Two part answer below: UNIT STRUCTURE Having gone through the research paper/process a number of times with middle level students, I don't think it should be lumped into ONE high stakes unit. It's a huge invitation to high blood pressure along with student misery and failure. We found it was beneficial to creatively introduce one small aspect at a time in SS/SCI, Reading, and/or LA. So small steps like: Sept - note cards - taking bulleted notes Oct - review note cards - add colored source cards Nov - review note and source cards - intro direct source quoting Dec - Etc.
So every project continues steps learned and adds a new one(s). We had MUCH better success teaching in chunks rather than everything in one HUGE project for 8 weeks (esp. May-June). But it has to be across the board and every teacher agreeing on every detail with a common assessment system. I DO think it is great when cross-curricular teaching and learning is done. So when you have a project, EVERY student with EVERY teacher in EVERY 8th grade classroom is doing the exact same project at the exact same time. Science and SS generally provide the topics/issues - Math and LA provide the language for communication. AUTHENTIC? I've argued against the authenticity of the traditional research paper for a number of years. I've worked in both private sector and in K-20 education - I know the written forms. I think the traditional research paper (MLA/APA referencing?) is authentic only in hallowed halls education (i.e. "we need to learn it because you'll be doing it next year"). That's not to say that the skills and processes learned aren't valuable. I just think that the student access to information has changed so drastically that it's very had to teach this genre, well...authentically. I much prefer what I call "Research Investigations". It addresses all the critical skills but none of the tradition research paper writing. I worked with a bunch of WA teachers in late 1990s to create a module on this at http://www.nwteachers.org/investigations/ (lots of dead links, but ideas are still sound). I also worked with a district to develop a great online format for their projects <http://www.bham.wednet.edu/studentgal/onlineresearch/newonline/online.htm> - long URL make sure you get it all. OK, so I'm very opinionated on this, but I don't think that many kids get the whole "write it in your own words" or "come up with your own thesis to prove". Your trepidation to jump in with your colleagues tells me that you have a good idea of the long uphill battles with students. And to what end? Many of you may know Cris Tovani's "Fake Book Reports" in "I Read It, but I don't Get It". To me the traditional research paper invites "Fake Research Papers" hence so many problems with plagiarism. Keith Mack [EMAIL PROTECTED] http://www.literacyworkshop.org _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
