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English III Research Paper Presentation Online

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Amy Carpenter

on 9 May 2013

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Transcript of English III Research Paper Presentation Online

Reframing Research:
1:X and ELA Clear and Compelling Product Standards Choice and Product Focus Organization of Knowledge Novelty and Variety Protection from Adverse Consequences Content and Substance Affiliation A common student complaint centered on the idea that ELA research seemed scattered. We were not consistent in our teaching approaches. This made the development of a clear and concise rubric of paramount importance. Now, students clearly understand objectives and expectations. After ensuring that students clearly understood the task at hand, we veered from the “usual” research path and allowed students the freedom to choose their research topics. Allowing student choice fosters intrinsic motivation. Throughout the design process, we looked at the quality of Organization of Knowledge. Students needed on-demand access to information. Some students also needed to see the same thing many times before they understood. We found that the Google docs and teacher-created videos gave us this capability. Students used databases and search engines, and they needed to be able to analyze information for accuracy and bias. Students need 21st century skills such as these as they create their own futures. At this point, using technology provided novelty and variety. Remember the “old way” of teaching research? To our students this “old way” was just last year. By simply utilizing the tools the district and our school has provided, we completely changed our students’ learning experience. The students will be more engaged if they can collaborate and research electronically. It’s just the way they experience life. Students will be allowed choice in format of presentation, as long as they demonstrate the writing process. Because we focused on forming “revising states of mind,” students knew that changes and alterations were a natural part of the process. Students used technology tools, peer editors, and teacher feedback to refine writing. At no point was there a “make or break “ moment when a student would or could absolutely fail. The process transformed research into a nurturing process that supported learning and risk-taking. Obviously, the writing mattered. We teach Juniors, so we have a strong sense that our students have to be prepared for college. We broke the research paper into smaller steps which organized the knowledge into small, easily digestible chunks. We also flipped the classroom by including many teacher-created videos to facilitate differentiation and allow for multiple exposures to the material. Students were given electronic and personal feedback from teachers and their peers, as well as an online writing guide, to support good, clear writing. All of this manifested in actual revising, instead of simple editing.
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