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Research & Presentation Curriculum for Middle and High School Students

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Research & Presentation

Submitted by Tomoko on Wed, 08/01/2007 - 1:34am.

Kaori and Setsuko,

Thank you for setting up the disccussion here.

I paste what KAORI: OUR MANAGER of Research and Presentation team sent to us and I added something in blue letters...but it is hard to read nor print out ...so I also ATTACH it with Microsoft WORD here.

RESEARCH & PRESENTATION TEAM Target Group: middle school and high school students * apply Spiral Curriculum as a six-year program

Scope: extended and in-depth studies of topics in textbooks and other subjects

Objective:

- learn how to do a research and how to present it

- interdisciplinary studies with other subjects

- learn descriptive language

- learn presentation skills- foster the attitude to listening to others

Example Topics:

Middle School Level“Holidays and Events in Other Cultures”, “Food ”, “Animals and Insects”, “Stars” “Sea” “History of XXX(Clothes / Castles / Cars)” “How to make XXX(Pizza / Bread / Cake)” “Musical Instruments” etc.

High School Level (Related to Community / Social life / Global Issues) “Sports & Health”, “Word Roots”, “Learn our Community”“Poverty in XXX” “Street Children in XXX” and “Refugees in XXX”“World Myths” “Music around the World”

Advantages: Students can- explore their interests and integrate it with their prior knowledge

- learn to work in pairs/groups

- learn how to study. à What exactly acquired?

- Brainstorming ( with mind maps )

- Select the information

- Learn how to paraphrase the expression

- Summarize the information

- Presentation skills (how to use the presentation software/ gesture / posture / eye contact / voice)

- share new information/discoveries/knowledge in class and motivate mutual learning

- listen, understand and make (brief) comments to others’ presentation

- develop reading, writing and speaking skills

- train critical thinking- experience academic cognitive learning

- acquire the skills of presentation [exploratory talking skills] Benefit:

- Students can learn how to study. à What exactly acquired?

- Teachers can have reflective learning from students’ work.

- Learn for community and community will learn what students are learning. Disadvantages: (Let’s see.)

- The research and presentation take time (both teachers to prepare and students to do in class)

- It needs budget (to supply the internet, referential books) Questions/Comments from class

- How to teach the method of making a presentation?

- note-taking (Brainstorming with mind maps )

- make students use their own words; teach paraphrasing

Attachment	Size
RandP tomoko.doc	33.5 KB

Group Discussion on Suday

Submitted by Kaori Minakuchi on Sat, 08/04/2007 - 4:30pm.

We have lots of wonderful ideas and explore various possibilities. Now, shall we try to make a curriculum on Sunday? Quick work like we did about "History Before Meiji Era" in the first class. Maybe we can make two curriculums, one for beginners level(middle school grade 1) and the other for advanced level(high school Grade 2~3). I think through the work we can see what each wants to create and how we can cooperate.

From Setsuko

Submitted by Kaori Minakuchi on Sat, 08/04/2007 - 4:16pm.

I would like to write what I happened to think about at randam.

(1) For example, if students want to do exploration after they do research
throuth the Internet, they will need to make an appointment over the phone
or by email. On that occasion, we need to teach them (for the people who
need it) how to make an appintment English.
Most of the case, they are taught previously in sougouno-jikan, I
think.

(2) It would be better to make templates for presentation.

Assessment

Submitted by Kaori Minakuchi on Sat, 08/04/2007 - 6:35am.

Now we are ready to discuss about assessment. I put two sites of Bloom's Taxonomy as references. Bloom's taxonomy shows 6 types of intellectual behavior; knowledge, comprehension, application, analysis, synthesis and evaluation. Those sites explain the details and provide sample questions as well. If you can spare some time, please take a look.

http://www.officeport.com/edu/blooms.htmhttp://www.coun.uvic.ca/learn/program/hndouts/bloom.html

From Setsuko

Submitted by Kaori Minakuchi on Fri, 08/03/2007 - 7:29am.

(Setsuko hasn't been able to join Opne Planner. So I'll put this for her.)

Now Setsuko is in charge of Special Education Course. She will go to Regular Course next year. She tells that IT curriculum in Regular Course as follows.

Students from Grade 1 through Grade 3 learn how to do researches using internet in Sogo class(2 hourses a week). Also in Grade 1 Social Studies class, students do some researches(3 hours a week).
Main Targets in the interdisciplinary class are: Grade 1 "Local Area", Grade 2 "Japan" and Grade 3 "The World". Students study topics such as culture, life style, architecture, food, geography, history, etc.

Tomoko succeeded to join Open Planner.

Submitted by Kaori Minakuchi on Fri, 08/03/2007 - 6:51am.

Thanks for your updating, Tomoko. Our ground idea is getting more variety and richness. Let's put our new ideas in this way.

On Saturday, we are supposed to bring 3 teaching resources which support our theme. Are you thinking any resources? Shall we bring our textbooks(kyoukasyo for your class) to consider how we can expand the topics in the textbooks to presentation?

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