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R541 Course Project-Documentary-WW II Research Project for 6th graders

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Shuya Xu

on 2 May 2011

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Transcript of R541 Course Project-Documentary-WW II Research Project for 6th graders

Instructor's Design 2. What are students expected to learn? Student Activities 1. Choose a topic 2. Come up with research questions 3. Search for information World War II Research Project In 6th Grade ESL class at
Binford Elementary School 1. What is the purpose of this project? 3. What are students supposed to do? 4. What is different in ESL class? 5. Presentation 4. Formulate answers Student L, P and Y attend the first class together with 20 American students.
The teacher gives a 20-30 minutes' lecture to provide an overview of World War II and to introduce this project. In the first class of this period, the teacher gives a 20 minutes' lecture on how to come up with research questions. The pictures above show the projector slides she uses. These slides are first shown on the projector as hand-written frames without the specific topic or questions in dark blue. The teacher fills each cell with example(s) while explaining.
Students are then given the rest time of the class to come up with at least 25 questions and write them down on a sheet of paper. Above are note cards with questions from Studeny L. Write a Report Formulate Sentences Poster Exhibition World War II Honors Day Conversation with Veterans Library Search Internet Search Jenny
Noble-Kuchera Instructor Students formulate complete sentences according to notes they wrote down on the card. They work individually in the library or in the ESL classroom, depending on class schedules.
The teacher sits beside to check their progress and provide advice. Below are students' note cards with answers. Some of the answers are in phrases and some are in complete sentences. The teacher collects books that are related to World War II and displays them in a shelf. The shelf is available to students during reading class time and ESL class time. Students select appropriate books for their topics, look for useful information corresponding to research questions and take notes on note cards during class time.
They are required to refer to at least three books. One of the books from Student Y Student Y Student P Student L Report example from Student Y At the beginning, the veteran introduces his experience in the World War II.
There are many veterans having conversation with students in different rooms. Students are divided into groups of five or six to meet different veterans. Then it comes the Q & A time. Students can raise questions for the veteran to answer. In this room, two American students actively interact with the veteran, while other three listen quietly.
A teacher sits beside to help organize the whole session. This video shows the veteran answering one of the students' questions. The teacher joins the discussion. Students work individually to make note cards with their research questions according to teacher's instruction.
The teacher is around to provide help whenever a student meets difficulties. Student L, P and Y create their note cards with teacher's help.
At the beginning, the teacher explains the note card format for five minutes, writing on the whiteboard as an example. Student L, P and Y attend classes about reading together with American students. Every class lasts 40 minutes. In class, the teacher reads related articles and raises questions. Students are allowed to take notes when listening, and are randomly chosen to answer those questions. Feb 23 Feb 24-25 Feb 28-Mar 4 Feb 28-Mar 9 Mar 10 After the introduction, each student chooses his/her own topic: R 541 Instructional Development and Production I - Design Thinking Shuya Xu Department of Instructional Systems Technology
School of Education, Indiana University Created by The English as Second Language (ESL) class at the 6th grade of Binford Elementary School is composed of three international students: They are required to do this research project together with other 6th grade American students, but with additional help from the ESL teacher Jenny. this project, students take reading classes to learn facts and concepts about World War II. Reading classes are not specifically for the period of choosing a topic. Everyday during - Student L - Student P - Student Y - Question Framework for General Topics - Question Framework for Biographies Students are also required to include information from the Internet. They are allowed to use the computer to search for Internet information during reading class and ESL class time. There are four computers in the ESL classroom. They are installed with Windows XP operating system, and are connected to the printer in teachers' office.
Students log in with their student ID number and password. More than 100 posters from students are exhibited in the gym. Students take turns to stand beside their posters, presenting what they have learned to veterans, other students or visitors. Poster from
Student L The WWII Honors Day consists of three parts:
* Poster exhibition
* Conversations with veterans
* Musical tribute & Honors ceremony This is a display of equipments at the entrance of poster exhibition. These are posted along the entrance of the school building, to welcome all the participants. Here is the auditorium where musical tribute and nonors ceremony happen. Honors Day schedule is displaying on the bracket. Red words are comments from the teacher. Citation of Internet information Citation of a book Students complete their draft of report, type it into the computer and print it out for submission. The ESL class
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