One high school English teacher wrestled with the question of
how to set up an Internet research project that would guarantee
students stay focused on the assignment without getting sidetracked
or lost in the labyrinth of web sites. She offers the following
advice:
Set ground rules before you get to the lab. Assign
students to a computer in the lab and then make
a seating chart for that period. It helps to break
up clusters of students who like to talk. Also,
try to group students so that some of the more
technologically gifted students are near others
who often have computer problems.
Give the students an outline. Clearly
state the scope and purpose of the project, using
a step-by-step method. Include a time schedule
for each part of the assignment, letting students
know how many days they will have access to the
Internet during class. You will notice a vast improvement
in the quality of their research and final presentations─ a
win-win situation for teacher and students.
Devise a list of web sites that students
must visit first. This is a critical step
in ensuring success. Spend time on the Internet
researching the topic, and come up with four
or five "must visit" sites. This will allow students
to start their own research, yet stay focused
on the subject. To ensure that students use additional
sources, require them to list five or six sites
they have found and used to create their project.
Teach them how to cite these sources in their
bibliography.
Walk around the room. A visit to the
lab does not mean time for a teacher to grade papers,
surf the net, or catch up on e-mail. A successful
lab period requires staying on your feet the whole
time, walking around and reading what is on the
students' screens. If the students know you are
paying attention to what they are doing, they are
less likely to get distracted by an advertisement
or link that does not pertain to their subject.
Comment on sites they are viewing, and encourage
them to branch out and explore the topic on their
own. Remind them to bookmark the sites they have
visited for easy reference.
Keep a journal of what works and what doesn't
work in the lab. Use this journal to revise
your handouts and perhaps your expectations each
year. Remember that each class is unique, and
something that works well one year may bomb the
next year. Don't be afraid to let students explore,
but try to increase their chances of succeeding
by doing your own homework before they begin.
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