This is a professional development blog for Nottingham Elementary. We'll be discussing books we have read as a group. Our discussions will be focused on gifted children.
Chapter 7, "I'm Done. Now What Should I Do?" should be marked with stars for teachers. We get that a lot from gifted and highly motivated students. I liked what the book offers which is on page 146 about "The Personal Interest Independent Study Project." Instead of saying what the book said that we teachers say sometimes, page 145, "Do a report," we can have students really create an interest and perk a desire to learn something in-depth about whatever it is that they are curious about. Using a Interest Survey can help narrow a topic for them and create a web to stay focused on that interest or topic. That's something I would like to incorporate this fall for my students.
I agree with Sarah C's comments on June 14 regarding our response as teachers to oftentimes say "do a report." Research is not about a report or a project. It's about finding the unknown answer to a question. It can be simple or complex. A simple query can be, What is Mark Twain's real name? A complex query can be, Why is Ramadan celebrated on a different day every year? Complex research often requires the use of a graphic organizer like the resident expert planner on p. 160.
How I would answer that question is by using The Personal Interest Independent Study Project on page 146. The Personal Interest Independent Study Project allows students to go in depth with a topic that may be passionate about. Students could create a Google Slide about the planets and unknown planets or a www.Animoto.com video about the effects of wind erosion in Utah or even a www.storyjumper.com virtual book about cultural impact of Aztecs in modern day Mexico.
@Annie and @Sarah...I like how the author encouraged us to allow students to investigate large amounts of info without immediately being expected to report on everything they learn. p146
@Melanie-Good point...when students research topics I think all the information can be overwhelming. They would feel like they would have on report on everything. How much better would it be for the students to decide what they would like to share after they have gathered their information.
I absolutely agree with JCHOY and her comment on June 21st. Whenever we've done projects the studentsame always struggle with what to include. They are constantly asking questions and want me to tell them exactly what to do. This allows them to include what they want and have tonly freak out about their grade and if they are doing it right
I absolutely agree with Melanie's comment made on June 19th. It's very important to allow students to explore as much information as possible, satisfying their curiosity. Fostering student's curiosity is very important in student success.
I agree with Annie on June 13 about letting student do personal interest projects that conclude with technologies such as animotos, storyjumper or a storybook. Written research reports are oftentimes only exercises in grammar and bibliography. We want student to be excited about sharing their work.
I agree with Annie Michell's comment about how using the Personal Interst Independent Study Project allows them to be highly engaged and increase their learning by presenting materials that are better suited for them. It again helps to them learn based on their learning styles.
I appreciate that the author has Primary Students in mind on pages 146, 148 and 166. I might try answering in a variety of ways, because the year is long and the content is wide. I would substitute the transparency suggestion on page 148 with technology, probably Google docs. This year I did have one student add a survey to her book on penguins. I loved how the other students did a double take on the results. I think it cemented the value of including a personal survey.
I love how Melanie Marshall on June 19 uses a technology alternative to the transparency. Smart!
Melanie, I too appreciate that the author has Primary Students in mind. I like how she specifies the products for primary students and includes a topic browsing planner for primary on page 155. I thought this might be useful for all students with our research unit.
I would have the student complete the Topic Browsing Planner (pg.153) to think about what they would like to learn more about. Many times students want to know more about a topic such as, space, but that is too broad. I like how the planner asks the students to think about subtopics. This will narrow their research. After they have gathered their information, I would have them think about a way to present it. Perhaps using Google Slides, Adobe Spark, Book Creator, or making an iMovie.
I liked how JChoy on June 21 has incorporated technology as an addition to this idea. I would like to use Book Creator this year.
I love the interest survey on page 147 so you have an idea of what would interest each student and give you some ideas as to what you should have available for them why they are done. I love the idea of an independent project for the students to work on when they are done (pg.146) The fact that their is an outline to help them with their organization and thinking is great. This will again give them responsibility and accountability of their learning because it is of interest and something they picked themselves. The expectations are set and students know what they have to do in order to work on the project. This is hands on and technology can easily be implemented into it.
I also noticed the interest survey spoken about in Mrs. Breidenthal's post on the 28th. Giving students lists is a simple and easy way to help them look at a wide range of ideas, and give students a jumping off point.
I find that this is a common question asked among some of my GT/ fast learners. One in which I often have to think quickly or be very well prepared. I think this chapter does a great job at providing excellent resources to go along with doing research in the classroom. I enjoy the Interest Survey on page 147. I tend to do something similar at the beginning of the school year, but this would be a great one to use with those students who tend to get through work quickly.
Traditionally I have always answered that question with something that was connected to what the student was already working on / in. Like a book report on something they were interested in or a worksheet related to something, or even read. I am now able to answer that question in a different way. I love the use of the Personal Interest Independent Study (p147) as a way for the students to pursue their interests in school as a tool for "I'm Done. Now What Should I Do?" I love how it allows students to spend time investigating things without immediately having to report on what they have learned. I have seen kids get frustrated with the time constraints when working on research topics. I also like the list of Acceptable student projects to go along with the research the student is doing. I would like to use this for all my students. I also like the Topic Browsing Planner on page 155. I think this will be helpful for our research unit as well.
Chapter 7, "I'm Done Now What Should I Do" can be answered a numbered of ways. For example, given chapter five, students could do some trade book p. 97 or individualized reading p. 103 using the "Circle of Books" checklist found on on pg. 105. Given this chapter, a student could become a "resident expert" p. 157 by browsing a general topic to find a subtopic to do more in-depth research. To determine a topic, students can do an "interest survey" p. 147. Use a topic browsing planner p. 152 to narrow the topic and use a resident expert planner p. 160 to do either short term or long term research.
When answering the question of "I'm Done, Now What?" I loved the opening remark made on pg. 145, that giving students extra things to do isn't the answer, but to give them time to work on a topic that holds their interest. One of my first questions was answered with the interest survey on page 147, because I have seen students get stuck sometimes at the very beginning of a project, and having them analyze topics for future projects is a great way to begin. When the student does have a clear idea, using the topic browsing organizer, like the one used with Rahul on pg. 153 helps the student to organize and manage their ideas.