Following the brainstorming assignment for a 3-5 page history research paper, students will construct a thesis statement. However, even at the college level, I find many students do not know what a thesis statement is, how it differs from the topic they selected in brainstorming, or how to write one. Have you had a student propose a thesis statement that said, “I will write about Thomas Jefferson because he was a famous president” or something similar? I frequently have, and this assignment helps guide students to a well-constructed thesis.
Title: History Research Paper Series--Thesis Statement
Objective: Learner will construct an effective thesis statement for a 3 to 5 page historical research paper.
Assessment type: Formative
Assignment Details:
1. Student will visit the following Web sites to learn about writing a thesis statement.
http://www.bowdoin.edu/writing-guides/thesis.htm
http://www.english.upenn.edu/Grad/Teachweb/scthesis.html
http://www.unc.edu/depts/wcweb/handouts/thesis.html
2. In a discussion, students will reflect on at least three ideas they learned from these web sources about constructing a thesis statement. Students may also ask questions of each other and the instructor regarding the scope of the assignment and expectations that may be unclear.
3. Student will construct a strong thesis statement for their topic.
4. Student will post thesis statement for classmates to review and provide each other thoughtful feedback.
5. Student will submit final version for approval to the instructor.
Rubric: Assignment based on 100 points
Student participated in thesis statement discussion with at least three items, learned and responded to instructor and at least 2 classmates. 0-20 points
Student posted thesis statement in discussion 0-10 points
Respond thoughtfully in a supportive and constructive manner to at least two classmates' proposed thesis statements. 0-20 points
Student submitted a well crafted thesis statement to the instructor. 0-50 points
Though I didn’t include it in this rubric, I would like to pose the question to you about whether your students are graded on timeliness? Sometimes for assignments that are graduated like the ones I am outlining in this blog, I deduct points for not submitting the thesis statement to me on time. I have two reasons for this: 1. Students will be in the workplace and timeliness is an important skill. 2. In order to provide the student the most useful feedback during the ongoing project, the student must follow the expected due dates for the assignments. Imagine a student submitting the thesis statement along with the final essay. How would you handle this situation?
Additionally, I would like to ask how flexible you would be on students changing their thesis after submission. A strong brainstorming session might prevent this, but invariably you will be asked.
Thursday, November 18, 2010
Friday, November 5, 2010
History Research Paper Series--Brainstorming
If you are familiar with this blog from previous posts, we are changing the format a bit this year to be practical lessons that you can implement in your online, hybrid or face to face classrooms.
To begin this new series we will focus on research and writing skills with a series of assignments designed to lead students to the overall outcome of writing a history research or term paper.
Title: History Research Paper Series--Brainstorming
Objective: Students will brainstorm ideas and interests to select a topic for a research paper
Assessment type: Formative
Assignment Details:
1. Instructor will introduce what brainstorming is and Student will read a source on Brainstorming for papers, from Scholastic, and discuss with teacher brainstorming.
2. Students will make a list of no less than 20 possible topics of personal interests about history or of current interest such as topics related to their career path, hobbies, etc.
3. Student will identify and eliminate topics that seem too broad or narrow the in scope for a 3-5 page paper
4. Student will share top five topics with classmates in a peer support group
5. Students will collaborate in the group to narrow each classmate’s topic list to two possibilities
6. Student will search the internet or other library sources for at least 10 potentially reliable sources on the two topics
7. Based on reasonable ease of research and interest student will select one topic for paper and submit that to the instructor for approval.
Rubric: Assignment based on 100 points
Student generated list of 20 possible topics-0-20 points
Student reduced list to top five to share with classmates in group discussion 0-5 points
Student posted five topics in discussion with classmates, collaborated with peers accepting feedback openly, and provided reasonable, constructive suggestions to at least two classmates.-0-25 points
Student narrowed choices to top two and searched internet for a minimum of 10 possible reasonable sources on the internet or other library sources.-0-25 points
Student selected and submitted one topic. 0-25 points
How do you encourage students to brainstorm?
Next week, we explore thesis statements.
To begin this new series we will focus on research and writing skills with a series of assignments designed to lead students to the overall outcome of writing a history research or term paper.
Title: History Research Paper Series--Brainstorming
Objective: Students will brainstorm ideas and interests to select a topic for a research paper
Assessment type: Formative
Assignment Details:
1. Instructor will introduce what brainstorming is and Student will read a source on Brainstorming for papers, from Scholastic, and discuss with teacher brainstorming.
2. Students will make a list of no less than 20 possible topics of personal interests about history or of current interest such as topics related to their career path, hobbies, etc.
