Keith, i completey agree with you. But I really think the problem lies with the fact that many people assign "research papers" but they are truly assigning "reports of information." A true research paper is what you describe as your research investigations. And very worthwhile to teach!
On 4/26/07, Keith Mack <[EMAIL PROTECTED]> wrote: > > 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 > -- - Heather "The world of books is the most remarkable creation of man. Nothing else that he builds ever lasts. Monuments fall; nations perish; civilizations grow old and die out; new races build others. But in the world of books are volumes that have seen this happen again and again and yet live on. Still young, still as fresh as the day they were written, still telling men's hearts of the hearts of men centuries dead." --Clarence Day "While the rhetoric is highly effective, remarkably little good evidence exists that there's any educational substance behind the accountability and testing movement." —Peter Sacks, Standardized Minds "When our children fail competency tests the schools lose funding. When our missiles fail tests, we increase funding. " —Dennis Kucinich, Democratic Presidential Candidate _______________________________________________ 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
