Which led to a lengthy Q & A session from the boys as to how I managed to keep in touch with my friends and "followers" without technology. It was quite the horror story, in their opinion.
Have a great week!
Image via John Atkinson and Wrong Hands
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I showed this comic to my own children to explain how we did things "back in the day." Which led to a lengthy Q & A session from the boys as to how I managed to keep in touch with my friends and "followers" without technology. It was quite the horror story, in their opinion. Have a great week! Image via John Atkinson and Wrong Hands
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Is it just me???? Sigh... Have a great week, and just remember: summer serves as a great neuralyzer for teachers. Hang in there! Image via Pinterest If you follow me, you know I've been blogging lately about my research unit for grades 4-8. Because it's such a time-consuming yet very important process, I like to take it slooooowwwly with the kids. All too often there's just not enough time to go through the painstaking process of teaching our students the logical, organized, and linear method of properly conducting the research process. I think we've all assumed at one time or another--and I've been guilty of this myself!-- that our students know enough about Googling things to figure it out for themselves, or we've (sort of) addressed the issues--plagiarism, citing, etc.--as they arose. I cannot stress enough the need to allow you and your class time to properly follow the necessary steps of the research process. I myself like to "chunk" the process into manageable steps: understanding copyright, fair use, and public domain; citing sources; evaluating websites; keyword searching; and avoiding plagiarism (to be addressed in a future post). Today, I'd like to address keyword searching. Obviously, with the Common Core State Standards stressing critical-thinking skills, reasoning, and evidence collection skills, it makes sense to teach the research process instead of simply assigning a research project. Our students are going to be expected, as mandated by the CCSS, to "gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources" (CCSS.ELA-LITERACY.W.6.8). Keyword searching, then, is important for gathering "relevant information." And frankly, it saves a lot of time when done correctly, and that's usually how I sell it to my students--who resent having to do research in the first place, anyway! I also like to use the Internet to my advantage: there are others before me who've created some amazing lessons to teach students how to conduct a proper keyword search, so why reinvent the wheel? Research Chunk #4 Effective Keyword Searching
For fun and daily practice, I LOVE this site, A Google a Day. Google provides the question, and you provide the answer, applying your newly-developed keyword search techniques! You could make this a competition for your students, and they'd love it. It's pretty addictive! If you're interested in having your students complete research modules on their own, then read this. Finally, they can Google like a boss with this handy cheat sheet. This is what I do in the classroom. What have you tried that works? Please share your ideas and suggestions. I'm always ready to try something new! Image via Pixabay Well, I'm back at school after a VERY restful spring break. While I certainly enjoyed a little "me" time, I also had the opportunity to engage in one of my favorite pastimes--Pinterest! I've already accumulated a whole bunch of lesson ideas for the next school year organized on my new favorite site--EdShelf. I really SHOULD get some kind of credit for being so industrious, right? Have a great week! Image via someecards When I teach my research unit, I like to devote an entire nine weeks to the process, since it's important to break up the process into manageable bite-size pieces or "chunks." After first distinguishing among the subtle differences of copyright, public domain, and fair use, we then move on to learning how to properly cite resources. Of course, after that, the students think it's necessarily time to start researching and note-taking, and in the past that would be the next logical step. I mention the past (well, my past) because, back in the day, the only thing we had were books. (Remember those?) Now, as you know, students immediately start Googling for information...and of course grabbing everything they find. What I most remember from those long ago nights secluded in my college library, is sitting cross-legged on the floor of a dank and dusty aisle, surrounded by a tower of books, scanning indexes and tables of contents, evaluating whether or not each book in the pile would be useful for my research, discarding some and keeping others. I repeat this scenario to my students when it comes time to teach them how to evaluate websites. In this respect, I point out to them, the printed word isn't that different when it comes to the Internet. It's all about taking a good look at the information presented and determining if it's useful, relevant, and truthful. As I mentioned in a previous post, teaching kids how to research on the Internet is, in my opinion, one of the hardest things to do, precisely because of our students' belief that the Internet has everything they need (which it does), and that everything is truthful (which it isn't isn't). Which is exactly why I feel the need to teach my students how to evaluate websites for their accuracy and relevancy. Research Chunk #3 How to Evaluate Websites