3. Student will identify and eliminate topics that seem too broad or narrow the in scope for a 3-5 page paper
4. Student will share top five topics with classmates in a peer support group
5. Students will collaborate in the group to narrow each classmate’s topic list to two possibilities
6. Student will search the internet or other library sources for at least 10 potentially reliable sources on the two topics
7. Based on reasonable ease of research and interest student will select one topic for paper and submit that to the instructor for approval.
Rubric: Assignment based on 100 points
Student generated list of 20 possible topics-0-20 points
Student reduced list to top five to share with classmates in group discussion 0-5 points
Student posted five topics in discussion with classmates, collaborated with peers accepting feedback openly, and provided reasonable, constructive suggestions to at least two classmates.-0-25 points
Student narrowed choices to top two and searched internet for a minimum of 10 possible reasonable sources on the internet or other library sources.-0-25 points
Student selected and submitted one topic. 0-25 points
How do you encourage students to brainstorm?
Next week, we explore thesis statements.
Sunday, April 25, 2010
Can you keep up?
Last week I attended the annual ELCC conference in Vail, Colorado. The keynote speakers and presentations focused on the future of education, particularly online education, and I left wondering how institutions and content developers could keep up with the advancing technology and measure up to learners’ expectations in the near future.
Presenters predicted that mobile learning particularly on devices like cell phones would be an important tool for students in the very near future if not already. However, learning management systems and content are often difficult to view easily on mobile devices today. Deeply layered links and images slow the loading and effectiveness of content on these devices. Will we need to customize our courses or provide viewing alternatives for our students?
Other presentations focused on creating dynamic, interactive, multi-media in courses to engage students with content in new ways. Some idea were short video intros, podcasts, cartoonish mock interviews, and content mixed with music using tools using tools like Animoto, xtranormal , and dvolver. While these are interesting and entertaining, how can educators try new tools and still meet the ADA laws?
Additionally, a number of presentations discussed the use of tools like Second Life for student social interaction and collaboration. The learning curve with these tools right now is problematic, but I also saw an interesting presentation on the use of Google Wave for collaboration and communication among students which appeared much simpler than virtual worlds. Are educators of the future also responsible for creating social networks for students?
What do you see as the future of online education and digital content, and how will you keep up?
Presenters predicted that mobile learning particularly on devices like cell phones would be an important tool for students in the very near future if not already. However, learning management systems and content are often difficult to view easily on mobile devices today. Deeply layered links and images slow the loading and effectiveness of content on these devices. Will we need to customize our courses or provide viewing alternatives for our students?
Other presentations focused on creating dynamic, interactive, multi-media in courses to engage students with content in new ways. Some idea were short video intros, podcasts, cartoonish mock interviews, and content mixed with music using tools using tools like Animoto, xtranormal , and dvolver. While these are interesting and entertaining, how can educators try new tools and still meet the ADA laws?
Additionally, a number of presentations discussed the use of tools like Second Life for student social interaction and collaboration. The learning curve with these tools right now is problematic, but I also saw an interesting presentation on the use of Google Wave for collaboration and communication among students which appeared much simpler than virtual worlds. Are educators of the future also responsible for creating social networks for students?
What do you see as the future of online education and digital content, and how will you keep up?
Sunday, April 11, 2010
It’s News! Assignments
This week’s news story on Virginia Governor Bob McDonnell reinstating Confederate History Month inspired a series of assignment ideas on incorporating news in our history classes. Confederate History Month and the manner that it was proposed by McDonnell would make a great debate/discussion question. Topics for this question might include:
1. Why do we designate months to remember categories of history and is this still necessary in today’s world?
2. What is the controversy around this history month and how should we remember this important war in our nation’s history?
3. What were the causes of the Civil War? Social, Economic, Political?
4. Why is the Civil War romanticized?
5. How are state’s rights important then and now?
A second assignment idea is to have students search for history in the news (any medium would be appropriate) and report to the class about the current news story they found. Additionally students should report how that news relates to history, did the news include all the important historical information, and whether the student’s knowledge of history effects how they understand and view the news report.
Finally, pick a couple of events in the period of study and have the students write newspaper articles as if they were reporting the event at the time it occurred. For example, a student might imagine they are reporting for the “Valley Virginian” on the Battle of the Monitor and Merrimac in Virginia waters. One resource you don’t want to miss on the Civil War, which includes primary source newspapers, is The Valley of the Shadow Project.
No matter which assignment you try, incorporating current news in our history courses can help students find the study of history relevant and interesting.
