iSearch

For our final project in the Penn Literacy Network our team decided to do an iSearch with an old assignment.  In the past my students were assigned a research paper in which all of the essential questions were asked by me and were the same for every student.  Basically I could have done this in a worksheet format, but I wanted them to practice writing research papers and utilizing MLA format. 

A few days were spent in the library learning how to do an iSearch.  Afterwards students spent time reading about different cases and chose one from an area of law that interested them.  They were then asked to come up with three burning questions and then utilize any resource at their disposal to answer their three burning questions. 

The assignments have not yet been turned in, but many of the students did who a genuine interest in their chosen topic.  However, that is not to say that I don't have some concerns.  While the students were reading cases some deliberately chose not to research cases that seemed not to have easily accessible information.  Others came up with very poor burning questions that would simply allow them to easily complete the assignment.  I forced them to come up with better ones, but as usual my honor students did not want to do much in the way of thinking and simply wanted to once again be the best at the easiest task. 

I will hold them responsible for this when it comes time to grade, but overall I think I will get some good papers. 

Teaching the Teachers

Having already tried the "Atomic Bomb" activity in class (and very successfully I might add) it was time to teach the activity to my colleagues.  I wasn't too worried about this, I've presented in front of hundreds of teachers that I didn't even know so this was nothing new.  The main focus on what I was presenting was its applicability to any content area and the manner in which the activity forces the students to interact with and go back to the text several times.

Not surprisingly the activity went well.  All of the teachers could see how such an activity could be useful in their classes and many have begun using them with great success.  The part they liked the most was by having the students repeatedly go back to the text it was teaching them how to really analyze a piece of writing and do more than simply read what was in front of them.

There was some very legitimate concern among a few of my colleagues.  None of their concerns had to do with the method and material I was teaching by in implementing it in the school environment.  Their concern was that the PLN strategies they would be exposed to would be simply that; something they were exposed to and might use but would fade away like so many other programs before.  They expressed a concern that unless administration was more heavy handed in ensuring that this would be the standard way our district did things that the full potential of PLN strategies would not be met. 

I understand and sympathize with their concerns.  However, that is out of my control.  I will continue to use PLN strategies in my class and encourage others to do so.  Furthermore, I will be an open resource to my colleagues and share anything I can to help the improve reading and writing in their curriculum.