Usually, that's enough for one day. It's a lot for the kids to process, recognizing that everything on the Internet isn't always what it seems. I always feel like Toto after I teach this lesson, pulling back the curtain to expose the great and powerful Oz as a hoax. Image via Flickr I'm on Spring Break this week--woo-hoo! Don't get me wrong, I still have tons to do school-wise, but I'm planning to enjoy my staycation doing things I don't normally get to do during the school year, like nap and read. Break will end soon enough, however, and then...well, it will be back to reality. If you're on break, enjoy a restful week. If you're not on break, you have my empathy. :-) As I mentioned in a previous post, I'm currently teaching my research unit to students in grades 4-8, and past experience has taught me the benefit of "chunking" the research procedure into bite-sized, manageable pieces for my kiddos. After we complete our opening lesson on copyright, fair use, and public domain, and since the idea of giving credit where credit is due is still fresh in their minds, we next dovetail into our lesson on citing sources. While it may seem out of sequence--as most teachers address plagiarism and paraphrasing before anything else--I like to teach citations before we tackle the concept of note-taking. As I just mentioned, it's a natural extension of the copyright lesson and the idea of resisting the temptation to take what's not yours. I also think it sets the precedent that citing sources as you find them is crucial. All too often, students find information, note it, and then move on. Then, the works cited page becomes an afterthought--something they'll assemble when the research paper is finished. As we all know from experience (having made that same mistake ourselves when we were young and dumb), this is a baaaaad idea. Trying to locate research sources after the fact is like trying to herd cats: you'll end up frustrated, angry, and wondering why you even tried in the first place. Most of you will agree that source citation is a very abstract and outdated idea to our students, and trying to make it relevant to them goes over like a pregnant pole-vaulter. (I'm really full of figurative language today. Sorry.) More often than not, student demand to know why anyone would care or even want the minutia of the details involved in citation. However, saying, "Because that's the way it's done" isn't the most clarifying of answers, and that's why you might want to read this extremely helpful post by K-M the Librarian. She makes the analogy that citations are the addresses where the resources reside, and without them, the reader is left with a set of very unclear directions. Of course, if that analogy doesn't work, I always kindly point out to my students that if I can't read their "address" and get to the correct destination, then it will most definitely affect my "rating" of their "mapping" services. That always seems to drive home the point. :-) Research Chunk #2 How to Teach Citation of Sources
Like anything, this is going to take practice, so be patient with yourself and with your students. Students have quite a bit of trouble citing their sources (or even remembering to) because they're not familiar with citation style guides, and because they haven't had much practice. To ease their stress, it's not a bad idea to collect and comment on their works cited rough drafts in the middle of the research process so that they can make the necessary corrections and learn from your feedback. I'm always open to new ideas when it comes to how to teach citation to students, so if you have any resources that work for you, please share! Image via LiMSwiki I'm still knee-deep in my research unit for grades 4-8, and we just finished up a week of learning how to effectively and properly use the Internet to conduct research. Imagine the condescending looks I received when I mentioned to my 7th graders that they might want to consider using their social studies textbooks as a resource in addition to using the Internet. Sometimes it makes me miss the good old days. Does your school library still have a card catalog? Does anyone use it? Have a great week! Image via Flickr I don't know if this is true of your students, but my students are certainly under the impression that if it's on the Internet, it's free and it's true. Which is why I dread the approach of my annual research unit. Teaching kids how to research on the Internet is, in my opinion, one of the hardest things to do, precisely because of our students' belief that the Internet has everything they need (which it does), and that everything is truthful (which it isn't isn't). In order to overcome these misconceptions, I've made very deliberate attempts over the last few years to create a linear and organized "chunked" procedure for guiding students in grades 4-8 through the research process, and I'll write about each of those "chunks" in the upcoming weeks. The research unit begins with an overview of understanding Copyright, Fair Use, & Public Domain, since this is the lesson that establishes the precedent that we can't take things from the Internet just because they're there. If you're confused about the difference among the three terms, you're not alone, so here's primer: Copyright is the law that protects the works of authors, artists, and composers from having their work copied without permission. Fair use allows the use of a limited amount of copyrighted material for educational purposes as long as the user uses only a small part of it and doesn't use the material for profit. Finally, works that are part of the public domain aren't copyrighted and can be used without permission, although credit should be given. (If you'd personally like to learn a little more about these terms, check out this site from the Provo Library site or this one from Copyright Kids.) What follows is the result of quite a bit of trial and error on my part, as it took me a few years to figure out the subtle differences between these terms AND how I could effectively teach them so my students could discern the difference, too. The best thing I've found? Keep it simple! Don't overload your students with too much information, as they'll inevitably tune you out and do the exact opposite of what you're trying to teach them. Research Chunk #1 How to Teach Copyright, Fair Use, & Public Domain
After all of this, the students generally get a pretty good sense that they have to stop and think before they grab something off the Internet. They also tend to become a bit despondent, asking "Well, what CAN I use?" To make it easier on them, I provide two resources:
If you'd still like to sample more of what's out there, I'd recommend the following sites:
What works for you in your classroom? Do you have any resources to share when it comes to copyright, fair use, and public domain? Let me know! Feel free to share my resources with others as well. But also please remember to give me credit, too! It's only fair. :-) Image created at MemeGenerator Maybe this post should be titled "Monday Moaning" instead. I had a weird week filled with more than one parent excusing or rationalizing missing assignments or assignments submitted after the deadline. So this poster now hangs on my classroom door. :-) Have a great week! Image by YouthChange |
Stephanie DeMicheleEducational Consultant - Presenter - Instructional Coach Educational consultant + coach in Cleveland, Ohio sharing innovative technology ideas for educators.
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