The start of the new calendar year has been hectic indeed. Our amazing assistant librarian is off on maternity leave, and while a former student library proctor turned library school graduate student is now interning with us, we just don’t have the same amount of help that we did before.
However, we what we do have are the fabulous ideas that you all have given me over the last semester for things to do with our classes. And this blog has been especially valuable to me as Christina and I have been revamping our World History classes and I have been taking on an embedded librarian project in regular US history.
In particular, I thought I would talk about two suggestions that I used and how they turned out and then ask for your thoughts and suggestions. In my next post I will detail the entire six days of research that we were given for the World History project and how that went and what changes we made, but we are just at the tail end of it and we still need to finish and then take stock and do a lessons learned.
Here are the two lessons that we used from your suggestions:
- Virtual Search Results (Or You Are My Search Result! Or or Sit Down!! No, Stand Up!) from Katie Archambault’s post on Boolean Searching
- Paraphrasing with Adele (or Katy Perry) by Allie Bronston’s post on the Mini Lesson in 6th Grade Science
Virtual Search Results
I really loved Katie’s description of this exercise and I really enjoyed making my 9th graders act out my google search results. While I had great fun with my kids doing this exercise, Christina met some resistance with her students on it (mainly eye rolls and some comments about being made to do squats). Some students felt they were a bit too old to be playing “games.”
Essentially, in the virtual search result, you have your class be the Google search bar and whatever phrase you write on the board, they need to enact by standing up or sitting down if they embody it. I put the words NARROW, BROADEN, AND, OR on the board and then began.
“If you are a student, stand up.” Faculty sits down.
“AND if you are student and you are wearing shorts stand up.” (Otherwise sit down. 😎
“AND if you have on glasses continue to stand up.” (Continue on until you have one person.)
At this point, we usually have a nice cheer for the one person, and I can make a comment about finding that one amazing article. I can also say a word or two about how MORE keywords lead to NARROWER search results (point to board) and that you don’t have to use just one or two keywords. More can be a good thing.
Chart the keywords/search results on board (venn diagram).
Then we move on to OR.
For or, we did eyes. If you have green eyes, stand up. Everyone sit down. If you have brown eyes, stand up. Then, if you have green eyes OR brown eyes, stand up. HMMM. What does the room look like now. Discuss.
Chart on board with Venn diagram.
Then we had them move on to use their keywords with and/or and do at least three searches in the databases with and/or and bookmark sources that they found interesting. If they found a source they liked, peruse it and take a note on it.
Way back when I first read Allie’s intriguing post, all she mentioned was that she had used Adele’s song “Hello” to teach paraphrasing to her middle schoolers. I thought that sounded like great fun. I also thought it sounded perfect! Here are my three M’s of paraphrasing (stolen from our alliterative Mr. Ramadan, World History teacher extraordinaire):
- Minimal (make it concise)
- Mine (put it in your own words)
- Meaning (keep the original idea)
I mean, right off the bat, Hello, so easy, right:
Students: Hi, Yo, Salutations, Greetings
I love that we ALWAYS get salutation as an answer. Now, less IS more! And I can always say that salutations is not minimal. It isn’t concise. Hi or Yo is much better. Then, you can pair students up and have them do the next couple of lines and then present them to the class. See if they meet the 3 M’s. I find that Adele’s song is great for ease of use and ability to have two ideas in a line that is easy to identify and paraphrase. We also used Roar by Katy Perry. I didn’t think it was as successful. Perhaps with 11th or 12th graders as her concepts were a bit more advanced and she jumps in right away with them. What are your thoughts? Other songs?
Right now, Christina and I are having a discussion about whether we should have rows for every sentence like you see in the document below or if we should just give them the lyrics and let them have the ability to combine lines naturally. She feels that line combination might occur more readily without the artificial boundaries imposed by the table. What are your thoughts?
I would love to have a class paraphrase the whole song and then karaoke it! We quit after the first five lines. Only so much time in high school.
We also used David Wee’s info on notetaking, but I am going to save that info for my longer post on our actual 6-day unit. Until then, think about what songs you would use for paraphrasing. Are you ready to stand up and do a virtual search result? Let me know how it goes.
And most importantly, thank you to Katie, Allie and David and to all of you I just haven’t borrowed from yet. Don’t worry. I will soon. Because we all have something to offer! Make sure you share! Comment!