Submitted by: Ellen Griffin
School: Tuckahoe Middle School
Summary
Have you ever been reading a book and a thought just pops into your head and you veer off on your own thought for a while before you realize that you have been daydreaming, not reading…? This project is based on that very idea. While students read a class novel they were instructed to submit all those ideas that came to them during reading. Three classes submitted ideas that all students were able to review and select from for their research topic. Students worked in small groups to research their topic, create a presentation and reflect on their collaborative process.
TIPC Ratings
IDEAL/TARGET: Students were allowed to select, research, and write about a topic of their choice using the method most appropriate given their topic. While students read Racing in the Rain, the “All Henrico Reads” selection for 2011-12, they submitted topics that came to them as possible project ideas. Later all classes use the log of ideas to narrow down and select their group topic. Groups then generated ideas and decided on subtopics for their research. Each group used internet resources as well as databases where appropriate to research their topics. They worked collaboratively to compile all the information including citations for sources and images used. The teacher was able to interact with students through their google research document to formatively assess student progress on their research. The students used multiple Web 2.0 tools to synthesize the collected information into a powerful digital display.
IDEAL/TARGET: The goal of this project was to allow students to use their own thoughts and ideas as a topic for a research project.Collaboration efforts began at the start of reading the book by having each student submit topic ideas that occurred to them as they read the novel. Later, students selected their own groups for this project and communicated with each other both inside and outside the classroom using Google Docs. They determined roles each member would have during completion of the project to ensure effective and productive work habits. They collaboratively compiled the research for their topic and worked to create the final project. The reflection process allowed students to assess their group’s progress, struggles and conflict resolution.
IDEAL/TARGET: At the beginning of this project, students had to evaluate their personal strengths to decide which role each member of their group would have. Additionally, students developed their own questions concerning the research topic in order to decide on the subtopics for research. The project was open-ended, giving students endless options as to how to best display their final product. Each group was responsible for learning and/or troubleshooting that project format. The ability for each group to select and decide on the research topic and format made each project meaningful and authentic for each student.
IDEAL/TARGET: Students used self-generated topics and questions extending from their own knowledge and reading to develop ideas for their research topic. This made each project meaningful and authentic for each student. Students went beyond the basic digital presentation to incorporate multiple web 2.0 tools in their final innovative project. Students were provided a learning environment where they could be engaged in their creative efforts without the limitations of restrictive assignment parameters. The teacher facilitated and encouraged students to be creative and take the strategic risks associated with learning new tools to illustrate their research and new learning.
Student Artifact
