Comments on: Unorthodox View of Research

By: kateandmaggie

kateandmaggie — Mon, 03 Dec 2012 15:14:59 +0000

I have to say I agree with the comments here more than the reviewer. That is not to say that it isn’t work to teach our kids to find topics, research sources, and write beautifully, it is. But I have found, across the country and in many many schools in many many places, that almost all kids can do it, if we teach them. And I think the effort is so worth it- after all this is the work they will be expected to do with greater and greater independence as the years go on.

By: MiddleWeb

MiddleWeb — Thu, 29 Nov 2012 14:03:19 +0000

We appreciate the replies and thank the commenters for sharing reflections from their own classrooms, in helpful tones.

We’d love to hear from more teachers, on any side of this issue. Is the main job of middle school E/LA teachers to prepare their students for “college research”? Is that preparation different today than it might have been in 1992? Or do the traditional teaching techniques still serve?

By: Franki

Franki — Thu, 29 Nov 2012 02:32:11 +0000

I just read Chris Lehman’s new book too. I, too, am trying to think more about and research and to help my students understand nonfiction in new ways While I agree that these are high goals, I believe that they are the right ones for our students. I teach 4th grade and what I have learned over and over again is that we don’t have to ask young students to do things because they will need to do them in high school or college. What I have come to realize is that in grades 4-8, if we teach for understanding of big concepts (such as research), students will be able to transfer that understanding to any requirements future teachers and professors have for them. So, I am confident that if my students understand how to read nonfiction and how to conduct all steps of the research process independently, they will absolutely be able to use any assigned outlines and graphic organizers later because they will have discovered how they work as part of the process. My big worry is that if I don’t embrace this thinking, my students will be able to go through the motions of a school research project –as they always have but they won’t understand in any depth what it means to research.

By: Kristine

Kristine — Thu, 29 Nov 2012 00:20:29 +0000

I have to respectfully disagree with this reviewer. I moved into middle school (6th grade) after teaching in 5th grade, and I found my students at both of those levels to be capable of designing their own thinking materials, especially in regards to graphic organizers. I find that the children I work with often surprise me with their capabilities, and if I step back and let them try I can teach in more meaningful ways. I found Energize Research Reading and Writing to do exactly that: energize me! It was incredibly helpful and enjoyable to read, which is not always the case for professional books. I found tons that I will use to support my students. Most importantly, the message of the book is empowering to teachers and students. The review suggests to me that children need to be taught in rote ways before they can think independently, and my experience is quite different. Let Energize Research Reading and Writing lead you and your kids into new avenues! I strongly recommend the book!

By: Sarah Broas

Sarah Broas — Wed, 28 Nov 2012 23:24:15 +0000

Dear Brooke,
I’m surprised that your review states that these strategies are too hard for middle schoolers, particularly sixth grade. I have found a different reaction with 6-8th grade students after using many of the strategies in Lehman’s book. One of the things that I love the most about this book is the shift from regurgitating and copying information in the form of “taking notes” to a more student centered, thinking based process of learning. This book teaches students habits of mind and strategies about how to learn information. I’m surprised to hear you say that’s too hard— it aligns with the CCSS to a tee, and I find that teaching outlining in a meaningful way is FAR harder to teach than many of the strategies in this book. I teach six through eighth grade literacy and I am in classrooms across the content areas, and I have found that students are embracing the strategies. For the first time, kids have said that they “get” how to research now. I feel that this book guides teachers to integrate thinking and learning into the research process, rather than just teaching a note-taking structure or two. I agree with you that kids may need scaffolding to get to some of the notetaking strategies independently, and perhaps that’s where organizers or outlines could help at first— but our goal is to teach students how to purposefully read and analyze informational text. This aligns perfectly with Webb’s DOK- we have to set students up to make strategic, informed choices in their learning process. One goal as educators (as emphasized in the CCR standards) is to create independent learners and thinkers. Ultimately, guiding students toward independence with notetaking and research is just what will help them learn. I encourage you to give some of strategies a try in your classroom— I work with struggling readers and writers (in some aspects of my job) and I am finding great success with the strategies across all levels. Your skepticism may dim when you see great student thinking or work. I’m always open to new ideas, so I do hope that you’ll also share any other new ones that you find.