Hi Kristin,
Take the scenario and turn it into a decision making quest/task.
Nessie - A real monster from the past or a fake? - you might get the kids to
expplore sub Q here as well.
Scenario - Reports have just arrived at your university that describes 2 sightings
of a creature in Loch Ness (make up the reports - one could be from a newspaper,
one in a scientific journal - one could be positive, one negative). You know there
have been previous sightings and have decided to send a team to investigate.
Team members include:
Geologist Jo/Jossie Blake - worked on geology throughout the British Isles,
especially in the north of England and Scotland. Your job - to research infromation
about the geography of the Loch Ness area (Q you will want the kids to explore but
you should lead them there during a brainstorm - how the lakes were formed, are
they connected to the sea, to each other, what is the geography of the surrounding
area).
Historian Andrew/Angel Fordham - expert in mythical creatures and legends and their
place in the history of the British Isles. Your job - to research mythical
creatures and legends in the British Isles (Q - what sorts of creatures appear in
British mythology, which areas of the country did they originate in, are there any
indications that these creatures may have existed in the past).
Biologist Frank/Frances Holiday - expert in marine biology and ecology. Your job
.... (Q - types of flora and fauna known to inhabit the lakes in Scotland esp Loch
Ness, ecological pyramids - can such an environment sustain a large predator, water
type...)
Journailsm/Media expert Henry/Halle Jones - Your job is to research past sightings
of the Loch Ness monster (Q - when they occurred, by whom, background of people
reporting sightings, population in these areas ...
The team must present their findings and make a decision to answer the over-riding
Q at the beginning of the scenario which is also the title of your curriculum.
TLs role - provide access to a range of resources (different formats) for each team
member (these will be different). Work with the teams to brainstorm - 2 ways - all
the geologists get together and work out what they know and what they need to find
out, all the ....
Or
Each team gets together and brainstorms each role then come together as a class and
create a class mindmap - display this once it is complete on a wall - can be added
to as the project teams conduct their research. Literacy outcomes - have a vocab
map running alongside - kids add new words as they go - coloured sticky notes work
well.
If you are asking them to write a report (or anything else eg, schedules,
notemaking, bibliographies...), work out a template structure with the teacher to
give them a starting point. If using technology for a specific purpose then this is
a teaching moment and should be assessed by you (TL). Clearly articulate what it is
they have to do and produce to be successful. Should have 3 assessable tasks -
beginning, middle and end - use a portfolio to see what they are doing and so the
kids can keep track - can be physical or online (eportfolio).
They will engage and learn a lot more than straight content.
:)
BC
Vice President, Advocacy & Promotion, IASL: www.iasl-online.org
The GiggleIT Project: www.iasl-online.org/sla/giggleIT/index.htm
LIS@ECU: www.chs.ecu.edu.au/portals/LIS/index.php
Australian School Library Research Project: www.chs.ecu.edu.au/portals/ASLRP/
Barbara Combes, Lecturer
School of Computer and Security Science Edith Cowan University, Perth Western
Australia
Ph: (08) 9370 6072
Email: b.combes@ecu.edu.au
"Whatever the cost of our libraries, the price is cheap compared to that of an
ignorant nation." Walter Cronkite
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-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Kristin Fontichiaro
Sent: Wednesday, 2 December 2009 10:13 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: [LM_NET] TAR: How do you broaden too-narrow research topics?
Hi - I'm seeking your input on how you broaden topics when the teacher's suggestion
is too narrow (and could be answered in moments with a quick encyclopedia search).
Please share your ideas at http://ow.ly/HHeJ
~~SCENARIO
~~A teacher you have not worked with before excitedly comes to you.
"I'm finally ready to do research with my class!" she says. "My kids have been
reading about mythical creatures. I know they'd love learning more about the Loch
Ness Monster! I went to Scotland over Spring Break and showed them photos from the
Loch, and they just loved hearing about it. When can we meet to plan this?"
You know that this topic, as it stands, can be answered in moments using Wikipedia
or the first hit in a Google Search. It's simply too narrow, and the students are
likely to report out the same information over and over again. You're afraid that
the students will not be engaged or motivated. If the kids look bored, this
project could fizzle and backfire, with the teacher actually less interested in
working with you again.
You really want to build a relationship with this teacher. You know that you will
need to broaden the topic. You'd love to find a way to take the learning deeper
and meet the AASL Standards for the 21st-Century Learner.
What will you suggest when you sit down with the teacher to plan?
END SCENARIO
Please submit your ideas to http://ow.ly/HHeJ
~Thanks!
Kristin Fontichiaro
--
Kristin Fontichiaro
P.O. Box 2281, Birmingham, MI 48012 USA ~ font@umich.edu Media Specialist,
Birmingham (MI) Public Schools Adjunct Lecturer, University of Michigan School of
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