Bryan, 2017/05/08
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This document outlines a presentation about selecting science curriculum that supports the Next Generation Science Standards. It is divided into three acts: 1. Discussing current science curriculum and adoption plans. 2. Considering factors like priorities, values, and scope and sequence when selecting new curriculum. 3. Tools for evaluating curriculum like the EQuIP rubric, state guidelines, pilot lessons, and approved publisher lists to identify curriculum that aligns to standards and supports scientific practices.
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Final Assignment Written assignment (Research Proposal)
Final Assignment
Written assignment (Research Proposal)
Activity brief
BRM221 – Research Methods II
Online campus
Professor: Dr. Hasan Evrim Arici | [email protected]
Description Research Proposal
The students will develop a research proposal for their future dissertation.
Please use the “Dissertation Proposal Form” attached.
Format This activity must meet the following
formatting requirements:
• Font size 12
• Double-spaced
• Word Limit: N/A
• Harvard Referencing System
Goal(s) • To evaluate students’ knowledge of the theory and practice of
quantitative research methods.
• To evaluate the students on how to formulate, analyze, and
present their research findings.
• To appraise students’ knowledge about research philosophies,
and how to apply them effectively in their research;
• To evaluate how students choose the appropriate research
designs/methods;
• To evaluate students’ understanding of the various ethical
considerations while conducting and presenting their research.
Due date Date: Monday, 20th September 2021
Time: 14.00h CEST
Weight towards
final grade
This activity has a weight of 60%
towards the final grade.
Learning
outcomes
• Understand: the different philosophies of research which act as a
guide and filter to formulating appropriate research designs.
• Knowledge: acquire knowledge of the different research
approaches; techniques and methods.
• Identify: which data collection method(s) best correlate to their
research.
• Apply: research methods skills developed in this course will be
applied to any research conducted by the student.
• Analyze and Evaluate: the results of their research findings as a
basis and context for real world business decision making.
Assessment
criteria
The grading rubric below will be used to
evaluate students’ assignment.
Good luck!
Rubric: written assignment
Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)
Problem
identification
The business issue has been
correctly identified, with a
competent and comprehensive
explanation of key driving
forces and considerations.
Impact on company operations
has been correctly identified.
Thorough analysis of the issue
is presented.
The student correctly identified
the issue(s), taking into account
a variety of environmental and
contextual drivers. Key case
information has been identified
and analyzed.
The student correctly identified
the case (issues), considering
obvious
environmental/contextual
drivers. There is evidence of
analysis, but it lacks depth.
The student correctly identified
the issue(s) but analysis was
weak. An absence of context –
the work is basically descriptive
with little analysis.
The student failed to correctly
identify the issue(s); analysis
was incorrect or too superficial
to be of use; information was
misinterpreted.
Information
gathering
The student showed skill in
gathe ...
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This document provides information about competency unit 2 on research methodology and data collection. It outlines the learning outcomes and activities for a session on action research. The session aims to define action research, describe its characteristics and steps in the action research cycle. It also discusses identifying areas for potential action research projects in technical and vocational education and training (TVET). The document provides details of several activities used in the session, including having groups read about action research and complete a handout to share information. It also discusses examining issues in the classroom or school that could be topics for action research projects. The action research cycle is outlined, including stages of identifying a problem, planning solutions, taking action, collecting and analyzing data, and acting on
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Abstract
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Building a System of Learning and Instructional Improvement – Barbara Schneider
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Writing your Master's dissertation proposal
A piece of independent research begins with formulating a research proposal which explores your intended project and forms the basis of a discussion with your supervisor. What is the purpose of a dissertation proposal and what makes an effective one?
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Peggy, 2018.05.29
When students practice VTS questions, they develop claims and justifications for their thinking while also gaining insight into other perspectives. Writing helps capture student thinking and make it visible. The VTS protocol involves students describing what they see in an image, explaining why they see that, and exploring what else can be found. While simple, VTS is not simplistic and art allows for multiple interpretations. Argument is about understanding different views rather than agreement.
Peggy, 2018.05.15
The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
Kim, 2018.05.07
This document discusses using Visual Thinking Strategies (VTS) to support writing skills. It provides examples of student comments during a VTS activity and how to analyze them. The document also shows examples of a student's writing improving after 10 VTS lessons, with more detailed observations and inferences. Finally, it discusses how VTS can help students provide evidence-based arguments and justifications in their writing by practicing critical thinking skills like asking questions and making observations.
Peggy, 2018.05.01
1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
Mary, 2018.04.17
This document provides an overview of strategies for incorporating short writing assignments across various subject areas to improve student learning. It discusses how short, frequent writing can develop students' writing skills while also serving as formative assessments. Examples of short writing types include responses to comprehension questions, summaries, comparisons, explanations, opinions/arguments, and exit tickets. The document also provides examples of writing frames and scaffolds that can support students' short writing, such as thinking sheets, writing strategies, and modeled examples. Overall, the document promotes the idea that incorporating regular short writing assignments in all classes can increase student learning.
Kim, 2018.04.03
This document provides an agenda and guidance for facilitating Visual Thinking Strategies (VTS) discussions. It emphasizes student engagement, using conditional language to paraphrase student comments, and linking comments together to build on each other's ideas. The facilitator should withhold their own ideas and let the student exchange evolve organically. When paraphrasing, the facilitator can ask follow up questions like "what do you see that makes you say that?" to encourage students to support their interpretations with evidence from the image. Linking comments connects ideas and models building on others' perspectives. The goal is for students to engage in respectful critical analysis and reflect on multiple views.
