Communicating with Mentors

TIM videos are hosted on YouTube. If YouTube is blocked on your network, please use the following link:

Collaborative Learning | Infusion Level

Subject: Language Arts

Video Transcription

[Teacher speaking to the class]

Today we are going to have your first team meeting. It gives you a chance to talk about your topic, and to take care of some business that might be at hand that you can’t do at any other time, to communicate.

I think we need to start with mentors. You need to discuss in your group who the mentors are that you have addressed, who you’ve sent e‐mail out to, who did you get responses from, what is there specialties, are you going to use them. Then, you guys need to decide who is going to communicate with that person.

If you are without a mentor, I have a list from last year of individuals who were mentors with their different groups. It has their expertise, has e‐mail, and where they are working at. So you can actually go to that business; most of them are universities, or this one is Lockheed Martin, NASA Langley Research Center. So you can go there and have that person’s name and you can try and contact them that way. Share with the group, what information did you find? Based on what you found, what information do you need to find?

And the last thing is to get your binders done. That name eventually needs to be the same name that you use for the title of your website, ok, and this is something your mentor will be able to view; your problem statements that you had and all the information that you had.

[Teacher working with two students]

Can I answer any questions? Do you have any questions? Ok, so you have how many mentors?

[Student one speaking]
I have two.
[Teacher speaking]
Ok, you have two and you have? [Student two speaking]

I have three total.

[Teacher speaking]

Three, good, ok so everyone has one. Ok, so you need to start putting this in your log. What about your research, where are you on that? What’s your topic? Oh fuel sales, ok. You need to e‐mail one of our teachers, her name is Carvel, C‐A‐R‐V‐E‐L.

[Teacher speaking to two other students]

Did you come across any research, is there any product that you can see that is using more pesticides than really, or you can say in general, they, you see them using organic products in the grocery store. What should we look at when it comes to the economy for this specific problem? Or, is our problem specific enough, do we need to narrow it down?

Ok, so communicate with, can you give us some more resources? We’ve only found out this information, but we need to find out this information, do you know where we could get it? Ok? Ok.

[Teacher speaking to the class]
You guys worked really well today I really appreciate that.

Video Transcription
[Teacher speaking to the class]

Today we are going to have your first team meeting. It gives you a chance to talk about your topic, and to take care of some business that might be at hand that you can’t do at any other time, to communicate.

I think we need to start with mentors. You need to discuss in your group who the mentors are that you have addressed, who you’ve sent e‐mail out to, who did you get responses from, what is there specialties, are you going to use them. Then, you guys need to decide who is going to communicate with that person.

If you are without a mentor, I have a list from last year of individuals who were mentors with their different groups. It has their expertise, has e‐mail, and where they are working at. So you can actually go to that business; most of them are universities, or this one is Lockheed Martin, NASA Langley Research Center. So you can go there and have that person’s name and you can try and contact them that way. Share with the group, what information did you find? Based on what you found, what information do you need to find?

And the last thing is to get your binders done. That name eventually needs to be the same name that you use for the title of your website, ok, and this is something your mentor will be able to view; your problem statements that you had and all the information that you had.

[Teacher working with two students]

Can I answer any questions? Do you have any questions? Ok, so you have how many mentors?

[Student one speaking]
I have two.
[Teacher speaking]
Ok, you have two and you have? [Student two speaking]

I have three total.

[Teacher speaking]

Three, good, ok so everyone has one. Ok, so you need to start putting this in your log. What about your research, where are you on that? What’s your topic? Oh fuel sales, ok. You need to e‐mail one of our teachers, her name is Carvel, C‐A‐R‐V‐E‐L.

[Teacher speaking to two other students]

Did you come across any research, is there any product that you can see that is using more pesticides than really, or you can say in general, they, you see them using organic products in the grocery store. What should we look at when it comes to the economy for this specific problem? Or, is our problem specific enough, do we need to narrow it down?

Ok, so communicate with, can you give us some more resources? We’ve only found out this information, but we need to find out this information, do you know where we could get it? Ok? Ok.

[Teacher speaking to the class]
You guys worked really well today I really appreciate that.

Objectives

  • Students will select and use a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.
  • Students will write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
  • Students will use effective strategies for informal and formal discussions, including listening actively and reflecting, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.

Procedure

  • Students work in groups on different research projects based on a problem (e.g., Clearing up Red Tide, What Have You Been Eating, Stop the Noise, etc.)
  • Groups have team meetings to talk about their topics and discuss issues. For the first team meeting, ask students to discuss who their mentors will be. The groups need to discuss issues such as:
    • Whom they sent emails to?
    • Did they receive responses?
    • What are the mentors’ specialties?
    • Are they going to use them?
    • What team member is going to communicate with that person?
  • Each team should record information about mentors in their Communication Log with Mentor (created with Excel).
  • Based on the information each group has found, they need to decide what information do they still need to find.
  • Teams work on creating websites based on the problem statements that they had.
  • The teams will share their websites with their mentors.

Technology Present

  • Computers
  • Internet access
  • Email program
  • Excel
  • Microsoft Word

Grade Level: 9-12

Note: The TIM is about teaching, not technology. The placement of videos on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Simple or even out-dated technology can be used at the higher levels of technology integration just as the latest or most complex technology can be used at lower levels.

Video Reference Number: 1073

Active Learning
  • Entry:  LA   MA   SC   SS  
  • Adoption:  LA   MA   SC   SS  
  • Adaptation:  LA   MA   SC   SS  
  • Infusion:  LA   MA   SC   SS  
  • Transformation:  LA   MA   SC   SS  
Collaborative Learning
  • Entry:  LA   MA   SC   SS  
  • Adoption:  LA   MA   SC   SS  
  • Adaptation:  LA   MA   SC   SS  
  • Infusion:  LA   MA   SC   SS  
  • Transformation:  LA   MA   SC   SS  
Constructive Learning
  • Entry:  LA   MA   SC   SS  
  • Adoption:  LA   MA   SC   SS  
  • Adaptation:  LA   MA   SC   SS  
  • Infusion:  LA   MA   SC   SS  
  • Transformation:  LA   MA   SC   SS  
Authentic Learning
  • Entry:  LA   MA   SC   SS  
  • Adoption:  LA   MA   SC   SS  
  • Adaptation:  LA   MA   SC   SS  
  • Infusion:  LA   MA   SC   SS  
  • Transformation:  LA   MA   SC  
Goal-Directed Learning
  • Entry:  SS   LA   MA   SC   SS  
  • Adoption:  LA   MA   SC   SS  
  • Adaptation:  LA   MA   SC   SS  
  • Infusion:  LA   MA   SC   SS  
  • Transformation:  LA   MA   SC   SS