Post Fishbowl Discussion 1 Reflections

  • What themes, ideas, and connections emerged from your cohort’s fishbowl discussion today?  What ideas were most interesting or informative for you?
  •  What worked well for you in today’s discussion? What suggestions might you have to make our next discussion better?

Please share your thoughts and reflections in two well-organized paragraphs.  

Advertisements

August 23, 2011: Nonfiction Research and Reflection 1

Thank you for taking time to search, access, and reflect upon a nonfiction related to a current issue happening in a region or country in Africa.    Please organize your five categories of response in the comment space at the end of this post in the following manner; you may use block paragraphing to separate sections.

MLA Citation of Your Actual Information Source (you may use NoodleTools or the built in MLA style citation of your article to create the generation.  See Ms. Hamilton if you need help!).

Factual Summary:  short summer of the nonfiction piece you’ve read

Vocabulary:    
A.  Identify vocabulary words in the article that were unfamiliar or somewhat difficult to understand
B.  Explain how your resolved of understanding with the words

Interpretation:  what was the main point the author wanted you to get from reading this work?

Criticism:
A.  With which points of the piece did you agree or find easy to accept?  Why?
B.  With which points of the piece did you disagree or find difficult to believe? Why?

Personal Response:  

What do you think about this piece  OR how does this piece influence your ideas?

A Conversation for Learning: Media 21 Students Share Their Search Stories and Strategies

Seeing students utilize the information literacy skills you’ve previously taught them in a new context and independently without it being a mandate is probably one of the most joyful experiences as a librarian and teacher.  Take a look at how one of our inquiry groups is growing as budding researchers and demonstrating these skills, dispositions, responsibilities, and self-assessment strategies from the AASL Standards for 21st Century Learners:

  • 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
  • 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
  • 1.1.9 Collaborate with others to broaden and deepen understanding.
  • 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.
  • 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
  • 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
  • 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
  • 3.2.3 Demonstrate teamwork by working productively with others.

Student Reflections: Praise and Suggestions for Presentation Zen Students

1.  What qualities have you seen in the first three days of presentations that have been exemplary or well done?
2.  In general, what suggestions might you have for next week’s presenters to be effective speakers/presenters?

Feel free to look to our rubric and presentation guidelines to consider specific suggestions and praise.



Response to Poetry

from Ms. Lester:

Answer each question in paragraph format of  in 7-9 sentences.   Please do not number your paragraphs; you may create a heading (i.e. “Question 1) and then compose your paragraph.

  1. What does the controlling metaphor in Donne’s Meditation 17 mean: “No man is an island…”?
  2. What is Donne’s call to action for humanity in this poem?
  3. According to Kipling, and in your own words, what was the “White Man’s Burden”?
  4. What reward did Kipling suggest the “White Man” gets for carrying his “burden”?
  5. Who did Kipling think would read his poem? What do you think that this audience might have said in response to it? How do you respond to this message as a 21st century reader today?