidance and support, they can become researchers. Giving students a graphic organizer to help guide their learning will channel their investigations. When beginning, encourage students to develop the questions and identify where they could find the answers. Start small—fewer questions with familiar topics will lead to success. As students become proficient in using QAS, they can apply it as a study guide to other learning in the classroom.
Final Thoughts
When elementary students develop study skills, the strategies they employ will help them become more independent learners who self-regulate their learning. According to Zimmerman (2001), “The key issue defining
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