Sunday, October 02, 2005
*Wishing*
My project went really well. I was able to choose a topic fairly quickly, narrow that topic, find authentic information, assessthe information, create a final product, and evaluate it. I wished that I had more time. I wished that I had some primary sources. I wished that I could delve into all of the interesting information that I found whe I was researching the origins of Halloween. For example, there is a new movement of Halloween in the adult world. For example, Halloween is big in the gay community. Halloween has taken on a new group of adult party revelers that liken it to mardi gras. This information is something that I never knew about. I don't know if I like that though.
The strengths in my project was the experience of doing research for several years. The weaknesses were many. For one, I was not used to being so heavily involved in the process part. I am used to the basic old fashioned research project. I was not used to recording my process and the thought that goes into it. This, was at times daunting and time consuming. However, I can see the inside of a student's minds now as they work through a project.
My personal inquiry experiences can easily be like children and young adults who come into the classroom. I had time issues, trouble with synthesizing information, problems at first in narrowing my topic, and trouble with presenting my power point presentation on the web.
I am unlike students in the classroom because I have probably had a lot more years of experience then they do. Thus, it is essential for the teacher to keep this in mind when students are engaged in a project.
Assessing the process and product of the student's project is crucial. The teacher should use assessment tools to check each stage of the project. Personally, I prepared my own rubric and checked off each area as I proceeded through the project. It would be beneficial for the teacher to create a
As I reflect on all that I just accomplished, I can take with me a couple of things. One, is that I will remember what the student goes through with not only the project itself but with the process as well. I will also remember that the process is as important as the project in a world exploding with information.
Sources:
Callison, Daniel. Keywords, Concepts, and Methods for Information Age Instruction:A Guide to Teaching Information Inquiry. Baltimore:LMS Associates. 2002 (270).
The strengths in my project was the experience of doing research for several years. The weaknesses were many. For one, I was not used to being so heavily involved in the process part. I am used to the basic old fashioned research project. I was not used to recording my process and the thought that goes into it. This, was at times daunting and time consuming. However, I can see the inside of a student's minds now as they work through a project.
My personal inquiry experiences can easily be like children and young adults who come into the classroom. I had time issues, trouble with synthesizing information, problems at first in narrowing my topic, and trouble with presenting my power point presentation on the web.
I am unlike students in the classroom because I have probably had a lot more years of experience then they do. Thus, it is essential for the teacher to keep this in mind when students are engaged in a project.
Assessing the process and product of the student's project is crucial. The teacher should use assessment tools to check each stage of the project. Personally, I prepared my own rubric and checked off each area as I proceeded through the project. It would be beneficial for the teacher to create a
As I reflect on all that I just accomplished, I can take with me a couple of things. One, is that I will remember what the student goes through with not only the project itself but with the process as well. I will also remember that the process is as important as the project in a world exploding with information.
Sources:
Callison, Daniel. Keywords, Concepts, and Methods for Information Age Instruction:A Guide to Teaching Information Inquiry. Baltimore:LMS Associates. 2002 (270).
