More Related Content Similar to WSRA 1-day Institute "Write to the Core: Energize Research" with Christopher Lehman (6) More from Christopher Lehman (6) WSRA 1-day Institute "Write to the Core: Energize Research" with Christopher Lehman1. Write to the Core!
Energize Research
Reading and Writing
Christopher Lehman
July 17, 2013
Wisconsin State Reading Association 1-Day Institute ā Wausau, WI
Ā© CHRISTOPHER LEHMAN
2. Ā© CHRISTOPHER LEHMAN
*excerpts from the Common Core State Standards are Copyright 2010. National
Governors Association Center for Best Practices and Council of Chief State
School Officers. All rights reserved.
*All other visible images are attributed and/or used with permission.
*This Slideshare version of the presentation has some slides blacked out due to
type of permission granted
9. Ā© CHRISTOPHER LEHMAN
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 todayās curriculum. In like fashion, research
and media
skills and understandings are embedded throughout the Standards
rather than treated in a separate section.
13. SBAC - Math (Draft)
Christopher Lehman 2012Ā© CHRISTOPHER LEHMAN
21. Ā© CHRISTOPHER LEHMAN
WEDNESDAY, OCTOBER 3, 2012
Study guide or research?
So, I have always considered myself a good teacher. I teach all ages of high
school and kids like to take my biology classes. I get along with all kinds of
student. I have been doing this for 20 years and it wasn't until THIS year that I
realize that I could have been doing SO much better. You see, I now have my
son in my classroom taking AP biology. I now see how students view and do the
work I assign. I now see that I have been doing it wrong for 20 years (well, if not
wrong, then poorly).
I usually assign a study guide and reading from the text as homework. Well, last
week I read @ichrislehman post on research in education. I thought about it and
realized that I was guilty of telling kids what to research. So with my AP class, I
tried a bit of a simple experiment, one that I could not do without my son in the
class to observe his at-home work actions.
Pete VanKempen
used with permission of the author
22. I assigned my normal 2 page study guide on fermentation (alcoholic and lactate)
for them to do. This study guide is as comprehensive as I could make it with all of
the information they needed to know. I also assigned them to summarize this
question: How are muscle contraction, beer and bread making related?
I then was able to observe my son as he worked. It took him approximately 15
minutes to complete the study guide. He had his book in front of him but, rather
than reading it, he merely looked through the text for the answers or copied down
the diagrams as necessary. He then attacked the question. 5 minutes in, he says
"this question is dumb." "I can't find the answer anywhere." Being a pretty good
student, he spent another 20 minutes poring over the text before slamming it shut.
I asked him what the problem was and he said "I have no idea how to answer that
question." I then asked him why not? "I can't find the answer in the book." What
he meant was: "I am so used to just looking for the correct answer, I have no
idea how to RESEARCH and CONNECT to come up with an answer that works."
After thinking for a while, he logged on to a computer and managed to come up
with a response but then said , "But I have no idea if it is right or not.ā
Ā© CHRISTOPHER LEHMAN
23. All I could think is...why have I not done this all the time? He spent far more time
and learned WAY more by trying to answer one simple question than he did on
the whole 2 page "study guide". AND his answer is not really copyable. In other
words, anyone can do the study guide and give it to everyone else...not everyone
can come up with an original response to a research question.
I think we have been shortchanging kids in education for a long time now. We
have been teaching our kids to "use the glossary" and "look it up in the dictionary"
and " fill out this study guide (which to students means test review guide) and
memorize it and you will get a good grade" when we should be getting them to
see connections and answer simple questions with deep meaning. If I can get my
students to spend 20 minutes researching a simple question, they will learn more
than if they fill out a rote form. I think I taught that way because that is how I was
taught. Now I donāt have to teach that way anymore. It is freeing. The trick will
be to come up with interesting questions that make the topic researchable. But
that is fun! And way less work for me than making a 4 page study guide on
anything
Ā© CHRISTOPHER LEHMAN
25. is a process, not just a product.
The better the process the better the product.
However, the reverse is not necessarily true.
Ā© CHRISTOPHER LEHMAN
27. We need to rethink this
Ā© CHRISTOPHER LEHMAN
NOW INSTEAD
ā¢ ASSIGNING AND
HAND-OUTS
ā¢ COPYING TEXTS
ā¢ FACTS SHOVED INTO
PARAGRAPHS
ā¢ START WHERE
RESEARCH
ACTUALLY STARTS
ā¢ TAKE NOTES ON
LEARNING, NOT
BOOKS
ā¢ WRITE TO TEACH
(AND LEARN)
30. FREAKING OUT RESEARCH
Ā© CHRISTOPHER LEHMAN
ā¢ TOPIC: BABY!
