Deb Davis 1
Lesson Plan
Introduction to a Research Paper:
This plan is to introduce the requirements of a research paper. It will give some general guidelines and present some aspects and tools in a step by step process that is one method of writing a research paper. This lesson is NOT designed to walk the student through the entire process, but is limited to the introduction of the concepts.
Intended application:
This plan is for the college freshman preparing to address the first research paper requirement in an English Composition class. A minimum of three two-hour class periods or six one-hour class periods is required. The six one-hour class periods is preferred to allow students time to explore the materials.
TIP – Phase I
Reflect on Technological Pedagogical Content Knowledge:
· As a teacher, technology is one of my strengths. Because of this, I know that I can provide excellent resources to students in an online format. However, this is also a weakness. Teaching college freshmen provides a wide variance of student knowledge bases. Therefore, I must be cautious to make the information engaging, but not overwhelming technologically. Specifically, I must watch for a tendency to expect my students to know how to use computers and technology tools.
· My formal knowledge of pedagogy is somewhat limited. It has been many years (about 20), since I participated in formal education. In my undergraduate time, I took few courses in pedagogy. Therefore, I can use this time and exercise to expand my own knowledge. Again, I must remember my audience is college freshman and be cautious not to overwhelm them.
· My content knowledge is quite strong. As an experienced teacher of English composition, I completely understand many of the pitfalls of the process. However, once again, I must caution myself on my expectations. I have a tendency to present the material as if they should already understand it.
TIP – Phase 2
The relative advantage to the implementation of this lesson via technology is in the students’ ability to access and assess the materials both in and out of class. Since the lesson itself is explored via the PBWorks site, access to the internet is a requirement. Further, the presumption of this lesson is that the student will be working on the computers at Shawnee State University and therefore using Microsoft Word. Using these computers presumes knowledge of the internet, PBWorks, and Microsoft Word. Enhanced learning will use extensive use of the library research tools as well.
TIP – Phase 3
Objectives and assessment are difficult as the resultant knowledge will process and expanded knowledge will require implementation over the course of a semester or longer. The student’s use of the tools presented will effectively enhance students’ ability to prepare proper research papers in a timely and consistent manner.
· Objective One – Use of PB Works as a learning tool
· Objective Two – Determining the requirement – How to read an assignment
· May include a sub-lesson on Blackboard
· Objective Three – Setting a timeline – using the calendar in the computer.
· Objective Four – Consider Subjects and Narrow the Topics
· Objective Five – Likely Theses – using Word
· Objective Six – Annotated Bibliography – using Word
· Objective Seven – Composite, draft, and review
· Objective Eight – Analyze, update, and rework
· Objective Nine – Print and Submit
TIP – Phase 4
Integration strategies are as follows:
· Train the students in the method of opening PBWorks and accessing the lessons there. < http://debdavis.pbworks.com/Introduction-to-a-Research-Paper
· Suggest they use an actual or anticipated topic to work through the exercises as presented.
· Have the students evaluate the assignment for the elements of Objective Two. They must use whatever method of assignment to truly understand the parameters of the assignment. They should ask themselves the following:
o What is the purpose of the paper?
o How many and what kind of resources are required?
o Format? – MLA/APA/CSE
· Setting a timeline – using the calendar
o Determine the due date of the paper and count calendar days available for working on this paper. Divide the available number of days by the anticipated ten steps required. Set a working task list of calendar days.
· Consider the subjects anticipated. This includes a lesson for chaotic and structured processes. Further, this includes the narrowing of subjects to those most likely to produce a paper meeting the requirements. Tools such as Word and PowerPoint may be used during this time as well as the Discussion Forum on Blackboard.
· Likely theses statements need to be developed. This includes a basic reminder of what a thesis is, and how to develop it. During this process, topics may be added or subtracted, or completely changed. This will use Word as a tool.
· The Annotated Bibliography is a critical part of the process. The use of Word as a tool is critical for the development of the format. The use of library research tools will be an additional technology basis for this process.
· The composite, draft, and review process is where the pieces are pulled together. This is where the elements determined in the structure are linked with the pieces of the annotated bibliography. Resources are eliminated; some may be added. The first draft is generally little more than a Word document listing these thoughts in order. The formatting of the paper to meet assignment requirements is done during the review process if not before. The Works Cited page is added, and citations are listed, in order.
· The process of Analyze, Update and Rework is where outside views of the paper may be applied. Further, a chance to develop an outline of the finished product will lend organizational credence to the paper. This process uses the outlining tool in Word. It does not use the bibliography tool in Word as it has been found to be faulty. However, our school subscribes to NoodleBib© which students are encouraged to use.
· Submit the finished paper for grading includes a review of the assignment submissions process via Blackboard.
TIP – Phase 5
The learning environment is expected to be a computer enhanced classroom program. This would include computers connected to the internet and each other, and loaded with Microsoft Word, access to Blackboard, and the Clark Memorial Library website.
TIP – Phase 6
Evaluation of strategy has revealed more enhanced technology that originally anticipated. The original presentation was access to PB Works. Now, extensive use of Word has been incorporated. Further, peripheral use of PowerPoint and the Blackboard discussion forum are enmeshed. The use of calendaring is incorporated, as is the use of library reference tools and NoodleBib©.
Electronic Outlining and Concept mapping software stimulates creativity and these strategies provide impetus to prewriting methods. Using methods such as “track changes” allow students to expand their own papers as they review each others. Using Computer Managed Instruction (CMI), the students are evaluated and assigned tasks. The tools of Microsoft Office Suite programs, Blackboard, and PBWorks, are intensively involved in this lesson. The need for this lesson is critical in the apparent lack of freshman writing skills.
Through this lesson, students will enhance their skills using Word – one of the most broadly used word-processing programs, Blackboard – a fundamental part of the Shawnee State University curriculums, and the internet – a tool of inherent popularity. These abilities will enhance student learning far beyond the elements of this lesson.
References
Roblyer, Margaret D. and Arron H. Doering. Integrating Educational Technology into Teaching. Boston: Pearson. 2010. Print.
Simonson, Michael. Educational Technology: Review of the Field. North Miami Beach, Florida: Nova Southwestern, 2003. Web. 04 Oct 2009.