[etni] Re: Fw: re: misc. thoughts
- From: "Bari Nirenberg" <bnirenberg@xxxxxxxxx>
- To: ETNI <etni@xxxxxxxxxxxxx>
- Date: Tue, 24 Jun 2008 20:10:30 +0300
The project certainly doesn't have to take six weeks of class time!
The recommended amount of class time to be used is 8 to 10 lessons, I
believe (not including oral presentation). I've always completed
projects with my class within this amount of time.
Since we don't normally have computer access while they're working in
class, I have them find the material at home, print it out and bring
it to class to work on. They have to show me all their drafts and
have them corrected -- I won't accept a final paper if I haven't seen
the drafts (and if I don't have copies of all of the sources). Also,
my students always do their projects in groups, so they divide the
work and no one feels overwhelmed. Interestingly, at most of the
schools where I've tested orally, students have done their projects
alone -- personally, I feel that this defeats at least some of the
purpose of project work, not to mention the burden on the teacher who
has to mark so many individual projects!
Finally, the project doesn't have to be an elaborate research paper.
Even in my 5-point classes, I try to keep the project as easy, fun and
interesting as possible.
I don't always enjoy project work, but I don't think it's the huge
imposition and I've found that my students' writing generally improves
as a result of the project.
Bari
On Sun, Jun 22, 2008 at 10:02 PM, Ask_Etni <ask@xxxxxxxx> wrote:
>
> ----- Original Message ----- From: "sbshai" <sbshai@xxxxxxxxxxxxx>
> Subject: Re: misc. thoughts
>
>
> Perhaps we can benefit from your experience: What would you do in a case
> where students are told that 30 -50% of their project grade is based on the
> work they do in class, but for whatever reason this work (source
> highlighting, summaries, drafts & revisions) doesn't materialize; however, a
> decent / good / excellent paper is finally submitted from a trustworthy
> student, along with an elaborate explanation or apology? (Since English is
> only one of many subjects the students take, a foreign language project
> looming over their heads can truly be overwhelming -- even when the
> teacher offers a great deal of assistance, as I'm sure most of us do!)
>
> Project work is demanding and time-consuming for both teachers and students
> (at least, in a 5 point class) if it's done correctly. Many teachers (and
> students) share the opinion that the time might have been better spent on
> other aspects of language learning.
>
> It seems that what you're describing, Esther, is task work rather than a
> full-length research paper. This is indeed something the students usually
> enjoy doing, though I think 6 weeks of class time is too long to devote to
> it.
>
> In terms of long-lasting language acquisition, my experience has been that
> only the most diligent and/or capable students benefit from extensive work
> on projects.
>
> I'd appreciate hearing about the experiences of other colleagues.
> Thanks,
> Batya
>
>
> Esther wrote:
>>
>> Hello! I've been off the net for a few days, and just plowed through the
>> last few days of Etni letters.
>> Firstly,regarding the NBA: I agree with most complaints posted, except
>> for those about the projects, as I believe Ora already mentioned. Since
>> YOU and your staff can decide the rubrics for marking the project, you can
>> give as many points as you choose for "preparation," as well as the
>> presentation, and not give the majority of points to a paper partly
>> (mostly?) cut and pasted from good 'ole "Wicky." (Of course, pupils are
>> cognizant of the point system from the word "go.")
>> The vast majority of my pupils adore the projects. I have seen the most
>> remarkable presentations such as skits; home-made videos (i.e. a
>> stupendous video on the Baba Sali and his shrine many years ago;) diaries;
>> posters; travel brochures (i.e. research question: "What is Tunisian Jewry
>> like today?" --> the girls made gorgeous brochure highlighting Jewish
>> places of interest there.) Of course, power-point presentations are one
>> of the several tasks most girls do. (I request more than one task, unless
>> an extremely weak pupil is involved.) We get great feed-back from our
>> pupils who love the 6 weeks of intensive project time.
>> They also find it extremely helpful and time-saving that I provide each
>> group with 2-3 sites on their topics in English that they can deal with to
>> get them started. (So much of the information on the web is academic and
>> way above their level. Also, I insist on at least 2 other sites besides
>> Wikipedia!!)
>> Regarding the bagrut, most of my pupils found this year's D extremely
>> tricky (I agree,) indeed easier than the E; many of my seniors did both
>> modules and complained about this. The other modules were basically fine
>> with interesting texts and good topics for compositions. But, I hate
>> wasting money and it seems a horrific waste of finances to have 2 bagrut
>> exams a mere 3 weeks apart; it defeats the entire reasoning for moed alef
>> and bet. **sigh** Since when have things ever been logical in this
>> country?
>> May we all have a quiet summer security wise and time to recuperate from
>> this hectic year. All the best!
>
>
>
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