Dribbling

---How did the lessons work? Any changes you implemented? Are there lessons you need you couldn't find? Are they skill related or subject specific? Do you have other lessons you use to teach the research process that you can share?
There's a problem; the lessons are for topics that I don't cover in class, as they are subject specific. However, I have used lessons like them from the Walker Art Museum, from a Frida Kahlo website and the Smithsonian. They are FANTASTIC because the work is done for me, and I only need to check to see what sites are no longer functioning. It's so much easier than reinventing the project.

---Would you recommend this dribbling lesson list to others?
I would recommend this source to teachers of these classes.

Thing 13 - Database exploration

We spent a good afternoon exploring databases for November's meeting; everything was positive about it, and I learned a lot. At first I wasn't able to find much for Spanish but ended up using several. My first steps have been to explore all of the databases to see what's available for my classes.

I have been able to find several resources that are useful; additional time spent has added a couple of resources as well. My work will eliminate the frustration students would have at trying to find resources to use, and I know where to look as well.

I would give them the topics to look for, then give them the choices of databases to look at, ask them to try each one, and then talk as a class about what they found and how useful it is to them.

Having the time in our session saved me lots of my own time; thank you.

Thing 16 - Using MnLINK

ILL - I've used inter-library resources before but students probably haven't. The trick is to be enough ahead in planning that students can find the books they need. The planning refers to me, too!
I can help students use this resource by having them work on their topic early and then immediately having them send for the materials they need. When they arrive, then the research and information can be utilized in plenty of time to finish the paper.
My biggest struggle? Planning with enough time to find the resources. In spanish we move fast through topics.

Thing 11 - Google

Google - It just keeps growing!! The bane of some educators, but I love it! When I need current events and images for Spanish class, Google is where I go. Google is great for finding educational activities that students can do, supplements for the articles and authors that I use in class, and short videos about places and events.

I regularly use Google maps, Web search, image search, video, definitions, advanced search; having read about some of the other features for searching I will use them also. A question: where's the Cheat Sheet mentioned? I couldn't find it.

With the projector, using Google has become even easier to show students how to find pictures (art, festivals, events, etc) and also grammar exercises.

Google actually has opened up the world because now we have the images and activities that once were only available in hard copy. Now I don't have to search through catalogs, spend money, wait for hard copy that I may not like, etc. It's available at my fingertips, and can be modified to fit what I need for class.

It may not be perfect for research, but it's great for my classes.

Thing 6 - Tchr Guide to Resrch Pro Calc

Teaching research is harder than doing it for myself; I already know how to narrow a topic and love finding the answers to questions. For students, however, there are some problems - they don't know how to narrow topics enough, or sometimes what they're interested in. This teacher's guide gives me the resources to have students think and plan about what they are looking for.

I don't use research on a formal basis much in Spanish class; we work primarily on vocabulary and usage by listening, speaking, reading and writing skills at a level where the only research done is to find sites that reinforce what we do in class. Students are not to the point where they are finding answers to detailed questions that are found in history, science or other classes. We use contemporary sources such as newspapers, holiday sites, audio, video, etc. that do not require a narrowing down to a specific question. It is, however, valuable to know that these sources exist, and I am now able to help students whom I discover have questions from another class about how to do their research.

As for keeping sane to do the planning, etc of research projects - the sanity comes after the first time a research project is attempted with students. Keeping detailed records and notes on the topics used, where resources are, etc are essential to managing the project for the following years.

Support from other members of the department and the media specialist are essential to be successful in research.

Thing 4 - Using Libraries

I don't know where it went, but I did a blog on libraries; they have been an integral part of my life since my mother, aunt, and sister were librarians and I went to school for the education. Reading and libraries have always been a place my family used, for pleasure reading and research. Public and school libraries always have the answers to so many of my questions, and I try to encourage kids to use them and now the computers that hold so many of the answers they're looking for.
Libraries have changed so much in my lifetime, and we have one at our school that is so up-to-the-minute because of the efforts of Linda Wise. She has done so much to introduce the staff to innovations and usable information. With the aid of her and the equipment we have for this project students are being introduced to the many resources they have to augment their education.

Thing 3 - RSS

Well, it's done, and I'm still not sure how to use the feed lines. I found help and tried using the instructions sent by email, but....
I'm not sure exactly how much time I'm actually going to be able to read other people's blogs, but have enjoyed reading people's comments.