Michelle's+Work

**Michelle Module 1:**
The course/unit I'd like to work on for this class is a research project for 7th grade English. My existing project is based on a students life, including: family, friends, country of origin, goals for the future, etc. While the students do a great job on the project, and have fun doing it, I don't think they learn all the skills I want them to or that they need to. They are able to do well on the project if all parts of the project are included.

This unit would be a level 0 information unit--even though the students create a project.The teacher reads through a list of reqirements and does a lot of explaining about what is required.
 * Demonstration: The teacher doesn't do any demonstrating of how to do research for the project, doesn't guide the student through the process, or use any multimedia functions.
 * Application: There really is no application of skills because the students don't really learn any (the focus is more on their life than researching their family tree or the country their ancestors came from). They receive no feedback during the process--only on the final graded project. Students are not coached at all so there is no gradually decreasing the coaching as they develop more independence. They are on their own the entire time.
 * Problem-Centered: The project is not problem-centered because their is no real-world problem they need to solve.
 * Activation: There is some activation taking place because students need to look at where they've been as compared to where they are now. The problem is that they don't have a framework of skills they need to activate for the project.
 * Integration: There is no integration taking place because students work independently and don't share their final project. While they reflect on their life, they don't reflect on their learning or the skills they developed during the project (because I don't think they develop any).

This unit needs a lot of work. I think it needs to have more teaching of skills and coaching by the teacher--gradually decreasing that coaching as the student gains confidence and masters skills. The unit needs to tie into a real-world problem. Students need to reflect on the project and skills they developed by being able to be reviewed by their peers and to explain or demonstrate their new knowledge.

Hi Michelle ... I think that this unit has a great deal of promise and that it will lend itself well to First Principles. I look forward to the changes you decide to make as the course progresses. The same comment I made to Mike applies, be sure that students perceive the project as something they might do after they complete the class. Keep smiling. dm

Hey Michelle, I think that you chose a great unit to focus on. The skills mentioned aren't too abstract and are practical throughout their education and beyond. I agree with what Professor Merrill said, getting the students to actually view all of this as something that will become a life skill may be the tricky part. Anyways, keep up the good work. - Luke

I like this project. I think one of the most important behind the scenes activity the students are doing is talking to their parents and grandparents about their heritage. I have noticed when I do a project like this students come back proud that they are from a certain country. Sometimes they even have stories to tell. This gets them excited to keep them going on the assignment.--Mike

**Michelle Module 2**
I assume you are working on this assignment? dm Yes, Sorry for the delay.

__**Information-about**__ In this component I could give information to explain the terms "research project" and "identity" as both words will be important for students to know. I could create simple slides with the words and a brief description of the terms that students could easily memorize.

__**Part-of**__ The part of my unit that would work best here is the report on the country of their ancestry because it includes the different parts (background, people, customs, lifestyle, and society) that make up the "whole" country. They will need to include information on each of those parts in their papers. A connection also needs to be made that just as there are parts to a country, there are also parts to a person's identity (ancestry, likes and dislikes, friends, beliefs, etc.).

__**Kind-of**__ Teaching about bibliographies is important because kids either won't do them or don't cite items correctly. Kids need to know that there are different types or categories of citations: books, internet, periodicals, etc, and they need to see examples and non-examples of each category. This could be accomplished by creating a table with a row for each type and columns for the examples and non-examples (with a space to explain why it is correct or incorrect).

__**How-to**__ I want students to present their research projects to the class and I want them to do it in such a way that the student presenting feels confident and prepared, and that the students listening will be respectful, attentive, and learn something. Students need specific instructions on how to do a presentation and also how to be a good listener or audience. This component would include step-by-step instructions for each and including videos of how to do both successfully would be helpful.

__**What-happens**__ The interview part of the project would work well for this concept. Students will need to conduct two interviews--one with a parent, and the other with their oldest living relative. Students will need to know that a successful interview includes coming away from it with interesting and useful stories or information, as well as having the relative leave the interview feeling understood and respected. Students need to know the consequences of going into an interview unprepared, or not being respectful to an older relative. Talking directly to a person either in person, web cam, or on the phone, not by email or texting; asking appropriate questions that will help students know and understand their relative, not asking basic yes or no questions, or those that may be perceived as being inappropriate (How many people did you kill in Korea or Desert Storm?) could all be conveyed using examples of dialogue between an interviewer and a relative so students could see the results.

**Michelle Module 3**
I assume you are working on this assignment? dm This unit will begin with showing students a completed project and asking them what skills they will need to know to complete it.

