Introducing the First Challenge: The I-Search Paper

Aim: How do we identify a question for I-Search?    


Do Now: Read a classmate's last posting and leave a comment.

It’s time to give your brain its first big workout of the course. Your challenge is to explore a brain science issue. The I-Search paper will share with readers your intellectual exploration of the subject or topic and hopefully, uncover some universal truths or lessons in the process.

This is a “Writing to Learn” experience in which one discovered fact leads to a question which leads to another discovered fact which leads to another question which leads to another discovered fact and so on. Like a research paper, the project will provide a rich source of interesting information for you and your readers; but unlike a research paper, you can also use and evaluate primary sources based on interviews, videos, memoirs, photographs, letters, etc.

Step 1: The first task of the I-Search paper is to select a topic that genuinely interests you. You could choose to answer one of the essential questions of this unit or construct an essential question of your own. In this unit, you have learned a little about a number of brain science topics: the teen brain, brain plasticity, and the importance of training your brain. This unit has been guided by the following essential questions:

• How much of our brain function are we born with and how much do we learn?
• How can/do we re-wire our brains at times of crisis and challenge?
• How do our brains define us as individuals?
• What is the relationship between our brains and our minds?

You may choose another relevant brain science issue as well. Just remember that the best questions are open-ended, meaning they can’t be answered in one word or with a simple yes or no. The best questions always begin with why or how?

There’s more, but we’ll walk you through the process in the next few days. And P.S. When you have completed your research, you will collaborate with others in the class to produce a Public Service Announcement (PSA) about the importance of working out your brain. For now, check out the nuts and bolts requirements of the challenge.

 To view the entire assignment, click here. And this is how you will be graded: Click here to see the rubric.

Step 2: Select or write down the question or topic that you hope to answer by taking this challenge. Once you have the question in mind write it in the box at the top of this form. Pass your worksheet on for constructive comments, suggestions, and questions that will help you dive deeper into your topic. Keep passing it around until everyone in the class has seen it and commented. (Commenters : Don’t just say the topic is interesting. Make comments or raise questions that will help direct the search. Don’t forget to initial your comments.)

State your topic or question on your blog. If your Round Robin worksheet was completed online, upload it. If the worksheet was hand-written, submit it to your teacher.

Standards: 

• CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

• 
  

It's Hard Work Being a Genius

Aim: How do we compare and contrast physical genius to intellectual genius?


Do Now: Check out the inspirational poster to the right and explain how it might connect to our discussion of genius.

Today we will complete the reading of "The Physical Genius"  and consider how it applies to your brain--or should we say your mind? 

When you hear the expression “Use it or lose it” do you first think about your body or your mind? We all know that if you don’t use your muscles, they’ll atrophy. (If you don’t know what “atrophy” means, look it up at https://www.vocabulary.com/ )

Today we’ll read the second half of “The Physical Genius,” considering how all this information applies to your brain.

Step 1:  Read the second half of “The Physical Genius” for the answers to the following questions. Post the answers on your blog. Don't forget to give some context.

1. Beyond having physical ability, what sort of personality is needed to be really good at surgery, according to neurosurgeon Don Quest?
2. How might this type of personality apply to academic endeavors such as taking Regents exams or writing research papers?
3. What is the scientific explanation for practice making perfect? Hint: Explain chunking.
4. Explain the importance of imagination in being a physical genius.
5. What, according to Gladwell, ultimately separates the genius from the “merely very good.” Explain.

Step 2: In your opinion, how does the importance of practice in physical genius compare and contrast to the importance of practice in intellectual genius? Write a two-paragraph reflection in Google Drive stating your opinion and supporting it with specific and relevant evidence from the article. After you have spell-checked, grammar-checked and have had a partner review your reflection, share the link on your blog.

Final Reflection (for extra credit): If you could be a genius at anything, what would it be? What’s stopping you?