[LIT] cross-walking curriculum & importance of learning how to learn

[PAM HORTON]

We are struggling with the same issue---we are trying to have one on one conferences with students during and after researching to find out what they are learning as they research.  We have found 8th and even 11th graders turning in long papers, but can't tell you anything meaningful about the topic.  Paraphrasing to many of them is leaving out a word or two, but not accumulating knowledge.  I honestly have found that students have no idea why they are doing what they are doing.  They are so used to playing "the game".  

>>> Jan Kammert <write at scn.org> 11/28/2006 11:38 AM >>>
Can anyone suggest a book to help teachers with "explicit instruction of
HOW to complete and synthesize research"?
Thanks!
Jan


On Tue, 28 Nov 2006, Mary Lou wrote:

[I deleted some paragraphs here.]

> My principal's concern and goal is to curriculum map in order to adjust
> timelines to better meet the goal of integration.  I get it...But my feeling
> is that at the same time, we need to collect data on the type of instruction
> students deserve. I find that in some content area classrooms students
> continue to be "assigned" projects and papers with little explicit
> instruction. I see and hear way too much "independent research" by students
> without the explicit instruction of HOW to complete and synthesize research.
> So, the curriculum is "covered," but often students are not engaged in
> "learning how to learn."  
> 


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