A very good place to start. When you read you begin with ABC, when you research you being with OPEN, IMMERSE, EXPLORE.
As promised, I am back again! This time, though, to share out the project the team of teachers and I developed at the CISSL Summer Institute in the Summer of 2014. Now that we have returned to school, I have spent this week jumping head first into a GID project with four sections of 6th grade ILA. Being my former stomping grounds, it is nice to work with that curriculum again, but in the context of library studies.
The thematic unit is Challenge and Change. Students read a variety of short non-fiction narratives, and stories about characters who have experienced challenges in their lives and brought about change because of those challenges. For the project, we are connecting directly to the curriculum, by having students explore a person who has experienced a challenge and then how they were able to create change.
We start OPEN with Kid President, who is an engaging and entertaining young man with a debilitating disease, which students soon learn about. They explore a series of resources (embedded below) and focus on answering questions connected with our theme of Challenge and Change. The Cornell notes sheet for this exploration can be found using the link at the bottom of the page.
Create your own Playlist on LessonPaths!
The next step is IMMERSE, which we spend a class period working on. Here students annotate three resources about freedom riders. This allows students the opportunity to do some close reading and really begin to see some different options for people they could research. Here, in the past, we have had access to a local member of the community who was a freedom rider, who would take student questions and answer them. I have since lost that contact and am currently brainstorming some other ways we could incorporate a “field trip” style experience for students in this step.
Currently we are working on the EXPLORE step of the project. Yesterday, students spent time in small friend groups (they will transition to thematic groups tomorrow), exploring a variety of possible research topics.
This is the most important step in the process, and the one which is left out most frequently!
Truly, it is worth taking the time to allow students to explore the possibilities for research in this step, your brain will thank you when you go to watch or grade the final products. This step is where your students begin to get excited about their research, because…wait for it… they have CHOICE in who/what they select for their topic.
Today I repeated this line multiple times as we began to transition to the IDENTIFY stage:
Make sure you are selecting a topic you really like, not because your friends like that person, or because it will make you look cool, but because you are going to be truly passionate about them. You will have to spend the next week with this person, you want to make sure you like them or you will be miserable and it will show in your final product.
You see, it is not enough to just say, here is a list of topics, pick one. The value in EXPLORE comes when you allow students a “taste” of each of the options. Instead of choosing blindly from a pre-selected list, students are able to explore the options, watching multimedia content, skimming articles, flipping through the pages of books, and reading book jackets. Students then use an exploration chart to record those topics which catch their attention and drop those which are not of interest. (See Explore page in the link below for the chart). Using the chart prompts students to think more clearly about what they like and don’t like. Because of this, they are able to select a topic more effectively and efficiently than with previous processes.
As the librarian, it is my job to curate the resources necessary for student success and guide them to the appropriate sources for information. Purchasing titles which are connected to the theme for our collection, as well as pulling those for the exploration step and gather steps allows us to have some control over the topics, yet still makes students feel like they have some choice during the process.
Here is another quick video of what students were doing on Tuesday of this week for their Explore stage!
Throughout we have been using several of the strategies which get students up and moving and sharing their ideas as well as reflecting on the process. We use a daily quick write to help students connect with the research as well as make connections to prior readings. We also apply the community/city partner strategy which has students pair up on paper ahead of time and then when we say, “today you will share with your Decoy or Warrior partner,” they know exactly where to go and it is a big time saver.
More to come of our project as we continue with 52 Weeks of GID!
There are so many resources for this project that they would fill more than just a blog post, so here are the additional resources related to this project. Please feel free to use under the share and share alike license 🙂
Sarah – what a great post! I love all the details about things that worked for you. The emphasis on the steps that are frequently left out are so important!
Sarah, I appreciate not only the details you have provided but also the videos. It sounds like a well organized and thorough unit of study for the students.