Problems that this course has in teaching component skills:
 * What skills are required to complete the project?
 * Conducting an interview
 * Locating sources for information
 * Choosing what information to include
 * Writing a research paper
 * Writing a letter
 * Presenting information to the class

1. Conducting an interview 2. Locating sources for research 3. Writing a research paper 4. Letter Writing/Friendly Letter 5. Doing a Class Presentation 6. Listening to Presentations
 * Component skills:**
 * Choosing family members
 * Developing questions
 * Interviewing techniques
 * Using the school's database to find books
 * Reading the title page and the index
 * Using Pioneer to find internet sources
 * Locating a country/Culture Grams
 * Plagiarism
 * Citing Sources/Bibliography
 * Taking notes
 * Compiling facts into topics and then paragraphs
 * Proofreading
 * Revision
 * When to use
 * Format
 * Punctuation
 * Information to include
 * Mnemonic TALK
 * How to prepare
 * How to do the presentation
 * Mnemonic HEAR
 * How to be respectful
 * What to listen for

**Michelle Module 4**
__Multimedia__ The research course I examined didn't use multimedia to instruct students at all. I think using it would definitely enhance student learning. I see the potential for using it to teach students the skills they need to actually do research. How? Can you be specific? Can you give examples of how you might use media to improve the instruction? dm I could: use some examples of websites that have good information (Culture grams & Pioneer) and some sites that aren't as reliable (Wikipedia); use some video clips of proper interviewing techniques for the interviews they'll conduct with their relatives as well as clips of interviews that don't go well.

__Structural Framework__ There was no structural framework used. I think using a mnemonic would work well for students to remember the important steps in research. I'll have to come up with one and add it here later. I look forward to seeing what you come up with. dm I would use the mnemonics to help students remember the steps to presenting their research projects to the class as well as being a good audience member.

The mnemonics are: TALK and HEAR

Take time to prepare Always speak loudly, slowly, and clearly Look at your audience Keep 'em interested with good facts/information

Head up Everything off your desk Attentive listening Respect for the presenter

__Peer Interaction__ There was no peer interaction used because the project was an "individual" one about each student's life. I can definitely see the benefits of having students use peer-collaboration to learn the research skills together that they can then use on their own as they begin their research on their individual families. Peer-critique would also be beneficial to students. They could get with their groups at different stages of the project to explain the research strategies they were using and to get feedback from others on the process and the results. Again, I look forward to the specifics, especially as you implement these ideas for part II of the course. dm Since the project will last at least four weeks, I would like students to get into collaborative groups at least once a week. During week 1 they could tell their groups the country they're researching and the sources they plan to use for their information, and get feedback from the group. In week 2 they could individually learn about bibliographies, then in groups practice citing some sources together as well as proofreading each others bibliographies for accuracy. During Week 3 they could get in their collaborative groups to share the questions they'll use for their interviews and to get feedback. They could also practice asking their questions. In week 4 they could share their research projects with their groups to get final feedback before they present or turn in their projects.

Hi Michelle. I felt that your responses here were a bit superficial and did not really address the questions. I know that you have just finished your teaching assignment so I hope that you will be able to spend a bit more time on these assignments. dm I will. I'll be caught up soon and ready to move forward.

Michelle, write out your lesson plan. Break it down into smaller chunks and describe what is being taught. This will help you define each of the components of the assignment.--Mike Very helpful advice--thank you!

Michelle Module 5
I assume that you will complete this assignment in the near future? dm