ā¢ GATHERED: EVERYTHING!
ā¢ WHERE TO BEGIN?:
EVERYWHERE!
ā¢ NARROW IT DOWN?: THROUGH
TRYING OUT SOURCESā¦
33. START WITH YOU
Ā© CHRISTOPHER LEHMAN
ā¢ KNOW A LOT| SOME | LITTLE
ā¢ Test out your knowledge
35. I think I knowā¦
Another exampleā¦
Iām not as sure aboutā¦
I am really wonderingā¦
Ā© CHRISTOPHER LEHMAN
36. START WITH YOU
Ā© CHRISTOPHER LEHMAN
ā¢ KNOW A LOT| SOME | LITTLE
ā¢ Test out your knowledge
ā¢ Specific audience matters
37. LET SOURCES GUIDE YOU
Ā© CHRISTOPHER LEHMAN
ā¢ What is Available is What is Available
ā¢ Make a Plan for Using Texts
39. LET SOURCES GUIDE YOU
ā¢ What is Available is What is Available
ā¢ Make a Plan for Using Texts
ā¢ Read first
ā¢ Use parts
ā¢ Read last
Ā© CHRISTOPHER LEHMAN
41. Ā© CHRISTOPHER LEHMAN
Though in Meat the XXXX XXXX of the XXXX on display does
seem to be XXXX , as the cows and pigs XXXX come XXXX into
XXXX and bloodless XXXX cuts. In recent years some of this
supermarket XXXX has XXXX into XXXX , where youāll now ļ¬nd
formerly XXXX potatoes cubed XXXX white, and ābabyā carrots
XXXX -XXXX into neatly XXXX XXXX . But in general here in
XXXX and XXXX you donāt need to be a XXXX , much less a food
scientist, to know what XXXX youāre tossing into your cart.
XXXX farther, though, and you come to XXXX of the supermarket
where the very XXXX of XXXX seems increasingly XXXX : the
XXXX of breakfast cereals and condiments; the freezer cases
stacked with āhome meal XXXX ā and bagged XXXX
peasā¦Plants? Animals?! Though it might not always seem that
way, even the XXXX Twinkie is XXXX out of . . . well, XXXX what I
donāt know offhand, but XXXX some sort of formerly living creature,
i.e., a species. We havenāt yet begun to XXXX our foods from
XXXX , at least not directly.
http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
42. Ā© CHRISTOPHER LEHMAN
Though in Meat the XXXX character of the species on display does seem
to be fading, as the cows and pigs increasingly come XXXX into boneless
and bloodless XXXX cuts. In recent years some of this supermarket
XXXX has seeped into Produce, where youāll now ļ¬nd formerly soil-XXXX
potatoes cubed XXXX white, and ābabyā carrots machine-XXXX into
neatly tapered cylinders. But in general here in ļ¬ora and fauna you donāt
need to be a XXXX , much less a food scientist, to know what species
youāre tossing into your cart.
Venture farther, though, and you come to regions of the supermarket
where the very notion of species seems increasingly XXXX : the canyons
of breakfast cereals and condiments; the freezer cases stacked with
āhome meal replacementsā and bagged XXXX peasā¦Plants? Animals?!
Though it might not always seem that way, even the deathless Twinkie is
constructed out of . . . well, precisely what I donāt know offhand, but
ultimately some sort of formerly living creature, i.e., a species. We
havenāt yet begun to XXXX our foods from XXXX , at least not directly.
http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
43. Ā© CHRISTOPHER LEHMAN
Though in Meat the creaturely character of the species on display does
seem to be fading, as the cows and pigs increasingly come subdivided
into boneless and bloodless geometrical cuts. In recent years some of
this supermarket euphemism has seeped into Produce, where youāll
now ļ¬nd formerly soil-encrusted potatoes cubed pristine white, and
ābabyā carrots machine-lathed into neatly tapered cylinders. But in
general here in ļ¬ora and fauna you donāt need to be a naturalist, much
less a food scientist, to know what species youāre tossing into your cart.
