Conducting Simple Research and Note-Taking

Active learning works because third-year students need to handle real sources and practice skills in context, not just listen. Hands-on sorting and relay activities help them internalize criteria for reliability and note-taking without relying on abstract rules.

• 3rd Year
• The Power of Words: Exploring Narrative and Information
• 4 activities
• 25 min–45 min

Learning Objectives

1. Evaluate the reliability of at least three different sources (e.g., website, book, encyclopedia entry) for a given research topic.
2. Explain the difference between paraphrasing and direct quotation when taking notes.
3. Construct a set of research notes on a chosen topic, using keywords, short phrases, and original wording for at least 75% of the information.
4. Identify the main idea and supporting details from a short informational text.

Inquiry Circle

⏱ 30 min·Small Groups

Source Sorting Cards: Reliable or Not?

Prepare cards with source examples like a library book, Wikipedia page, and advertisement. In small groups, students sort cards into reliable and unreliable piles, then justify choices using criteria like author expertise and publication date. Discuss as a class to refine understandings.

Prepare & details

Differentiate between reliable and unreliable sources of information for a research project.

Facilitation Tip: During Source Sorting Cards, have students verbalize their reasoning before sorting to build critical thinking aloud.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 25 min·Pairs

Keyword Note-Taking Relay: Animal Facts

Pairs read short texts on animals; one student skims for keywords and jots notes, then tags partner to add details without copying. Switch roles twice. Groups share notes and reconstruct the text orally to check accuracy.

Prepare & details

Explain effective strategies for taking notes without copying directly from a text.

Facilitation Tip: For Keyword Note-Taking Relay, model one turn by thinking aloud how you pick keywords before students begin.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 45 min·Small Groups

Mini Research Quest: Irish Heroes

Provide pre-selected reliable sources on figures like Grace O'Malley. Small groups choose one hero, take keyword notes on life events and achievements, then create a poster summary. Present to class for peer questions.

Prepare & details

Construct a set of notes on a chosen topic using keywords and short phrases.

Facilitation Tip: In the Mini Research Quest, rotate among groups to ask guiding questions like 'What would another source say about this?' to push deeper evaluation.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 35 min·Individual

Note-Taking Scavenger Hunt: Whole Class

Display texts around the room on a theme like weather. Individually, students hunt for facts, note keywords only, then pair to compare and expand notes. Compile class master notes on chart paper.

Prepare & details

Differentiate between reliable and unreliable sources of information for a research project.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

Teach this topic by starting with concrete examples students already recognize, like a school library book versus an unknown website. Avoid overwhelming them with too many criteria at once. Research shows that repeated, short practice with immediate feedback builds stronger source evaluation habits than long lectures. Model your own thinking process often, so students see how experts decide what to trust and how to capture key ideas succinctly.

What to Expect

Successful learning looks like students confidently distinguishing reliable from unreliable sources, taking concise notes with keywords, and explaining their choices clearly. You should hear them using phrases like 'this site cites experts' or 'my keyword for this fact is…'.

Watch Out for These Misconceptions

Common Misconception

During Source Sorting Cards, students may assume all websites are equally reliable.

What to Teach Instead

Use the activity’s card set to show examples of biased language or missing author details, then have students explain in pairs which site they would trust for homework and why.

Common Misconception

During Keyword Note-Taking Relay, students copy full sentences instead of using their own words.

What to Teach Instead

After the relay, have students swap notes and highlight any copied phrases, then rewrite those sections together using keywords only.

Common Misconception

During Mini Research Quest, students rely on a single old book without checking for updated facts.

What to Teach Instead

Create a station with the book and a dated website, and ask students to note the publication year and compare the information to spot any differences.

Assessment Ideas

Quick Check

After Source Sorting Cards, provide three texts on the same topic and ask students to circle the most reliable source and write one sentence explaining why in their notebooks.

Exit Ticket

After Keyword Note-Taking Relay, ask students to write down two key facts about the animal in their own words and identify one keyword they used to remember each fact.

Peer Assessment

During Mini Research Quest, have students exchange research notes and answer these questions: 'Are the notes mostly in the student’s own words?' and 'Are there at least three clear keywords listed?' The reviewer initials the notes if they meet the criteria.

Extensions & Scaffolding

• Challenge early finishers to find a source that contradicts their Mini Research Quest findings and prepare a 30-second rebuttal using their notes.
• Scaffolding: Provide a partially completed note-taking template with some keywords filled in for students who struggle with paraphrasing.
• Deeper exploration: Have students create a two-column chart comparing the most and least reliable sources they found, explaining their choices in writing.

Key Vocabulary

Source Reliability	The trustworthiness and accuracy of information based on its origin, author, and purpose. Reliable sources are factual and unbiased.
Paraphrase	To restate information from a source in your own words and sentence structure, while keeping the original meaning. This is different from copying.
Keywords	Important words or short phrases that capture the main ideas or essential information within a text. They help in summarizing and remembering.
Plagiarism	Using someone else's words or ideas without giving them credit. This includes copying text directly without quotation marks or proper citation.