Internet Research tied to Literature for Alternative Jr. High
Diann
Gergen
English/Reading 9th grade
Content Area Objectives Addressed:
Students will refer to and utilize textbook, audio equipment, paper and pencil, visual artwork, and computers, to:
Build Vocabulary, Respond to Literature, Look at Author’s Purpose, Build Grammar Skills, give oral interpretation, and search the Internet to make a Career Connection between Past and Present.
Technology Objectives Addressed: Students will access the Internet to search for information relating to careers. Students will develop note-taking skills, reinforce “cut and paste” techniques on “Word”, orally respond to Art Transparencies on Audio-Tape, and Review procedures for correct editing with overhead transparencies.
Students were introduced to 5 “center” activities. Each center dealt with responding to or connecting with Literature. With limited computers and in the classroom for Internet searching, and Word processing, centers was necessary to maintain student interest and on task activities. Students have had prior exposure to center activities, computer usage, overhead driven activities, and “packet” work. New to them in this class was the oral interpretation center which allowed them to listen to their own and others interpretation of Literature.
1. Students were given a brief over view of what activity could be found at each center, and where the centers were located around the room.
2. Each activity was then explained in detail. Understanding and clarity were checked for at frequent intervals
3. When students seemed clear as to what expectations of lessons were, activities were started.
a. Center 1: Overhead review of editing procedures. (Overheads from classroom Literature series used)First draft, revision, peer/teacher editing, final publishing of paper. (This was just an overview review to inform students what was expected of them with final copy of Internet center. This center was done all at the same time, with the opportunity to review on an individual basis with me later.
b. Center 2: Paper and pencil packets. (classroom Literature book used) This center exposed students to worksheets looking at Building Vocabulary, Reading Strategy, Author’s Purpose, and Building Grammar Skills. Although paper and pencil packets are not always the most exciting way to inform and encourage students to learn, some seat work was needed to allow all students to be engaged in the learning process at all times.
c. Center 3: Art Transparency and Oral Interpretation of said art tied to written word. (classroom Literature book used)At this center, the students viewed a transparency of Cradling Wheat by Thomas Hart Benton. There were hard copy directions that looked at Appreciation of art, Responding to Literature, and having the students give an Oral Interpretation of the short story, “The Harvest” By Thomas River Benton. The students were asked to chose a section of the reading that they felt reflected the art work, then make an audio recording of said passage.
d. Center 4: Career Connections. At this center the students read the poem “I Hear America Singing” by Walt Whitman. (Classroom Literature book used) Students were asked to identify as many careers as possible from the poem, and then pick the career that they felt was best suited to their life choices. It was noted that some students felt that they could not relate to any of the careers mentioned in the poem, yet they were requested to choose the one that came the closest to something they could research successfully. They were then asked to search the Internet looking for information on their chosen career. They were required to research at least two of the following areas:
Students could take paper and pencil notes, cut and paste to a word document, or some even just cut and paste information and sent to personal e-mail to work on and develop projects at home.
e. Center 5: Word processing center. At this center they were asked to produce a final product (report) sharing the information they researched on their career. Not all students have access to computers at home, so they were made available in the classroom to help ensure success with the assignment.
How
did you monitor student progress?
Monitoring student progress was done by moving through out the classroom and attempting to maintain “on task” time for all students. It was important to make sure that I was available to answer all questions from each center. Questions ranged from, use of audiotape machine, to utilization of Literature book to read selected literature and do “packets”. With any Internet usage, teachers should be monitoring sites that are being pulled up. Monitoring is usually done best by being out of your chair and away from your desk to let students know that you are interested in their progress with assignments. Hold them accountable for their work, and they tend to be accountable for it.
Was
there a template or an example that students were expected to follow?
Students were given an outline that stated directions at each center. Examples of final Internet project were available in overhead form.
How much time did you dedicate to this project?
5 class days were given to his project. Each class was approximately 70 minutes long. This proved a challenge for some students whom have time management issues. Others just chose to use all of their time poorly, and the results were work of poor quality, or work not done.
How was the final product presented?
Students were asked to turn in all final projects. Extra credit was offered to any student who chose to present their “career search” orally in front of class. No student chose to do so.
Who
was the audience for the final product?
The final product of the lesson was evaluated solely by the teacher.
What prior knowledge was required on the part of the students in order for them to be successful in this project? (Include curriculum and technology knowledge)
Prior knowledge of the following areas lead up to this lesson:
Introduction to Internet searches, classroom textbook, center type activities, expectations of usage of classroom time, lesson on overhead, exposure to independent computer usage, and teacher expectations of student work.
What was the student to computer
ratio?
Computer ratio is 12 students….4 computers. With centers, each student had adequate individual computer time to complete Internet research.
How
did you schedule your students’ computer time?
Students were allowed to organize own time to share computers knowing that if they could not do so in a respectful manner teacher would then take control of scheduling.
What was the location of the computers and other technology equipment used by students?
Computers are located on 2 sides of room. 2 on opposite walls. Visual projection unit in front of room.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)
Computers in the classroom are a very valuable tool for the teacher. Even in this time of heighten computer awareness it is very important to make sure that all students are exposed to computers and the possible uses in their futures. There is still the very sad reality that some homes do not have the means, the education, or the frame of mind to provide a computer for their child. Students will come into the classroom with computer knowledge ranging from “none” to knowledge that puts you to shame.
Resources in the modern classroom deal with computer testing and practicing in most content areas. Some programs present in Idaho at this time are STAR (reading and math grade level testing) Accelerated Reader (reading comprehension testing) and grade level “On Line” testing to determine students knowledge and sometimes placement within a system to name a very few.
