Using a Collaborative Research Paper Wiki

1. Using a Collaborative Research Paper Wiki or How My Students Transcended Notecards Christina Ordonez Technology Coordinator Hoffman Estates High School District 211

2. Learning at ICE • Wikis • Grad school • Class LMS • Discussion Boards Increased student learning? Wikis to facilitate a collaborative research paper

3. What was better Every student turned in a completed paper on time Better research was included Better analysis was made Easier to differentiate the paper Better writing and support of the topics Less stress Greater feelings of accomplishments Better skill transfer to senior year

4. What was a pleasant surprise Homebound students participated Discussion occurred cross course Greater source use Competitiveness for best sources Self-regulating of analysis Peer regulating of sources Increased collaboration on the actual paper Increased peer teaching

5. Where we started

6. The problem with the traditional way • Kids were either getting an A or an F – WHY? • Didn’t turn the paper in • Missing research • Not good research • Switched topics too often • No analysis, just quotes • Quotes didn’t fit the topic • Afraid of peer review and being differentiated • Not enough time with the expert to fix errors • Just plain overwhelmed

7. What don’t we care about Different topics Formatting notecards Formatting outlines Reviewing grammar Writing a paragraph Writing a 5 paragraph essay Finding sources Number of pages

8. What do we really want – CLS for a research paper • Students can • support their topic with textual support • analyze how this text supports the topic • utilize both primary and secondary sources • have autonomy in the writing process • work with others to improve their papers • have the confidence to finish a long paper with multiple sources and more than 5 paragraphs

9. What do I need to help them achieve the CLSs? Scaffolding of the assignment GOOD research Focus on the analysis not format Differentiation Peer review without seeing differentiation Quick correction of errors Use WikiSpaces to help aggregate the textual evidence.

10. The NEW assignment Write a Great Gatsby research paper focusing on use, analysis, and understanding of textual evidence.

11. The set up • Set up WikiSpaces • Created the Assignment in parts • Brainstorm ideas/outline • Primary Source Aggregation/Analysis • Secondary Source Aggregation/Analysis • Synthesis • Linked to the secondary sources in our database

12. Lit Circles and Grouping • Created Lit Circles based on ACT Reading Scores • Heterogeneous in closely mixed class • Homogeneous in diverse class • 6 people/group – 4 groups

13. The Process Add research to the wiki Use the wiki to find the best primary and secondary source textual evidence Use the other classes’ wikis Outline – Draft –Final Paper Email me the final paper and self reflection All paperless!

14. Outline

15. Our Research Primary Sources Secondary Sources

16. Same Results in a Remedial Course • E301 Co-taught • 1 regular education Teacher • 1 Special Education Teacher • 1 Special Education TA • Students who were have IEPs for LD, BD, ED • Students who have a predicted ACT score of 8-15 • Changed to groups of 3 – had 7 heterogeneous groups

17. Where we started

18. The Difference E302 E301

19. Our Research

20. Where we started E302

21. Product in E302

22. Where we started E301

23. Product in E301

24. What would I do differently Assign at beginning of unit Provide resources links Stress MLA format on wiki Work more on transitions

25. Me Christina Ordonez Technology Coordinator Hoffman Estates High School Township High School District 211 cordonez@d211.org @edtechceo + christina.e.ordonez Teknowledgie.wordpress.com