This week my students finished up learning how to paraphrase and summarize, they watched a powerpoint on plagiarism, and then they spent Wednesday, Thursday, and Friday in the media center looking through outdated books to do research on a social issue. The past three weeks we have been working on a research unit. The first two weeks the seniors learned how to cite sources in MLA format. Only two or three students had any ideas how to do it because they had my host teacher in eleventh grade. I was shocked! Teachers aren't covering MLA style or research in 9th, 10th, or 11th. It's left up to the 12th grade teachers. Even the students feel behind. I wonder though, what ways some of you approach research? I saw Wednesday, Thursday, and today as a waste in the library for many of them. They knew their topic, but they had no idea about their thesis or claims and they were already looking for evidence from books. It just seemed backwards. My host teacher was telling me "it will work out" but I just wonder if there is a better order or better way to teach research. I'm going to do some research on teaching research (haha) and see about this. Any thoughts from you all would be appreciated!
I agree that research methods such as citation should be taught throughout high school-not just during senior year. I also expected students (10th and 11th) to know how to research topics and write about them but found that starting with introductions and re-teaching the writing process worked much better for all of my students. It may seem repetitive, but those students who have some idea of how to write a paper get the practice, while those who have no idea get to learn. I doubt "it will work out" and we have some great resources from this class on how to teach writing so if I were you, I would try new approaches with the assumption that you are the first to teach research methods. Hope this helps a little.
This week we were working on writing research papers. It seemed extremely successful because the students were really excited about sharing their writing with me will they were working on their papers. Often students feel like they shouldn't or that they don't want to share their work because it's going to be ripped apart by the teacher. However, I told my students I was simply there to help and they repeatedly asked for my input. I had two students in the same group in my first period class who were constantly trying to top each other’s writing. It was the greatest part of my week. They were having so much fun just trying to use their words and make their sentences sound better than the others that I couldn't help but be proud of them.
How does your host teacher approach research? What are the topics the students are given? Or do they choose their own? Are you and your host teacher allowing them to use the internet or just books?
We finished reading Animal Farm this week. I think several students were not happy with the ending. They suggested that Orwell wrote it that way so the reader would want to read the sequel. They were quite unhappy when I told them there was no sequel. I like the use of the character cards used in "Rising Up" and plan to use this as part of the review for the test. They can make them complete with pictures and quotes and then go around the room in the "Tea Party" fashion and review the other characters. I may even use this for reviewing the plot. Giving them cards with parts of the plot on them and they have to put themselves in the correct order. What do ya'll think?
Gloria, I think the character cards would work great as a review. I was considering using them as a way to evaluate my students' comprehension of Romeo and Juliet throughout the reading. I think the students are surprised when they realize they know more than they think they did based on what they wrote on the card.
I agree that the character cards would work nicely for review, but I really like the idea of using them to introduce a novel or short story. I plan to use many of these lessons and strategies in the coming year and hope we can keep in touch to discuss our challenges and successes!
To my dismay, I believe I witnessed a student cheating on a quiz for the first time. Unfortunately, I had no proof. If the student is innocent, I do not want to put a zero on her paper that she does not deserve. How is a problem like this best addressed? Do I just let it go? Do I keep a closer eye next time?
As disheartening as it is, students regularly cheat. I have found that "good" students cheat just as often as non-motivated students. If I suspect cheating I usually walk close to the suspected cheater and just stand there watching-they catch on and I can catch it if it happens again. I have taken papers in the middle of the test or quiz and given the zero, usually without saying a word. The student doesn't have to be "called out" or embarrassed since they usually know why the paper was taken. I do have a very strict policy on cheating and do not allow any type of make-up or do-over when cheating is involved. Since it is after the fact, I would just make a blanket statement of disappointment to the class and reiterate the consequences of cheating. This is only my opinion though-you should definitely check with your colleagues to see what the expected or accepted course of action is for your school.
This week we started our unit on narrative writing. The closer we get to the Milestones, the more each class starts “teaching to the test”. I was very glad that my host teacher allowed me to deviate from a premade lesson that we were given again this week. Another thing I see more the closer to the test is the use of the academic and literacy coaches. The school is extremely focused on teaching the students what they think will be on the test. I had some pretty great moments this week in the classes. My lesson on Wednesday on point of view went better than I had expected! Last semester when I was with the kids, we did an activity on point of view and character development involving shoes. I asked the kids if they remembered that and each class just exploded with sharing memories of the activity; their excitement fueled me for the rest of the day! It was amazing to see them get so excited just at the mention of something we did together last semester. They really enjoyed that activity and clearly got a lot out of it. So this time, I felt like I really had to step it up and try to match that activity. I believe I succeeded. For bellwork the students looked at a piece of art and wrote a short narrative from the perspective of one of the subjects in the painting. I do wish I had chosen a different work of art but the responses I got from the students were great! They are so creative and I can tell narrative is their favorite genre of writing. For the hook we read a description of a house and the students were split up into burglars and real estate agents. We looked at how the same writing can be viewed completely different depending on the point of view. Every class loved this activity! There was some suspense involved and it drove them crazy with excitement. Next, we watched a short music video that explained different types of point of view. My students have not stopped singing that song all week and have asked to listen to it every day! On Thursday, as review we listened to it again and the whole class (as well as myself and my host teacher) sang along. This was one of my best and proudest moments of student teaching. I know those kids are going to remember that song and lesson for a long time. And the students are actually looking forward to their upcoming narrative writing practice. Their moans and groans have turned into excitement. That day I truly felt like the students entered class with anticipation and left with regret.
