[CASL-L] Fwd: [aaslforum] Re: Re: a rubric for daily research assignments

[Irene Kwidzinski]

This sounds great!

Sent from my iPad

Begin forwarded message:

> From: David loertscher <reader.david at gmail.com>
> Date: October 13, 2013 at 12:12:32 PM EDT
> To: aaslforum at ala.org
> Subject: [aaslforum] Re: Re: a rubric for daily research assignments
> Reply-To: aaslforum at ala.org
> 
> We usually think that it is the adult's responsibility to pace students and motivate them through an assignment.
> 
> Suppose you create a self-monitoring gague that allows the student to create a graph of where there are at each work session. They begin the work session by creating their own personal goal to meet or exceed the steps needing completion that day. And, they keep asking themselves, What is the most important task I need to be doing right now?
> 
> If they are working in small groups, then this is critical to the group success. The group has a sheet  that visually shows where each member of the group is in doing their part of the task on time and with excellence.
> 
> There are three levels each student needs to understand:
> 
> My personal expertise that keeps growing and developing.
> Cooperative group work where my piece of the "engine" fits perfectly so that the car can move.
> Collaborative intelligence 0 the idea that together, we can come up with fresh new ideas, creative ideas, innovating solutions that none of us could have done alone.
> 
> This is such an important part of helping kids take command of their own learning, that I am creating this challenge:
> 
> Develop a self monitoring system WITH LEARNERS in your school.
> Try it out in a project with them.
> Get their reaction about whether it helped.
> Submit the system to me by Nov. 5.
> I will announce the winner at my AASL talk in Hartford
> And, will award the winner with $100 from my own pocket.
> 
> I will get a team of folks to help in the judging.
> 
> Just hoping that we might make progress in this.
> 
> P.S. You will hold the copyright to your work; not me.
> 
> 
> 
>> On Sun, Oct 13, 2013 at 9:24 AM, Lou Ann Jacobs <ljacobs363 at aol.com> wrote:
>> I was thinking of a timeline added to your criteria. I had used that in the past with a long term assignment such as yours. 
>> 
>> By this date you should have finished so many daily assignments to gain an A, so many for a B, etc.
>> 
>> In regards to their final project, a timeline for various components. Use of due dates is helpful to keep them working toward that final product.
>> 
>> I would try to meet with each student at different times before the date approached to see what they had accomplished. That seemed to help. Some are not good at budgeting their time and need prodding to get or stay on task. 
>> 
>> Hope that helps.
>> 
>> Lou Ann Jacobs
>> 
>> 
>> 
>> 
>> 
>> -----Original Message-----
>> From: Sarles Patricia (18K500) <PSarles at schools.nyc.gov>
>> To: aaslforum <aaslforum at ala.org>
>> Sent: Sun, Oct 13, 2013 5:35 am
>> Subject: [aaslforum] a rubric for daily research assignments
>> 
>> So I'm teaching a College Research Skills class to my seniors in which they are 
>> doing a GREAT DEAL of hands-on work with various databases - learning the ins 
>> and outs of each, searching them, reading the articles that they find, and 
>> writing about them using writing prompts that I have given to them - all for 
>> their culminating project, which will be a Web site either informing an audience 
>> about an issue, in which case they will offer both sides, or arguing for or 
>> against an issue. This will also form the basis of their senior capstone project 
>> - a school-wide graduation requirement.
>> 
>> As expected, my students are all working at their own pace - some way ahead of 
>> everyone else, some way behind, and then many in various places in the middle. 
>> Some are rushing through the daily assignments, while some are hardly getting 
>> anything done, while others are thoughtfully and carefully doing the work, 
>> taking their research seriously, and are motivated to do the daily assignments.
>> 
>> Meanwhile, during class, I go from student to student to check in to see how 
>> each student is doing and where they are at in their work. I don't get to all 
>> students each period because some require more help than others and if I end up 
>> spending more time with one student, I may not get a chance to get to all of the 
>> students that day.
>> 
>> After class and before the next class, I take a look at the work they 
>> accomplished during that class period (they are doing everything on their wikis 
>> - its a paperless classroom) and I write comments on their work directly on 
>> their wiki pages, which they have given me permission to access.
>> 
>> This is the thing though, I think I really need a rubric in order to give proper 
>> credit to those who are doing well with the assignment and those who are not 
>> doing so well so everyone knows what is expected of them and how well they are 
>> doing or not doing.
>> 
>> I'm aware of rubric makers but what to put into each of the fields is what is 
>> stumping me.
>> 
>> Does anyone have a research rubric that they've made that they'd be willing to 
>> share? Right now, I am giving credit to everyone who does SOMETHING, but it 
>> doesn't seem fair to give the same credit to a kid who does something, but is 
>> really barely doing anything.
>> 
>> Thanks if you have any ideas,
>> Patricia
>> 
>> 
>> ____________________________________________
>> Patricia Sarles, MA, MLS
>> Librarian
>> Jerome Parker Campus Library
>> 100 Essex Drive
>> Staten Island, NY 10314
>> 718-370-6900 x1322
>> psarles at schools.nyc.gov
>> http://library.nycenet.edu/common/welcome.jsp?site=6467
>> 
>> Librarians, in particular, have a multi-dimensional responsibility in the Common 
>> Core environment. School librarians assist teachers in finding appropriate 
>> classroom materials, such as informational texts, and assist students in 
>> completing research to support evidence-based arguments. - Jeffrey W. Cannell, 
>> The State Education Department, the University of the State of New York in a 
>> memo dated April 11, 2013
>> 
>> To be ready for college, workforce training, and life in a technological 
>> society, students need the ability to gather, comprehend, evaluate, synthesize, 
>> and report on information and ideas, to conduct original research in order to 
>> answer questions or solve problems, and to analyze and create a high volume and 
>> extensive range of print and nonprint texts in media forms old and new. The need 
>> to conduct research and to produce and consume media is embedded into every 
>> aspect of today's curriculum. In like fashion, research and media skills and 
>> understandings are embedded throughout the Standards rather than treated in a 
>> separate section.- Introduction to the Common Core State Standards Initiative, 
>> 2010, p. 4
>> 
>> There is no fiction or nonfiction area of the Internet. - Alan November
>> 
>> 
> 
> 
> 
> -- 
> Professor David V. Loertscher
> School of Library and Information Science
> San Jose State University
> Home address: 123 East 2nd Ave. #1106
> Salt Lake City, UT 84103
> mobile: 801-755-1122
> Home: 801-532-1165
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