Critical Minds Session Nov 21, 2011

Critical Minds came together for their first working session of the year. Hande was the presenter and Tunç the facilitator. All members were present!

The "Tuning for Equity" protocol was used; and time was managed very well; with almost all participants involved in the issues discussed.

Here's the highlights of our discussion:

• Hande brought in samples of student work from 9th grades and explained about the procedures for giving homework, how homework is assessed; expectations from students, etc.
• Her concerns were:

(1) plagiarism

(2) homework probably done by tutors

(3) very few examples of original/creative work

• Clarifying questions were posed: parent involvement, warnings, recognition of good work, training on the use of the Internet.
• samples of student work were examined and notes taken
• participants reflected on what they saw:

(1) it is sometimes possible that students may learn from copy and paste

(2) one topic, "describe and write about a famous person" gave rise to lots of "imported" essays; so asking students to take a person from their family might have prevented copying from other sources.

(3) most students and even parents do not know that copy&paste is unacceptable

(4) students may be taught proper research methods before being given these assignments

(5)more creative assignments may be given, like "inventing a new character and putting the person inside a story/novel and rewriting passages.

(6) instructions may be too flowery for clear understanding

(7) some sample essays may be written in class; first by the teacher, then with groups working together, so that students feel more comfortable writing individually, later on.

(8) essays may be started at school and finished off later at home

(9) another alternative to writing creatively may be asking students to rewrite a story from another perspective than what it was written.

(10) Literature and research shows that students write more creatively, more correctly and carefully when they are published. So, they may be asked to write on blogs, wikis, etc.

• Hande's reflections in the end:

(1) can work more on instructions given in the beginning

(2) can give examples of good work from previous years.

(3) need to differentiate between "creative writing" and "being "creative" in writing

(4) must teach them research skills and methods; how to make use of the Internet, what is accepted and not.

(5) some modeling would be useful

(6) may work on topics and make them more specific.

• Reflections:

(1) the problems addressed are justifiable; students are lucky that so many teachers are trying to develop their intelects. Session was very productive

(2)the issue addressed is very important. We can think of coping strategies, but they will not solve the main problem. More in-class work might help

(3) some students may not be working according to expectations because they are bored. Tasks may be made more attractive. Students should be taught about plagiarism and research methods. They should be encouraged to use digital sources, tools and media to publish their work; like blogs, google documents, using pictures and clipart.

(4) This topic needs more of our time-it's not only an issue of creativity and academic honesty, or laziness; but an issue about their attitude. They ususally do not want to take risks by using originality. They just want to get good grades. They want to avoid making mistakes. As teachers it is our job to push them, motivate them and value their work that shows originality and creativity; even when they are not perfect. Also they definitely should be taught about research skills.

(5)This a serious and common problem. I would suggest a lesson on research skills doing a treasure hunt where they will be expected to (a) find a source and information on a given person and/or event; (b) source it and paraphrase the information (c) use one cited quote from the text . The treasure hunt may become a contest and kept short.

(6) the session was very enjoyable. I learned that students cannot be assumed to know about research methods. Specific ex+planations are also needed. Clearer instructions would help. I should tailor my assignments so they can lead to the academic goals, but also focus on the students' creativity.

(7) Interesting presentation; all students seem to have similar problems in different levels and subjects. I felt I could share my experiences very well.

(8)This was the first time I acted as facilitator. The protocol was very good for brainstorming; but I didn't feel we came to a firm conclusion in the end. Still, there were many helpful suggestions. So it's up to Hande now, I guess.

(9) The title, issue, was a universal one; valid and important fro many teachers. There were lots of good suggestions. Hande was very open to new ideas; and brave in bringing so much of her and her students' work to the session. She was as willing to take suggestions from the primary school teachers - which shows how trustful the atmosphere of the group is...