On 11/02/09, Nazia wrote:
> Hi I am new to chatboard and I find it an effective way to
> get expert help. I am stuck with the ideas of starting a
> lesson. the old recap, brainstorming and physical activity
> don't seem to work anymore. I have planned a history lesson
> with research work followed by presentations but I want to
> start it effectively.
> Help!

First I'd ask - what's your lesson on that it begins with
research and student presentations?? Only a lesson on
research should begin with research. One can't start a lesson
by turning the kids loose - I'm missing something.

But if you want to get their attention and their interest, do
one yourself. Act like a student, start from scratch and do
research work and work up a presentation. Make it the same
length of presentation you will require from them.

First off, it will be an eye opener. Give yourself the same
amount of time to do this in as you give them. Tell them in
fact that you're doing this. They'll be happy to ask you
everyday how it's going. Choose a topic, do the research and
plan the presentation.

Then give the presentation to them. Tell them what you
learned - not just about history - but about what you ask of
them in this kind of assignment. Tell them the pitfalls you
met with.

I've rarely met teachers who ever do their own homework. I
recommend it highly because it builds a huge bridge with the
kids, provides insight into the reality of the assignments we
sometimes rather blithely assign and last - makes for a great
story to share with students every year. "The Time Miss Smith
Did Her Own Homework."

Also consider - if this assignment feels dull to you, it
might feel dull to them. I once had a 7th grader ask me "Do
you know how many of these I've done this year?" He
said "Every class feels like there are student presentations
every month - who's teaching? You or us?"

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