The unit is on Civil Rights and deals with reading the book Roll of Thunder Hear My Cry. The unit involves vocabulary, the use of setting as a literary device as well as a catalyst for people's actions, historical facts, reading journals, a mock trial, and creating a newspaper. I chose a unit that had 23 different steps to it--thinking it was very complete. After doing the checklist I realized that there were some major components missing. There was no feedback for students to let them know they were on the right track or if they were off in their thinking. There was also very little guidance and no coaching. I hate to admit it, but I think I just expect kids to be able to things without help. I didn't provide enough examples for kids to really grasp a concept--clearly not enough "show". There was no peer interaction which I know can help kids. There are clearly some holes in this unit that need to be addressed.
 * || Tell || Show || G || M || > || S || Do 1 || Do 2 || C || F || > || P || Score ||
 * Problem: Create a newspaper based on events in the 1960s ||
 * Step (S) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Conditions ( C ) ||  || 7 ||   ||   ||   ||   ||   || 20 ||   ||   ||   ||   || 2/9 ||
 * Consequence (Q) ||  || 2 || + || + || 1 ||   ||   ||   ||   ||   ||   ||   || 3/9 ||
 * Component Skill 1 = Vocabulary concepts & definitions ||
 * Condition || 5 || 5 ||  || + ||   ||   ||   ||   ||   ||   ||   ||   || 3/9 ||
 * Step ||  ||   ||   || + || 2 ||   ||   || 6, 9,12,16,19 ||   ||   || 10 ||   || 3/9 ||
 * Component Skill 2 = Locating historical resources ||
 * Condition || 5,7 || 5 || + || + || 1 ||  ||   ||   ||   ||   ||   ||   || 4/9 ||
 * Step ||  ||   ||   || + || 3 ||   || 17 || 6,20 ||   ||   || 10 ||   || 5/9 ||
 * Component Skill 3 = Writing an essay ||
 * Condition ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Step ||  ||   ||   ||   ||   ||   ||   || 4 ||   ||   ||   ||   || 1/9 ||
 * Component Skill 4 = Identifying settings in stories and books ||
 * Condition || 3,7 ||  ||   || + ||   ||   ||   ||   ||   ||   ||   ||   || 2/9 ||
 * Step ||  ||   ||   ||   ||   ||   ||   || 4,6,11,20 ||   ||   ||   ||   || 1/9 ||
 * Total Score || 38% ||
 * Comments: I thought this was a great unit until I started analyzing it for this checklist. ||

Michelle Module 6
I assume that you will complete this assignment in the near future? dm Technology frustrates me when I can't get it to work. I have the 2007 version of power point so your instructions in the chapters don't work and what I have in my notes doesn't either. It's also summer so I don't have my school tech guys to ask for help--I miss them :-) Could you tell me how to access the animation triggers? Could you also tell me how to save a master slide?

Michelle Module 7
__**Content Area**__ Research papers can take many forms. Traditionally at our school, 7th graders are assigned to write a three-page paper on a country that they are assigned. Students go through the motions of doing research, but since they don't have any connection to the country they're learning about, the quality of the papers isn't very good. Students tend to either copy information verbatim or "put it in their own words" by changing a word or two in each sentence from a book. They put down some facts and call it good. They complete the paper, but little is gained in the way of knowledge of the world or learning research skills. To improve student buy-in and learning, a different approach will be used. Students will create a research project with several parts (not just a written paper). The theme for the project will be "Identity" and students should be more engaged because the project will be based on themselves, their families, and the country their ancestors came from. Students will learn how to conduct an interview to obtain information, how to get information from books and the internet, how to combine information into a research paper, how to write an informal letter using the proper format, how to get feedback on their work from peers in class, and how to successfully share what they've learned and created by presenting their project to the class.

__**Task**__ The task is for students to create a multi-genre research project that includes: interviewing family members, writing a research paper (including a bibliography), writing a letter to a relative, creating a family tree, and presenting their project to the class.
 * While these are all skills students will use, I'm having a difficult time coming up with a real-world application.

How about something like this. Select a country outside of the US where one of your ancestors came from. Prepare a presentation on this country including: (list of things you want them to concentrate on). Your presentation should include a paper and a presentation to the class. dm

__**Student Population**__ This project is designed for 7th grade students in an English class

Michelle Module 8
I had a hard time figuring out how I was going to set this up since my topic is so big. I'm having trouble with animation (where they click on a word and information pops up. I think I'll have to listen to the archive of our last discussion for help. I have the 2007 version of power point and I can't always find what I need. Here's the link:

Interesting project, good start. Suggestion: start at the end and work backwards, i.e., start with a finished report by a student (real or fictional) and then work backwards to show how this report came about. You are starting at the beginning and showing the steps to take rather than starting with a finished portrayal of the problem. Your goal for this assignment is to demonstrate a portrayal of a finished problem or finished report. Then in subsequent assignments you will teach the student how this report was created, including the interview with grandma, etc. dm

Hi Michelle -- I find that I did not give you much help with PPT 2007 when you asked earlier. I neglected to go back and note that you had submitted past due assignments -- sorry. I should have reminded folks to send me an email when they submitted earlier work so I would be sure to look at it. Anyway. Here's how to create a trigger in PPT 2007: 1. Create an object (e.g. picture). 2. Create a second object (e.g. text box). 3. Click on picture to select it. 4. Click on //Animation menu// / click C//ustom Animation//. An animation panel will appear to the right of your slide. 5. Click on //Add Effect box// (upper left of animation panel). 6. Click E//ntrance/// click A//ppear// (a bar will appear for your picture object in the animation panel) 7. Click on the down arrow in the bar (right side)/ click //Timing/// click //Triggers/// click //Start effect on click of// and select your text box from the drop-down menu. Now when you go to slide show mode the picture will not be present but will appear when you click on the text box. Does this help? You use the same procedure to make objects disappear. You can select all kinds of different effects. But basically all animation is created the same way. If you still have trouble and can't find someone to help call me, we'll set up a private Wimba session where I can demonstrate. Okay? dm