Venture farther, though, and you come to regions of the supermarket
where the very notion of species seems increasingly obscure: the
canyons of breakfast cereals and condiments; the freezer cases
stacked with āhome meal replacementsā and bagged platonic
peasā¦Plants? Animals?! Though it might not always seem that way,
even the deathless Twinkie is constructed out of . . . well, precisely
what I donāt know offhand, but ultimately some sort of formerly living
creature, i.e., a species. We havenāt yet begun to synthesize our foods
from petroleum, at least not directly.
http://michaelpollan.com/wordpress/wp-content/uploads/2010/05/omnivore_excerpt.pdf
45. Now I Have Books,
Now What?:
Informational Reading and
Note-taking
Ā© CHRISTOPHER LEHMAN
57. Taking Notes on Learning, Not
Books
Ā© CHRISTOPHER LEHMAN
ā¢ Read, Cover and Jot, Reread
58. Taking Notes on Learning, Not
Books
Ā© CHRISTOPHER LEHMAN
ā¢ Read, Cover and Jot, Reread
ā¢ Read, Cover and Sketch, Reread
59. Note-taking Is Informed By Deep
Thinking (Writing Standard 9)
ā¢ Read, Cover and Jot, Reread
Ā© CHRISTOPHER LEHMAN
60. Taking Notes on Learning, Not
Books
Ā© CHRISTOPHER LEHMAN
ā¢ Read, Cover and Jot, Reread
ā¢ Read, Cover and Sketch, Reread
ā¢ Let the Text Direct Your Note-taking
63. Taking Notes on Learning, Not
Books
Ā© CHRISTOPHER LEHMAN
ā¢ Read, Cover and Jot, Reread
ā¢ Read, Cover and Sketch, Reread
ā¢ Let the Text Direct Your Note-taking
ā¢ Revise Notes, Like Revising Writing
74. Ā© CHRISTOPHER LEHMAN
A Few Ways of āTeaching-Through-Writingā
ā¢ Imagined narratives
ā¢ anecdotes, āPBS specialā narration, etc.
ā¢ Comparisons
ā¢ Step-by-step explanations
ā¢ Questions and answers
ā¢ Previewing, Explaining, Then Reminding
ā¢ āthere are [three main parts to this]ā¦
[one]ā¦., [two]ā¦., [three]ā¦, those [three
main parts] make upā¦ā
ā¢ Teaching through text features
ā¢ graphs, charts, maps, definitions, āFun
Factsā boxes, photos, etc.
78. Ā© CHRISTOPHER LEHMAN
TRY IT - āTeaching-Through-Writingā
ā¢ Imagined Narratives
ā¢ anecdotes, āPBS specialā narration, etc.
ā¢ Comparisons
ā¢ Step-by-Step Explanations
ā¢ Questions and Answers
ā¢ Previewing, Explaining, Then Reminding
ā¢ āthere are [three main parts to this]ā¦
[one]ā¦., [two]ā¦., [three]ā¦, those [three
main parts] make upā¦ā
ā¢ Teaching through Text Features
ā¢ graphs, charts, maps, definitions, āFun
Factsā boxes, photos, etc.
79. Ā© CHRISTOPHER LEHMAN
A Few Ways to Organize Sections/Texts
ā¢ Sequence
ā¢ Causes and effects
ā¢ Pros and cons
ā¢ Main Topic and subtopics
ā¢ Controlling Idea and supports
88. Ā© CHRISTOPHER LEHMAN
It isnāt often that a single man can bring laughter
and joy to people in dark times. Chaplin offered a
place to forget about whatever problems life was
throwing at you, and just enjoy your self. In all of
his ļ¬lms, the audience left smiling,this is perhaps
one of his greatest accomplishments.
3
THE TOP HITS
IMAGE OF STUDENT WORK ā NOT FOR DISTRIBUTION ONLINE
91. Ā© CHRISTOPHER LEHMAN
V is for Vegetarian
Remember that field trip to the farm in second grade? How you
petted the friendly lamb, or when you and your friends moo-ed at the
silly cow? Yep, those are the same exact animals that might be on your
dinner plate tonight. Vegetarianism is the practice of not eating meat,
where you eat fruits, vegetables, nuts, and anything not meat related
instead. A stricter form of vegetarianism is veganism, where you avoid
meat and anything animal related, like honey (which is related to bees)
or dairy products (which is related to cows and other animals). I think
that more people should become vegetarian. It is eco-friendly, animal-
friendly, and health-friendly making it a win-win-win situation. I myself
want to go vegetarian, but unfortunately I am not in total control of my
life right now and my mom wonāt let me. But Iāll show her and all of the
meat-eaters of the world, meat doesnāt equal survival!
92. Ā© CHRISTOPHER LEHMAN
Section One: āI Am Not a Nugget!ā
One of the big reasons vegetarianism is supported is to save and protect
animals. Whether itās a cat purring in your lap or cows grazing in the field,
they are still living creatures. Humans are no better than them, we are
animals ourselves! It puzzles me as to why people think that they are
superior to animals. Can we feel emotions such as joy, fear, anger, or
sadness? If we can, then why canāt they? We can also feel physical pain, so
why shouldnāt they be able to? No one is beneath or above anybody, we are
all equal. When I sit at the dinner table and am about to take a bite out of the
pork chop my mom made, I can just picture the big eyes of the poor pig that
was living a good life before he was slaughtered and put my fork down.