This week my students finished up learning how to paraphrase and summarize, they watched a powerpoint on plagiarism, and then they spent Wednesday, Thursday, and Friday in the media center looking through outdated books to do research on a social issue. The past three weeks we have been working on a research unit. The first two weeks the seniors learned how to cite sources in MLA format. Only two or three students had any ideas how to do it because they had my host teacher in eleventh grade. I was shocked! Teachers aren't covering MLA style or research in 9th, 10th, or 11th. It's left up to the 12th grade teachers. Even the students feel behind. I wonder though, what ways some of you approach research? I saw Wednesday, Thursday, and today as a waste in the library for many of them. They knew their topic, but they had no idea about their thesis or claims and they were already looking for evidence from books. It just seemed backwards. My host teacher was telling me "it will work out" but I just wonder if there is a better order or better way to teach research. I'm going to do some research on teaching research (haha) and see about this. Any thoughts from you all would be appreciated!
ReplyDeleteI agree that research methods such as citation should be taught throughout high school-not just during senior year. I also expected students (10th and 11th) to know how to research topics and write about them but found that starting with introductions and re-teaching the writing process worked much better for all of my students. It may seem repetitive, but those students who have some idea of how to write a paper get the practice, while those who have no idea get to learn. I doubt "it will work out" and we have some great resources from this class on how to teach writing so if I were you, I would try new approaches with the assumption that you are the first to teach research methods. Hope this helps a little.
DeleteThis week we were working on writing research papers. It seemed extremely successful because the students were really excited about sharing their writing with me will they were working on their papers. Often students feel like they shouldn't or that they don't want to share their work because it's going to be ripped apart by the teacher. However, I told my students I was simply there to help and they repeatedly asked for my input. I had two students in the same group in my first period class who were constantly trying to top each other’s writing. It was the greatest part of my week. They were having so much fun just trying to use their words and make their sentences sound better than the others that I couldn't help but be proud of them.
ReplyDeleteHow does your host teacher approach research? What are the topics the students are given? Or do they choose their own? Are you and your host teacher allowing them to use the internet or just books?
DeleteWe finished reading Animal Farm this week. I think several students were not happy with the ending. They suggested that Orwell wrote it that way so the reader would want to read the sequel. They were quite unhappy when I told them there was no sequel. I like the use of the character cards used in "Rising Up" and plan to use this as part of the review for the test. They can make them complete with pictures and quotes and then go around the room in the "Tea Party" fashion and review the other characters. I may even use this for reviewing the plot. Giving them cards with parts of the plot on them and they have to put themselves in the correct order. What do ya'll think?
ReplyDeleteGloria, I think the character cards would work great as a review. I was considering using them as a way to evaluate my students' comprehension of Romeo and Juliet throughout the reading. I think the students are surprised when they realize they know more than they think they did based on what they wrote on the card.
DeleteI agree that the character cards would work nicely for review, but I really like the idea of using them to introduce a novel or short story. I plan to use many of these lessons and strategies in the coming year and hope we can keep in touch to discuss our challenges and successes!
DeleteTo my dismay, I believe I witnessed a student cheating on a quiz for the first time. Unfortunately, I had no proof. If the student is innocent, I do not want to put a zero on her paper that she does not deserve. How is a problem like this best addressed? Do I just let it go? Do I keep a closer eye next time?
ReplyDeleteAs disheartening as it is, students regularly cheat. I have found that "good" students cheat just as often as non-motivated students. If I suspect cheating I usually walk close to the suspected cheater and just stand there watching-they catch on and I can catch it if it happens again. I have taken papers in the middle of the test or quiz and given the zero, usually without saying a word. The student doesn't have to be "called out" or embarrassed since they usually know why the paper was taken. I do have a very strict policy on cheating and do not allow any type of make-up or do-over when cheating is involved. Since it is after the fact, I would just make a blanket statement of disappointment to the class and reiterate the consequences of cheating. This is only my opinion though-you should definitely check with your colleagues to see what the expected or accepted course of action is for your school.
DeleteThis comment has been removed by the author.
ReplyDeleteThis week we started our unit on narrative writing. The closer we get to the Milestones, the more each class starts “teaching to the test”. I was very glad that my host teacher allowed me to deviate from a premade lesson that we were given again this week. Another thing I see more the closer to the test is the use of the academic and literacy coaches. The school is extremely focused on teaching the students what they think will be on the test.
ReplyDeleteI had some pretty great moments this week in the classes. My lesson on Wednesday on point of view went better than I had expected! Last semester when I was with the kids, we did an activity on point of view and character development involving shoes. I asked the kids if they remembered that and each class just exploded with sharing memories of the activity; their excitement fueled me for the rest of the day! It was amazing to see them get so excited just at the mention of something we did together last semester. They really enjoyed that activity and clearly got a lot out of it. So this time, I felt like I really had to step it up and try to match that activity. I believe I succeeded. For bellwork the students looked at a piece of art and wrote a short narrative from the perspective of one of the subjects in the painting. I do wish I had chosen a different work of art but the responses I got from the students were great! They are so creative and I can tell narrative is their favorite genre of writing. For the hook we read a description of a house and the students were split up into burglars and real estate agents. We looked at how the same writing can be viewed completely different depending on the point of view. Every class loved this activity! There was some suspense involved and it drove them crazy with excitement.
Next, we watched a short music video that explained different types of point of view. My students have not stopped singing that song all week and have asked to listen to it every day! On Thursday, as review we listened to it again and the whole class (as well as myself and my host teacher) sang along. This was one of my best and proudest moments of student teaching. I know those kids are going to remember that song and lesson for a long time. And the students are actually looking forward to their upcoming narrative writing practice. Their moans and groans have turned into excitement. That day I truly felt like the students entered class with anticipation and left with regret.