Hey Michelle, looks like a good start. There are obviously still parts that you'll be working through but the gist of your format looks clear and easy to follow. Well done. - Luke

I like how you gave the students a dialog to use to talk with their grandparents. I can't wait to see your finished project.--Mike



Michelle Module 9
Dr. Merrill, thanks for the help with animation--your instructons really helped!

Couple of observations: The goal of this course is to teach problem-centered instruction. In Chapter 7 we suggested that this means we first present learners with a worked example of the whole problem. In Chapter 15 (this assignment) the idea was to identify a progression of problem portrayals. In your case a problem portrayal is a report on a country. For Module 8 I suggested that you create or find a complete report done by a real student or created by you to show what such a report would look like. Then in this module the idea was to find a series of such reports. See Figure 15-2. In my case the whole portrayal was a photograph; in your case the whole portrayal is a complete report. The next idea is to identify the component skills you plan to teach about these reports. There are two parts condition and step. The condition is what a part of the report looks like when the student has completed a step. The step is the step the student needs to take to accomplish this condition. All of the conditions contribute to the complete report. If you are willing we can discuss this with the class during our discussion today. Then in the next assignment the idea is teach these conditions (how to recognize the result of a step) and these steps (how to recognize the correct execution of a step and how to actually do the step). Your assignment here is mostly the later, how to execute a step without the former how to recognize the step, how to recognize the result of doing the step, and how to see this result in the context of a whole report.

I hope that this is helpful.

dm



Michelle Module 10
I'm still working on the power point, but here are some of the parts (to make sure I'm on the right track). I have a sample paper (so they can see how to solve the problem). I also have five additional research papers to use as examples. The problem is writing a research paper. The conditions are: the title page, one paragraph for each main idea, an introduction, a conclusion, and a bibliography. The steps are:
 * Title page:** single space, double space, italics (I'll show them one, they will identify a correct one, they'll write their own)
 * One paragraph for each major idea:** double spaced, indent, include at least four sentences (I'll show them three paragraphs and point out the major idea in each one. I'll show them one indented paragraph. Then I will give them another three paragraphs and they will identify what is missing from each of the paragraphs)
 * Introduction:** indent, list main ideas in the paper, hook the reader (I'll tell them about including what they're going to talk about in the introduction). I will show them a paragraph and have them identify the four main ideas. I will tell about hooking the reader. I will show some examples and some non-examples. Then I'll give 4 main ideas and have students compose an introductory paragraph that is indented, has a hook, and includes the 4 ideas.
 * Conclusion:** indent, repeat main ideas in the paper, include final thoughts (I will tell how to write a conclusion. I'll show an example and a non-example, give three conclusions and have them identify the best one--then choose from a multiple-choice list of why it's the correct one). Students will write a conclusion for their own paper based of their main points for their country.
 * Bibliography:** indent, single space, locate necessary information, use proper format, punctuate correctly (I'll show students a bibliography citation and identify the parts for them. I'll show them where to find the information in a book (since that's the only sources they'll use for the paper). I'll give them a sample page from a book and have them choose the correct citation from 3 examples. I will have students cite the source they will use for their project.

You are on the right track. I think your identification of the component skills are good. Your plan to tell, show and do (recognize) and then do (write) is right on. I look forward to seeing your PowerPoint presentation following this plan. dm

**Michelle Module 11**
I had trouble uploading your file at first but then realized that I had not signed in and it thought I was a guest. Once I signed in I was able to upload your file.

You are making great progress. Very good demonstrations and Do1 applications. To prevent your slides from advancing on any mouse click you have to turn off the Advance Slice On Mouse Click check box under the Transitions menu. Unfortunately you have to do this for each slide one by one. I'm sure there is a way to turn off this automatic transition on mouse click for the whole set at once but I haven't figured it out yet :-) Keep smiling. dm

Thank you for the Questionnaire dm

Good Job on your Project.--Mike Very nicely done. Good example of the basic instructional pattern of Tell, Show, Do for each of the component skill involved in writing your paper. It should be very easy for students to follow your guidelines after completing this module. Too bad we didn't have time to collect data and see how this might work. dm