Content+Area+Research-Think+Pair+Share

 **Rationale:** I chose this strategy/activity because I wanted my students to be able to research a topic on the internet and then present the information to their peers. I wanted them to learn how to search for information on the internet following a template. I wanted the students to respond and present to each other in a group and then follow that up with a whole class presentation.
 * Content Area Research-Think Pair Share (technology and instructional grouping strategy) **

**Courses Implemented:** The strategy was used in a second grade special education classroom that consists of 3 students who range in ability levels and all have attention issues. Writing is a challenge and they need assistance and templates to follow when it is a new activity.  All students were engaged in the activity and were excited about using the internet to find information. The students enjoyed going on the internet and finding the information instead of reading it in the book. They were enthusiastic and always wanted to go on the internet to find information about their penguin. Now every time we talk about an animal they want to go on the internet to find information on the animal. This strategy reached all the students because it was interactive and the students got to work at their pace. The visual learners were able to see the information on process it at their level. It was hands on enough for the students who need some tactile strategies. For my students with ADHD they were able to sit or stand when researching the information and making their posters. There was enough movement and use of different material in the room that the students were able to transition from one to another and able to stay on task.  **Procedure:** **Potential Issues:** I am constantly tweaking the template to meet the needs of my students. Also, I think it would be beneficial to have them write a summary of their findings in actual writing form and not just on the poster. It may be difficult for some students to use the internet because they may not have previous experiences. The internet has websites that have valuable information and websites that contain untruthful information so we have to be careful what websites we allow our students to go on. This strategy may be more difficult for students who are lower readers and who cannot pick out important information. One way to alleviate this problem is to read the site with them and highlight the important information with the students. **Reference:** Harvey, S, & Goudvis, A (2007). //Strategies that work: Teaching comprehension for understanding and engagement//. Portland, ME: Stenhouse Publishers.
 * Diverse Learners:**
 *   We read a story in our reading book on Penguins and learned that they were different kinds of penguins  
 * Talked about what the internet was for and how there is good information and bad information on the internet.
 * The students picked a penguin that they wanted to research and got the template of the information they were to find on the internet.
 * <span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Courier New',Courier,monospace;">Students got on the websites [|www.enchantedlearning.com], [|www.kidzone.us] , [|www.penguinfacts.net] and read through information to find what they needed.
 * <span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Courier New',Courier,monospace;">They all got to print out one picture of their penguins
 * <span style="font-size: 10pt; color: rgb(0, 0, 0); font-family: 'Courier New',Courier,monospace;">The students took the facts they had found and wrote them on a poster board with the picture in the middle. They had to have their habitat, name, what they eat, an interesting fact and how big they are on the poster. <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">They discussed with their peers what they found and then presented to the whole class.