This Thursday, September 22…
edPioneer is pleased to announce the launch of its FREE Webinar Series! For the first online exchange, I will talk with you about implementing the Inquiry Research Project, which is a great way to immerse your students in modern, global issues via research while giving them their license to drive the learning process!
During this webinar, I will guide you through setting up, facilitating, and assessing the Inquiry Research Project, along with adding in some tips and best practices along the way including sequencing suggestions and pacing remarks. A live, Q&A session will follow the presentation to address any of your lingering, project-related questions.
Join me for some professional development fun. Sign up TODAY by clicking on the image below! Spaces are limited!
(Need points? Professional development ‘Certificate of Completion’ available! NOTE: Please speak with your school or district prior to this event to ensure its eligibility.)
Teacher: “Ok, teams, for your research, you’ll need to examine the issue through multiple perspectives. Mmm-kay?”
Student (during presentation of research): “When I did my research from the environmental perspective, I found that…”
In courses like AP Seminar or AICE Global Perspectives & Research, this is all too often the talk. And let me tell you the dog’s honest truth…during my first year as an AP Seminar teacher, I seriously thought this was right.
Problem is, ‘environment‘ isn’t a perspective. It’s a LENS. WithIN that lens you may have varying perspectives as to whether topic X is environmentally awesome or not, but the environment itself is NOT the point of view.
Sound like a mix-up you’re either teaching or allowing in your class right now? Don’t stress. It’s almost a rite of passage NOT to know what the difference between ‘lens’ and ‘perspective’ is during Year One. Hence the reason for this blog post…to pave a smoother for you than I had.
Annnnd it’s because I like you, really.
So if you’re interested and want to read on-slash-rock on, head over to the new, blog landscape at edPioneer:
CLICK HERE to read the full blog post!!
Quarter 1 has a lot to do with getting your students acquainted with global issues, filling the “blank slate”–so to speak—with those basics that’ll lay the groundwork for deeper research later.
While it’s true you simply can’t cover every contemporary and/or controversial issue out there, you do have the Quarter 1 obligation of helping students feel comfortable with (and even excited about!) these issues before they’re expected to write (at length) about them. After all, a General Paper student’s worst nightmare is not recognizing the wide variety of issues presented on the exam, and an AP Seminar or AICE Global Perspectives student’s worst nightmare is not being able to find a research question in time for through-course deadlines. Therefore, the better we are at teaching them about research range, the better off they’ll be when it comes time to perform.
What better way to open up exploration than getting your hands dirty! Using the ‘Hand’ Approach in your classroom will do two amazing things for your writers:
- First, it’ll show them the many ways in which researchers can delve deeply into a research topic;
- and second–once they’ve seen such variety–they can use this same approach to narrow and deepen their own research focus.
Once you’ve opened their eyes to the many research avenues worth exploring, students can then use [this tool] to narrow down exactly what it is they wish to investigate.
In brief, the Hand Approach works like this…first it BROADENS their mind, then it NARROWS their focus. Ya dig?
Interested in reading the FULL BLOG POST? Head on over to the edPioneer sprawl for a helping ‘hand’ with lesson planning!
Zoinks! This post moved!!
Yup, the content of this post has found a new home within the vast, online landscape we now call edPioneer!
You can read it in full by clicking HERE.