I chose to include this strategy because it encourages students to be independent learners. Also, it’s a motivational strategy because students can pick a topic of interest to them, instead of being assigned to one. For this reason, students then will “own” their learning and have a purpose for their learning.Using this strategy would also help the teacher differentiate instruction.This can be done by working on on one with a student or with a small group for guided reading or writing lessons to help prepare for the presentations.
Courses in which it could be implemented:
This strategy would be great for science or social studies.I could see myself using it most often in social studies.For our fourth grade curriculum we study the regions of the United States. I would have students pick a topic from each region and become an expert on it. For example, for the West, one student may choose to study migrant farm workers, and another student may choose to study the irrigation systems set up in the central valley.
Diverse learners:
This is a great strategy to allow a teacher to differentiate to meet all needs.One example I already mentioned is that teachers can differentiate the instruction leading up to and throughout the project process through guided groups.Also, for students with higher abilities, the teacher can differentiate by encouraging the student to pick a more complex topic.Another learner who may benefit from this strategy could be a kinesthetic learner if the student is allowed to create a model or do a demonstration to show their learning.
Procedure:
1. The teacher should model researching techniques such as notetaking, finding valid sources, organizing material etc.
2. When students are comfortable with researching, the class can brainstorm a list of topics related to the theme or unit being studied.
3. Each student picks a topic to research and decides how the information will be presented. Suggestions for presentation: -Students rotate responsibility for decorating an Ask the Expert bulletin board. - Class has a “Research Symposium” where other students are invited to listen to the experts. - Students can rotate being “Teacher for the Day” in the subject area. - Students can prepare a VoiceThread and other students can comment, ask questions, and participate in the conversation with the Expert.
4. The teacher helps students find materials for their research, and guides any students still needing support during the research process.
5. The students then share their work in whichever manner is decided upon by the teacher, class, or individual student.
Students may have chosen a topic too difficult, but still insist on becoming an expert on the topic.
·Teacher can guide the student through the information. Teacher may also find a parent or community member who can be a “mentor” to the “budding expert”.
Students may not be comfortable with the research and presentation processes.
·Teacher, assistant or volunteer guide student through the processes.
Students may not take the job seriously.
·Teacher can have class help create assessment system so students are aware of expectations, and understand how they will be graded.
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
Rationale:
I chose to include this strategy because it encourages students to be independent learners. Also, it’s a motivational strategy because students can pick a topic of interest to them, instead of being assigned to one. For this reason, students then will “own” their learning and have a purpose for their learning. Using this strategy would also help the teacher differentiate instruction. This can be done by working on on one with a student or with a small group for guided reading or writing lessons to help prepare for the presentations.Courses in which it could be implemented:
This strategy would be great for science or social studies. I could see myself using it most often in social studies. For our fourth grade curriculum we study the regions of the United States. I would have students pick a topic from each region and become an expert on it. For example, for the West, one student may choose to study migrant farm workers, and another student may choose to study the irrigation systems set up in the central valley.Diverse learners:
This is a great strategy to allow a teacher to differentiate to meet all needs. One example I already mentioned is that teachers can differentiate the instruction leading up to and throughout the project process through guided groups. Also, for students with higher abilities, the teacher can differentiate by encouraging the student to pick a more complex topic. Another learner who may benefit from this strategy could be a kinesthetic learner if the student is allowed to create a model or do a demonstration to show their learning.Procedure:
1. The teacher should model researching techniques such as notetaking, finding valid sources, organizing material etc.2. When students are comfortable with researching, the class can brainstorm a list of topics related to the theme or unit being studied.
3. Each student picks a topic to research and decides how the information will be presented.
Suggestions for presentation:
-Students rotate responsibility for decorating an Ask the Expert bulletin board.
- Class has a “Research Symposium” where other students are invited to listen to the experts.
- Students can rotate being “Teacher for the Day” in the subject area.
- Students can prepare a VoiceThread and other students can comment, ask questions, and participate in the conversation with the Expert.
4. The teacher helps students find materials for their research, and guides any students still needing support during the research process.
5. The students then share their work in whichever manner is decided upon by the teacher, class, or individual student.
Click for example rubric for Expert presentation
Potential Issues:
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.