Fernando M. Reimers et 31.

Activity 8.5.2

Students are divided into different groups and gather research and firsthand

information about their assigned/chosen neighborhoods (defined by the

teacher for safety reasons, among others). Once they collect the informa—

tion, they will make a presentation about their neighborhood using posters,

video, pictures, and other visual aids.

1) Students should be encouraged to use, practice, and develop

2)

teamwork skills and strategies; to learn about one another as

classmates; and to explore their own strengths and individual in—

terests during this activity. For example, the students should do

the following:

a.

Make a list of roles for the team based on the requirements of
the assignment and take turns in the roles or assign each team
member a role (e.g., logistics coordinator, timekeeper, recorder,
editor, etc.)

Make a list of target dates for parts of the assignments before the
delivery of the final product, with assignments for each member
of the team

Discuss and agree on how they will resolve conflicts and differ—
ences and how they will run their team meetings

Discuss and learn about the experiences, skills, and interests
that each team member brings to the work and discuss how
they can best use those experiences, skills, and interests to pro—
duce the final presentation (these can be discussed as a class
before the teams are constructed, or the teacher can administer
a survey, make the teams based on interest and skills, and have
the students talk about them with one another)

Students will be asked to use online searches and other resources in

the library to answer questions about their assigned neighborhoods/

boroughs. The teacher can write these questions, or the class can do

a guided brainstorming session with the teacher about the questions

they have. An example of a rubric is included.