Journal of the Effective Schools Project, Volume 11, 2004 Page: 21
This periodical is part of the collection entitled: Journal of the Effective Schools Project and was provided to The Portal to Texas History by the Tarleton State University.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
the students' minds productively
and, as explained earlier, induc-
tively. The students are active
participants in their own learning
and that of their peers. Through-
out the investigation, students
have many opportunities to use
higher-order thinking skills that
involve investigative, problem-
solving strategies used in
cooperative groups and also in in-
dividual work.
Engaged Minds Explore and
Learn
Once an interest in research is es-
tablished students are encouraged
to reflect on strategies for collect-
ing and disseminating information.
At this point a short biography,
four or five pages, is read to the
class to illustrate how writers tell
a story based on their research.
This can be any age appropriate
biography, autobiography, and/or
historical fiction story that would
interest the students. Reading the
biography establishes a context for
discussing ideas to answer the sec-
ond question that guides the unit:
How can new knowledge be communi-
cated to others meaningfully? Students
brainstorm and record their ideas
about how they could communi-
cate what they are learning.
Prior to redistributing the artifacts,
cooperative groups are assigned
ten-year time periods to investi-
gate. Each student is required to
keep accurate research data as
evidence of their work. This data
is kept in individual portfolios
that serve as a springboard for dis-
cussion and a resource for future
writing assignments. The portfo-
lio also provides evidence of
student learning. Dinah Zike
(2001) publishes an excellent re-
source that includes timelines,
maps, and other helpful data col-
lection items that can be
reproduced for student use. These
provide a polished appearance tothe portfolio and are a source of
inspiration for students.
The teacher should demonstrate
strategies for recording quantita-
tive and qualitative data and stress
the relationship of this process to
those of professional writers. Spe-
cifically, they must accurately and
sensitively portray a person, a pe-
riod in history, or an event. Since
the students have already handled
primary sources, they have a con-
text for discussing what they can
learn from these resources and
how they could gain further insight
about the person and the time. For
example, interviews with people
who knew the teacher as a child
might answer some of their ques-
tions. Other questions could be
answered through secondary
sources.
Once materials and artifacts are
distributed, students are anxious
to work in their cooperative
groups assisting one another, re-
cording accurate information, and
constructing further questions
about the individual. Depending
on the context, the teacher can
provide a great deal of guidance
for students or simply monitor and
assist. Students are developing
strategies for thinking and positive
attitudes toward learning.
Continuing the Inquiry
Numerous biographies, autobiog-
raphies, and works of historical
fiction are displayed and available
for students to read and examine.
To illustrate what can be learned
about the time in which the
teacher grew up, a variety of
timelines are studied. Resources
that contain historical information
are provided for student research.
All of the secondary resources are
easy for students to read and in-
terpret. (see appendix B for
suggestions). In the context of re-
search, students are taught to useFor example,
interviews with
people who knew the
teacher as a child
might answer some
of their questions.21
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 11, 2004, periodical, 2004; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201687/m1/23/: accessed May 6, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.