Kentucky Adult Educators Literacy Institute
"A WebQuest Adventure in Literacy"

Western Kentucky University

Generative Themes:  The Learner Leads the Way

Data Response Form

Please print one of these for each generative themes participant.  This form can be used as both pre-planning for and summation of this task.  

 (click here for printer friendly version)

 
Student's Name: (first initial) ________     Instructor's Name: ________________________

Briefly describe the student: 

  1. Age:_________
  2. Gender: __________
  3. Educational background: ________________________________________________________________
  4. How long in adult education program: _________________________________________________________________
  5. Literacy Goals: _________________________________________________________________

Getting Started

Describe the prompt(s) used to help this student determine an area/topic of interest: (modeling, demonstration of an interest you have, multi-media, etc.)  Refer to Vella's book (p. 65) and the nature of generative themes ... the theme MUST be something the learner finds PERSONALLY important and interesting.  The instructor's challenge is to prompt the learner to identify an issue, problem, hobby, etc., that the learner finds personally fulfilling.  It must be DEEP enough to allow for study and investigation over an extended period of time, but compact enough to provide a feeling of accomplishment and that the topic is now fully (or almost fully) understood by the learner.  

 

 

 

 

 

 

 

 

 

 

What topic did the student decide to investigate/research? ______________________________________________________________________

NOTE:  Please attach KWHL chart used in helping the student begin this project.

Briefly outline the goals, timelines, and resources anticipated for this project:

Goals: _______________________________________________________________________

_______________________________________________________________________

Timelines:  

bullet How long will this particular research last? ______________________________________________________
NOTE:  Both the instructor and the learner must agree upon this timeframe.
bullet What is the beginning date?_______________________________________________________________
bullet Anticipated ending date:  _________________________________  Actual ending date: ___________________
bullet Depending on the GOALS and the anticipated TIMELINE, please outline benchmarks of achievement on this project:  (This might include a date for having the binder of information started, dates for having read and synthesized three readings, dates for writing experiences that allow the learner to show growth in information relating to the topic and in writing skills, etc.  This section will be different for every learner and every topic.  The instructor has great discretion here and should keep the learner's needs in mind at all times.)

 

 

 

 

 

 

 

 

 

 

 

Strategies

As the learner and instructor work together to locate resources, the instructor needs to provide strategies that help the learner comprehend and synthesize the information.  The instructor should keep a journal/log of EACH learning session that includes:

bullet Date/Length of session (1 hour, 1.5 hours, etc.) 
bullet Topic of session
bullet Goal of session
bullet Text used (describe the reading material for each session) 
bullet Comprehension/Study Skills Strategies
bullet Overall success/progress and/or stumbling blocks 
bullet Plans for NEXT session

Resources:

bullet Anticipated resources (Think BIG here ... print materials - books, magazines, -  electronic resources, interviews, field trips, etc.)

 

 

 

 

 

 

 

 

 

bullet Actual Resources:  (Put a beside the resources in the "Anticipated Resources" list located above for the resources used in this research project.)  List all other resources actually used below:

 

 

 

 

 

 

 

Sharing

How did the student SHARE their learning?  Part of this project includes the learner sharing the information they have gathered and synthesized.  Ideas for sharing might include:  designing a flyer, pamphlet, display board, video, speech, demonstration, webpage, or writing about it in an illustrated book format (narrative, expository, poetry, etc).  Describe the sharing process here:

 

 

 

 

 

 

 

 

Observation of this Experience

bullet Below please include a REFLECTIVE piece sharing YOUR thoughts and impressions of this particular learner and the generative themes process.  Include references to the following:
bullet Learner's literacy growth
bullet Learner's enthusiasm for this project 
bullet Instructor's overall impression of the value of generative themes including positive and negative aspects of this mode of instruction

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Peer Visits Research    

 

 

Western Kentucky University

By Dr. Pam Petty - pam@pampetty.com
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