Met with Julie Robertson to collaborate of the 8th grade research unit. Typically, this unit is an I-Search, where the students choose any topic to research and then present to the class. Julie is a novice reading teacher although she has been teaching science for many years. Julie has decided that she would like to use this research to cultivate prior knowledge and tolerance/compassion before reading the two books I am the Cheese, by Robert Cormier and Flowers for Algernon by Daniel Keyes.
Julie’s original thought was to have the students research the history of disabilities and how society has dealt with them over the past 30 years. After doing a preliminary search for research resources in the media, online and in the public library, I found very few resources in the media and the other resources were not appropriate for a middle school audience. My suggestion: to research an individual disability or disorder that the students will choose from a supplied list.
Julie is also worried that the level of her students will dictate the need for very structured guidelines for the research process. She is concerned that their understanding of the process, including creating subtopics and writing note cards, is limited. Although they are in 8th grade, she is concerned that their comfort level is very low. Julie is also concerned about extending what the students learn this year into high school where they are not given step by step guidance. She would like them to succeed and not feel frustrated with the research process.
My opinion is that their comfort level would increase if they were able to choose a topic of special interest to keep them motivated. Julie, however, is also trying to use this research process to cultivate tolerance and understanding of those with disabilities and disorders that affect those around them, including students in their own school.
Julie and I discussed how she should prepare her students for the first Media Lesson. The students will have chosen their topics, filled out a KWL (per my suggestion), created research questions. I shared a resource that I have been using, The Thoughtful Researcher: Teaching the Research Process to Middle School Students by Virginia Rankin. She is apprehensive about helping the students create good researchable questions. I suggested modeling a research topic of her own, and using question stems to come up with researchable questions (the Want of the KWL). She would like me to reinforce the researchable questions as subtopics when the students come to the media center. I will help them take the questions to come up with good search terms that they will use to gather information from their sources.
Julie is also concerned about note-taking from non-fiction sources. This is difficult and she would like me to help the students do this. I will provide a short lesson on note-taking skills, along with selecting and evaluating good print sources
Julie and I agreed that the students need to learn good research skills online, as well as how to evaluate online sources. I am also going to teach them how to use a new database that has been provided by the county for their research use.
After this preliminary meeting, I have gone back to creating my 1st two lessons. I shared with Julie my lesson intention (with copies). She would like me to use the Research Planner that I have created for her classes. This planner will have all of the information for the research process including MLA Format guidelines.
We will meet after winter break to finalize our plans.
January 8, 2004
I met again with Julie Robertson so that we could finalize our plans and compare our visions for the research unit to begin January 14, 2004. I supplied Julie with copies of all of my lesson activities and worksheets. She explained how she would prepare her students for the 1st lesson.
Julie is anticipating that the students will have chosen a research topic from the choices she offers (these choice are disabilities such as Down Syndrome, MS) They will not have a Thesis Statement or subtopic research questions. I had anticipated that they would have that much already prepared for the lesson. She would like for them to get some background knowledge before coming up with questions. She does want me to reiterate what a research question is.
She has created a log system and an organized packet for note card documentation so that the students will learn organizational skills and time management. I think this is great.
I am concerned that we will not have enough print materials to support their topics. She is concerned that they will not have enough experience finding the sources in the media center. I explained that most of the students have had experience searching for books in the media. I will address the process at the beginning of the first lesson also. Once they find the print resources from the shelves, there will be no way for me to reshelve the books before the next class. Typically, we put those books on a cart and request that the students follow the process first, and then go to the cart if they cannot find the book. This also ensures that we keep the books accessible for the students and not allow someone else to check out one of the resources during the research unit.
Julie is very concerned with the students understanding each step of the way. She feels that research process is seven steps instead of the Big6. After looking at her process, it is pretty much the same just drawn out a bit. Julie is also concerned that the students are not going to be ready for the sink or swim mentality of High school research. She wants to make this a very easy process.
I explained my first lesson to her to make sure she is comfortable with it and that I am addressing the correct aspects for her students. I also explained why we teach online strategies, differences in online sources, how to use a specific database that is extremely efficient for research at this level, and website evaluation. I explained that these skills will transfer to high school and beyond. The students need to become efficient and effective researchers and understand the value of stopping and thinking instead of just reading and writing.
Julie also wanted me to reinforce the message of empathy. I’m not sure how I am going to incorporate this message into my lessons. I will just have to reflect on these issues situationally. She also wants me to reinforce that the research process is what the “experts” feel will make us good researchers. She says the students respond to this perspective. I will try to remember this when presenting my lessons.
I reminded Julie that she can interject when need be. I want to make sure that we are working on the same agenda.
After this meeting, I was feeling overwhelmed. I am feeling like the teaching part of this job is going to be the hardest because of the huge importance of guiding these students correctly. I hope that I am giving them correct information and not setting them up for failure.