Rate the level of access for students to use computers/other technologies as they needed --high, medium, low
In my classroom the access for computer usage is medium. We have the luxury of smaller class sizes, but we also deal with a more “at risk population.
Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low
Computer monitoring should always be of high to medium importance to the teacher. Any time young adults are placed in your care…(i.e.…in your classroom) it becomes the teachers responsibility to make sure they are using the computer wisely as an educational tool. Computer games are fun, and can be educational, but when dealing with Internet usage, it is important to let students know that they will be held accountable for the “searching” that they do. Most school districts have computer usage agreements that students must sign in order to use the computers at all.
It is the students duty to make sure they live up to the agreements on the schools computer contract, but it is also the teachers duty to do their part in helping make sure the students are not abusing the privilege of computer use
What
hardware was required for your project?
*4 computers
*Paper and pencil handouts taken from Literature supplies
*Tape recorder and tape
*Transparency of “Cradling Wheat” by Thomas Hart Benton
*Overhead and transparency of revising and editing an essay taken from Literature supplies
What
software was required for your project?
Internet software from district
Word software from district
Anything
else?
Patience, and understanding in dealing with today’s students
What kind of assessment did you use for this project? (Include a copy if you can.)
My final assessments were the handouts, the audio-tape of oral interpretation, and classroom observation
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
Assessed were: responding to literature skills, critical thinking skills, cooperative working skills, individual working skills, individual motivation skills, ability to utilize resources available, communication skills, Internet browsing and research skills, writing skills, and reasoning skills.
How
does the product that you submitted compare with other students’
products for this same project?
With the nature of my student-body, it is difficult to truly make an across the board comparison with other students of a traditional classroom. If I were to make a comparison, I would have to say that my students feel very short of traditional expectations. In my classroom I only had a 16% partial completion rate with my students. In the traditional classroom the completion rate would be closer to approximately 80% to 90% based on 25 out of 30 students handing in the classroom assignment. With the traditional student the “buy in” is not a NEEDED element for the student. With the non-traditional students that I work with, the “buy-in” (self intrinsic value that the student possesses) plays a major portion in their own educational success. The traditional student tends to see more of the internal as well as the external benefits of completing the project that is placed before them. This may be nothing more than knowing that they will feel good that they get the project done, and see the grade that they receive for completing the project. My students, tend to see only the external reward, and very few of them feel that the reward of a grade is worth the hard work that they may put into their schoolwork.
Overall, the traditional classroom student would complain and whine about the project, yet still complete it. With my student body, I actually do not hear a lot of excessive complaints, yet I also see very few completed projects. To them, they have not yet reached the “Buy-in” portion of the assignment. At the time of this assignment, the students in my classroom failed to see the intrinsic value of completing this project. If I could come up with the answers that would tell me how to find that “buy-in” for these students, I would be rich and you would have to buy my book. In the mean time, it is all trial and error. Always be willing to try new things, and tweak those things that work for you and your students.
What did you like best about this project?
*The opportunity that students had to think outside the box and begin to develop their own possible plans for some future careers.
*The opportunity to expose the students to the chosen literature readings that they would not normally be exposed to, and the conversations and discussion that they provoked.
What did the students like best about this project?
The stories, and poetry that they were exposed to.
Rank the level of student involvement in this project –high, medium,
low
During the class time itself, I would rank the student involvement of the majority of the class as medium to low. They showed interest until it came time to actually do anything other than waste time. Although some students took this seriously, the majority looked at it as an opportunity to continue on with poor work habits. Those that were interested were having fun in the research, and the small group discussions. Those that were not, well they just took up class space.
Rank the level of student interest
in this project –high, medium, low
Overall, low to medium. Some very high, but not the majority.
Would you teach this lesson again?
With some alterations. I would have more directed instruction, more Internet development, and not limit their career search to those careers in the poem. I would let them research the actually career they are interested in their own future.
INFORMATION NOTE:
Teaching in an alternative setting as I do presents it own challenges! The average class size here is 8 to 12 and the students are placed here for a large range of reasons. Some of them come because they have been lost in the school system and just need a smaller classroom environment to enhance their learning. Some students are placed here because they have had been able to just disappear in the classroom for so long and not be noticed that they have not learned what they need to know to be successful. Some students have discipline and behavior problems that can not be handled in the regular classroom, which can be as simple as dealing with a child with ADHD, or go to the extreme of the student being involved in the Juvenile court system and having parole officers assigned to them. And still others have lived lives that none of us could ever relate to dealing with abuse to drugs and they have grownup with habits that are very hard to unlearn. It then becomes my job to attempt to reach each of these students on a level that they can understand. Some see this as a second chance, while others just look at is as a punishment that is cruel and unusual.
Of the 12 students in this 9th grade classroom, only two turned in a final paper on the career search, one of which I can not share with you because he refused to bring in his release forms. (That would have meant he was doing something to help a teacher…. Yuk!) (His basic words) 2 of the students have dropped out of school. 3 of the students will receive no credit this semester. 4 will receive no higher than a “D” on their report cards. The other 3 will come away from the semester with a “C” or better, and hopefully an understanding that an education is important to them.
I am in my 5th year of teaching, my third year of dealing with the “non-traditional” or “at-risk” student. I have grown many a gray hair, and had some sleepless nights. The largest and most important words of wisdom I have for all new teachers are this. Love your job…love the students…do your best to reach them all but realize that YOU WON’T reach them all, but you will reach most of them. The rewards come years down the road when you see a former student and they say “Hi”, or they give you a hug, or they actually say….”You made a difference to me.” It will happen, and it feels GREAT!