93. Ā© CHRISTOPHER LEHMAN
Some people might argue that itās natural for animals to die because they canāt
live forever and will eventually die anyways. I agree that it is true, that is the life
cycle after all, but the way that people kill animals is cruel and disgusting. The
People for the Ethical Treatment of Animals (PETA) says that ā They are
neglected, mutilated, genetically manipulated, put on drug regimens that cause
chronic pain and crippling, transported through all weather extremes, and killed
in gruesome and violent waysā. How would you like it if I dumped you into a tub
of boiling hot water while youāre still conscious, Mr. Farmer Man?! The way that
people ruthlessly kill these creatures is what makes me and other vegetarians
around the world sick. PETAās statistics also say that more than 16 million
animals are killed every year. We are killing way too many animals and eating
way too much meat, and the consequences can be devastating.
100. There is helpā¦ if you know
how to use itā¦
Ā© CHRISTOPHER LEHMAN
ā¢ To Reference:
ā¢ Purdue OWL
ā¢ Automatic makers:
ā¢ Easybib
ā¢ BibMe
104. Cracking the Code
Ā© CHRISTOPHER LEHMAN
1. Type of information
2. Order
3. How is it formatted?
ā¢ Capital/lowercase
ā¢ Punctuation
ā¢ Italics
108. Ā© CHRISTOPHER LEHMAN
1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Celebration
Familiar Writing Process Steps
110. Ā© CHRISTOPHER LEHMAN
Writing
Process Steps
1. Collecting
Gather many topics so
you can find the one
with the most potential.
Allow one idea to lead
you to the next.
Research
Process Steps
1. Collecting
Instead of being assigned
a specific research topic,
brainstorm many. Begin
reading sources,
gathering a variety of
notes, even if you do not
in the end use them all.
113. Ā© CHRISTOPHER LEHMAN
Short Studies + Short Projects
ā¢ Research habits
students need
more time/practice
developing
ā¢ Think in steps of
the process or
particular habits
114. Ā© CHRISTOPHER LEHMAN
Short Studies + Short Projects
ā¢ Research habits
students need
more time/practice
developing
ā¢ Think in steps of
the process or
particular habits
ā¢ Engagement
ā¢ Think topics,
activities
116. 1. Collecting
2. Rehearsing
3. Drafting
4. Revising
5. Editing
6. Publishing/Cel
ebration
Ā© CHRISTOPHER LEHMAN
Short Study
Teaching-through-writing
118. Ā© CHRISTOPHER LEHMAN
Short Studies + Short Projects
Teaching-through-
writing
1 day study in groups
of mentor articles and
how they teach-
through-writing.
120. Ā© CHRISTOPHER LEHMAN
Short Studies + Short Projects
Teaching-through-
writing
Using information from
class on Ancient Egypt,
flash draft and revise a
documentary script
123. Planning Across Contents
Oct/Nov Dec/Jan Feb/Mar
ELA
Long: Student
Choice
ā¢ Whole process
SS
Short: Am
Revolution
ā¢ Note-taking for
learning
Sci
Short: Cells
ā¢ Domain-vocab
ā¢ Teaching-
through- writing
Ā© CHRISTOPHER LEHMAN
129. Assessment
Habits Qualities
ā¢ Note-taking to Learn
ā¢ Audience
ā¢ Teaching-through-
writing
ā¢ Organizing to teach
ā¢ Expert vocabulary
(Standards help)
ā¢ Introduce
content/context
ā¢ Grouped information
ā¢ Variety in
elaboration
ā¢ Transitions
Ā© CHRISTOPHER LEHMAN
133. Ā© CHRISTOPHER LEHMAN
NOW INSTEAD
ā¢ ASSIGNING AND
HAND-OUTS
ā¢ COPYING TEXTS
ā¢ FACTS SHOVED INTO
PARAGRAPHS
ā¢ START WHERE
RESEARCH
ACTUALLY STARTS
ā¢ TAKE NOTES ON
LEARNING, NOT
BOOKS
ā¢ WRITE TO TEACH
(AND LEARN)
Editor's Notes Whatās a topic you have researched? Natural History Notes by John Smith 1888-1896 http://www.nahste.ac.uk/media/gallery5.html Geological cross-section by Sir Charles Lyell 1822-1824http://www.nahste.ac.uk/media/gallery2.html Darwinhttp://darwin-online.org.uk/EditorialIntroductions/vanWyhe_notebooks.html Doug Neil Sketchnotes and Illustrations