(That's what the "citation" word on the note card should be used to do-the students just highlight it and link it to the source.) Students could use the Find feature to search all of their cards for specific subject words, and they could choose to print their slides as handouts (6 or 9 to a page) in order to see them easily.
#Notecard template google docs how to
We also showed them how to create links to other slides in the presentation, so they could link every note card to the source. We recommended that they change the background color for each source (so all cards, source and note cards, for the source would be a specific color). We talked with the students about how to duplicate the slides and suggested that they keep those top two slides as they are so that they are easy to duplicate. Google Slides: We created a template that only included two slides, one source card and one note card.Then, once they seemed to understand the way that note cards work with source cards, we moved on the the specific method options. We used the diagram below and explained the significance of choosing subjects and how the use of those subjects would ultimately help them shape their research papers. It kept them from making as many mistakes when it came to quoting and citing in their essays. When I taught research, I had them take that approach, too. We talked about the importance of pulling single pieces of information for the different notes, and the teacher assessing the project told the students to pull direct quotations only (instead of paraphrasing information). We found that it was really helpful for them to have a firm grasp of what they were trying to accomplish prior to showing them different ways to accomplish it.
What we did in class: Before we got into the options for the students, we went over the basic concept of using source cards and note cards. If you're only interested in giving your students one option, Google Slides (the first of the three listed below) is the simplest and the easiest to check and grade.
Special thanks to Tim Reger and Jen Moyers who worked through this process and created the materials shown below. So far, working with other teachers, we've found three methods that seem to work. Lately, I've been looking for ways to utilize technology to accomplish what we as English teachers have traditionally done with index cards for the source card and note card component of research.