ch+9+Susan+S

​ 3 good lines for me- “Writing can empower personal knowledge construction.” “This chapter deals with research tasks that students mostly define for themselves, sometimes by teaming up with others.” “The aim of such writing is higher order thinking…students document and analyze other’s ideas…” I love that first line about how writing can empower personal knowledge construction. That is such a positive statement to me about why we should write and why we should encourage students to write. If we can get to know ourselves better and get students to do the same, other knowledge will come easier. Although I really liked this chapter, it is difficult for me to think of assigning a research paper to my students for a few reasons. For one, I feel so pressured to make sure I cover everything in the curriculum that can be tested, and another, the thought of reading and grading research papers kind of overwhelms me. I do like the new (to me) idea of sometimes teaming up with others to write, it intrigues me. Not sure how it would work, but interesting to try with them.

Pam I definitely can relate to the fact that there is sooooooooo much curriculum to cover in a year that it seems impossible to assign a research paper for students to do. I wonder if teaming is not the way to go. I know that I know that students need practice researching and writing papers, but for what content? Why not something they are learning in science class. Of course, i would have to get together with Susan I to talk about expectations, content, what does she want them to know, etc. I would give them class time and instruction on the writing, and maybe Susan could help me with the content. Then we could score the papers together as a whole team during a PLC meeting using the same rubric.

I am just wondering and thinking outside the box.

Susan S - that sounds like a good idea to me. If English and Science worked together, they could fulfill purposes for both classes. And have different areas to score.

Susan I.~

In Pittsfield we did an endangered species interdisciplinary project. They piced their endangered species in my classroom; did the research in Reading; organized their research in Reading; did an informational brochure and Poster in my class; then had a multigenre piece in Writing. It worked out pretty well. Time inhibited it from happening the 2nd year at Pittsfield and from this year. It's definitely something I want to start up next year- Pam.