1. Why do we designate months to remember categories of history and is this still necessary in today’s world?
2. What is the controversy around this history month and how should we remember this important war in our nation’s history?
3. What were the causes of the Civil War? Social, Economic, Political?
4. Why is the Civil War romanticized?
5. How are state’s rights important then and now?
A second assignment idea is to have students search for history in the news (any medium would be appropriate) and report to the class about the current news story they found. Additionally students should report how that news relates to history, did the news include all the important historical information, and whether the student’s knowledge of history effects how they understand and view the news report.
Finally, pick a couple of events in the period of study and have the students write newspaper articles as if they were reporting the event at the time it occurred. For example, a student might imagine they are reporting for the “Valley Virginian” on the Battle of the Monitor and Merrimac in Virginia waters. One resource you don’t want to miss on the Civil War, which includes primary source newspapers, is The Valley of the Shadow Project.
No matter which assignment you try, incorporating current news in our history courses can help students find the study of history relevant and interesting.
Sunday, March 28, 2010
Authentic Assessments
The conflict between multiple choice tests and other traditional forms of assessment and what has popularly been name authentic assessments, also called performance assessment or alternative assessment, continues among faculty at all levels of education. As you decide for yourselves which is the most appropriate method for your class and students, first consider your objectives not only for the course but as an educator in general.
Are you trying to make students productive citizens? Is your goal for students to walk away with certain knowledge? Do you want students to be able to perform certain tasks? Is your purpose to help students be successful in the real world?
Some arguments for Authentic Assessments are:1. Provide a fair testing environment of diverse students
2. Identifies strengths and weakness of a student
3. Students create their responses rather than selected from a standard set
4. Elicits higher level thinking skills
5. Allows for student self-evaluation
6. Relates easily to a classroom environment and experience
7. Applies to “real” world contexts
8. Must have clear rubrics to ensure equitable grading
9. Often includes writing
10. Subject areas are often blended
11. Can be collaborative
Some arguments for Traditional Assessments are:1. Less time intensive
2. Able to standardize and compare student performance
3. Answers are either right or wrong
4. Not ambiguously designed so students have a clear understanding of expectations
5. Tests individual knowledge
6. Very practical to deliver
As the battle wages among educators and within our selves, here are a couple of articles to visit so that you may decide for yourselves and your students which method best evaluates student knowledge and skills to prepare them to be successful members of society.
Authentic Assessment Toolbox by Jon Meuller
Funderstanding
Teacher Vision
Assessment Terminology
Tons of great ideas and resources at the University of Wisconsin website
Comparison Article
Qualities of a Good Assessment
Qualities of a Good Online Assessment
Now I must admit, I tend to fall in the authentic assessment group which many of my students seem to appreciate and tell me they learn much more by preparing for these diverse assignments rather than memorizing for a test. Examples from my history classes have been shared in previous blog posts. However, I do find myself still debating internally. Which testing method best evaluates my students? Which method do you prefer and why?
Are you trying to make students productive citizens? Is your goal for students to walk away with certain knowledge? Do you want students to be able to perform certain tasks? Is your purpose to help students be successful in the real world?
Some arguments for Authentic Assessments are:1. Provide a fair testing environment of diverse students
2. Identifies strengths and weakness of a student
3. Students create their responses rather than selected from a standard set
4. Elicits higher level thinking skills
5. Allows for student self-evaluation
6. Relates easily to a classroom environment and experience
7. Applies to “real” world contexts
8. Must have clear rubrics to ensure equitable grading
9. Often includes writing
10. Subject areas are often blended
11. Can be collaborative
Some arguments for Traditional Assessments are:1. Less time intensive
2. Able to standardize and compare student performance
3. Answers are either right or wrong
4. Not ambiguously designed so students have a clear understanding of expectations
5. Tests individual knowledge
6. Very practical to deliver
As the battle wages among educators and within our selves, here are a couple of articles to visit so that you may decide for yourselves and your students which method best evaluates student knowledge and skills to prepare them to be successful members of society.
Authentic Assessment Toolbox by Jon Meuller
Funderstanding
Teacher Vision
Assessment Terminology
Tons of great ideas and resources at the University of Wisconsin website
Comparison Article
Qualities of a Good Assessment
Qualities of a Good Online Assessment
Now I must admit, I tend to fall in the authentic assessment group which many of my students seem to appreciate and tell me they learn much more by preparing for these diverse assignments rather than memorizing for a test. Examples from my history classes have been shared in previous blog posts. However, I do find myself still debating internally. Which testing method best evaluates my students? Which method do you prefer and why?
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