We are especially interested in working with mentors interested in helping a student develop his research and project management skills. We are also interested in helping the student realize the importance of sharing his work with an authentic audience. Students have taken part in a Civil Discourse Symposium (CDS) where they have had experience in talking about controversial topics and trying to learn how to listen and appreciate different perspectives and opinions. The purpose of the CDS was to teach students how to disagree, not argue, but also learn how listen and understand when people are different. The other element is that student learn to discuss real issues, and eventually figure out what in the world they would like to change, rather than letting the world dictate life to them. This is where they need help: how to bring about the change they would like to see in the world.
Description:
Students will team with mentors to examine an issue in depth. *** Include exactly what the students are going to accomplish. For example: 1. Research a REAL need in the community. 2. Determine how writing can positively impact and address that need. 3. Develop a plan with the mentor's help. 4. Execute the plan. Make it real. One of the hallmarks of the project will be identifying and leveraging expertise from both within and beyond the community.
Benchmarks:
The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. Use available technology to produce, revise, and publish a variety of works. Cite references using various formats (e.g., endnotes, bibliography)
Duration:
16
Grade Level:
6
Content Area:
Language Arts
Student Outcomes:
Student will maintain a notebook with all correspondence and products. All students will share the journey of this project with their mentors, additional local experts, and the community of people impacted by their work. The student work will go through multiple iterations of draft, feedback, draft with help from mentors.
Evaluation of
Student Outcomes:
Student will write a 300-word letter to mentor. The subject of the letter will be a self-evaluation of the project, including what the student did well, what he would like to have done to improve upon the project, and what the mentor contributed to the process.
Teacher Role:
Teacher's Role: Teacher will aid student in identifying research areas of interest. Teacher will help student shape research into hypotheses. Teacher will evaluate student products.
Mentor Role:
Mentor's Role Mentor will aid students in developing and researching questions related to current topics in science or social studies. Mentor will encourage student completion of project goals and edit student work before it is sent to experts or published.
