Model+4+--+IIM

Founders Virginia Morse and Cindy Nottage combined their more than 40 years of teaching experience to create a research model which would "empower students of all abilities to carry out independent research studies". ("Independent investigation method," 2011). Although originally developed for students in the gifted program, the Independent investigation Method is usable for all students regardless of grade or skill level.(BN) The Independent Investigation Method (IIM) is a teaching model which can be used equally well by primary, elementary, and secondary students when moving through the research process. IIM combines the school curriculum with vital research skills depending on grade, skill level and learning style. There are two skill levels: Basic and Proficient. "All students need to begin at the Basic Level where the foundation skills necessary for more advanced research are taught. The Proficient Level is for older students...." (Ungar, 2010) (BN) IIM has 7 steps for research success:
 * Background information on the model**
 * Steps in the model with a description of each step**
 * Step 1: Topic** - This is the beginning of the research, and the toughest part for students. It is here that the student needs to choose a topic which is not too broad, nor too narrow. The student should assess what they know already, what they want to know, and in which they have an interest that will sustain them throughout the assignment. (BN) Using a time management plan will also aid students in keeping them guided on narrowing a topic that will have amble information for their research. (AZ)
 * Step 2: Goal Setting** - Formulate questions about the topic; clearly indicate due dates, resources to be used, the requirements of the assignment, and the expected outcome of the research. (BN) It is important for educators to have students create both open-ended and defined questions to garner several ideas for their research, while eventually focusing on a clear topic of choice. (AZ)
 * Step 3: Researching** - Here the students begin to look for new information, learning to take notes which are true and correct facts, without plagiarizing. (BN)
 * Step 4: Organizing** - Review notes and facts collected; determine the major categories of the research; prepare citation information. (BN) Students may also make use of graphic organziers to help them categorize information and also set aside irrelevant information. (AZ)
 * Step 5: Goal Evaluation** - Through the use of a rubric or by using the list of goals created at the beginning of the project, students will be able to evaluate what facts they have collected, determine if they have stayed on point or if they have strayed from the topic, and assess what areas, if any, need to be researched further. (BN) Students may be able to examine their research further through various means, such as keeping a journal, writing out summary paragraphs, and formulating new goals for their future research. (AZ)
 * Step 6: Product** - Students will determine their method of displaying the facts they have found. While they will produce a written report for the teacher, their product is more a means to engage their creative side and help them to discover a creative way to present the research. (BN)
 * Step 7: Presentation** - Students will develop their chosen display method and practice their presentation. The goal of this step is to get students familiar and comfortable with various presentation styles and methods. (BN) All students should eventually become more accustomed to speaking in front of an audience, and not merely reading their reports to the audience. Gradual practice of preparing one's presentation will ensure for proper composure and overall strong speaking skills during the presentation. (AZ)

"Teachers [like IIM] because they have the tools to teach students the essential skills needed to complete an authentic research assignment. Students [like IIM] because they feel no need to copy or plagiarize. Parents [like IIM] because they see their children becoming competent in lifelong skills they never learned." ("Independent investigation method," 2011) (BN)
 * Strengths and weaknesses of the model**

"The Independent Investigation Method does it—teaches students how to do research. Plain and simple. It is a model that guides primary, intermediate, and secondary students through the research process. IIM gives teachers the tools to teach and monitor the skills. It addresses state standards. It prevents plagiarism." ("Independent investigation method," 2011) (AZ)


 * Reference list**

//Independent investigation method//. (2011). Retrieved from [] (BN) (AZ)

Ungar, Barbara. (2010). Revising research. //School Library Monthly//, //XXVI//(8), 40-42.