Kim, 2018.03.13
This document provides guidance for framing student comments during a Visual Thinking Strategies (VTS) discussion. It explains that framing involves contextualizing individual comments by identifying what type of thinking the student is doing and the overall big idea or theme. Examples are given of how to frame comments by labeling observations, inferences, or speculations. The document stresses using conditional language and correctly worded questions when facilitating. It also notes important aspects for facilitators to listen for like paraphrases and seeking further insights after each comment.
Kim, 2018.02.27
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
Peggy, 2018.02.13
This document provides an introduction and instructions for an argument writing activity called STELLAR that will take place on February 13th at 7pm. Participants are prompted to select a "Would You Rather" question and respond using a sentence frame. A series of "Would You Rather" questions are provided as potential prompts. The document also shares resources on argumentation, including They Say, I Say by Graff and Birkenstein. A discussion then takes place around what makes good evidence, integrating argument into curriculum, and goals for developing argument skills in students. Overall topics covered include developing recursive claims and attaching evidence to claims through oral and written arguments.
Josh, 2017/04/24
The document discusses solar irradiance measurement and terminology. It defines key terms like global horizontal irradiance (GHI), direct normal irradiance (DNI), and diffuse horizontal irradiance (DHI). It explains how irradiance and the spectrum of sunlight vary over the course of a day and year due to the sun's changing position in the sky. Examples of measuring these variables and relating GHI, DNI, and DHI are provided. Applications like solar panel power production and educational solar lab kits are also mentioned.
Peggy, 2017.03.13
This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
Virginia, 2017/02/27
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Diana, 2017/02/06
Deejay teaches at-risk 8th-12th grade students and uses food as a hook to engage them in lessons. Some successful lessons included making pancakes, ice cream, and tamales to teach science and life skills while being fun. For one lesson on gluten, students learned about different flours and substitutes after one student was being teased for being gluten-free. The goal was to improve social-emotional learning, reduce bullying, teach cooking and science skills, and make students more open-minded about gluten-free food. Students enjoyed the hands-on lesson and food.
Brian, 2017/02/06
Water can exist in three physical states: as a gas, liquid, and solid. It can take the form of water vapor as a gas, liquid water, and solid ice. The document discusses the different physical properties of water in its gas, liquid, and solid forms.
Bryan, 2017/01/23
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
Peggy 2017/01/09
- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
- The VTS method encourages divergent thinking, multiple perspectives, and deeper observation. When teachers remain neutral, students learn how knowledge is created through discussion and debate rather than just being delivered facts.
- VTS has proven effective as an independent learning approach that develops skills like independent thinking, collaboration, and listening.
Heidi, 2016/12/05
The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
Bryan, 2016/12/05
This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
Mary, 2016/11/07
This document discusses using Google Forms as a tool for organizing student writing responses. Google Forms allows teachers to create quizzes, assessments, journals, and quick writes for students. It offers various question types including paragraph, short answer, multiple choice, check boxes, and scales. Google Forms can be used for pre- and post-assessments, exams, lab reports, exit tickets, and collecting hypotheses. The document asks teachers their thoughts on using this tool and whether they would like to try it or have other preferences for student writing.
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Chapter 3
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Bryan, 2017/05/08
- 1. Tools for Selecting Curriculum that Supports Science Practices May 8, 2017 STILTS Project Bryan Rebar
- 2. Welcome Please say hello in chat to “sign in” for our attendance records For starters: Is your district or school moving toward a science adoption process? STILTS Project
- 3. Today’s Session in 3 Acts 1. Your Science Curriculum 2. Considerations for Curriculum Adoption 3. Tools for Evaluating Curriculum STILTS Project
- 4. Act 1: Your Science Curriculum What curriculum resources do you use? Where is your district moving? (Does your district have science adoption plans?) What curriculum resources do you need to help support student discourse (claims- evidence-reasoning – approaches we have explored in STILTS!)? STILTS Project
- 5. Act 2: Curriculum Considerations STILTS Project
- 6. Imagine… 1. Consider what you want your school's science program to be known for. Imagine announcements, news or recognitions and awards for your school, program, teachers and students. 2. Now consider and attempt to identify the value represented by your school’s imagined successes STILTS Project
- 7. Next 3. Visit http://nextgenscience.org. Select “Search the Standards” and “Standards by Topic”(drop down menu from the tabs at the top). Select the grade level you teach. (For K-5, topics are listed for each grade level. Middle school and high school standards are grouped 6-8 and 9-12, respectively.) Explore the topics and associated performance expectations at your grade level. 4. Which topics do you already teach? Which topics are new? STILTS Project
- 8. 3. Which topics do you already teach? Which topics are new? STILTS Project
- 9. 3. Which topics do you already teach? Which topics are new? STILTS Project
- 10. 3. Which topics do you already teach? Which topics are new? STILTS Project
- 11. Act 3: Evaluate Curricula Consider values and priorities Identify your scope and sequence Look at approved curriculum Pilot lessons Use evaluation tools available: EQuIP Rubric State guidelines & State reviews Your district’s rubric STILTS Project
- 12. NGSS Curriculum Appendix K of NGSS: Model Course Mapping in Middle and High School for the Next Generation Science Standards STILTS Project
- 13. Resources ODE Adopted Materials Sample Adoption Process 2016 ODE Science Publishers Approved Contacts*; most will loan you pilot materials! 3 minute video on adapting resources for NGSS STILTS Project *Note that approved publishers were determined at the time of this review. Some publishers have since released updated materials.
Editor's Notes
- Start by considering your/your district values and priorities!
- Any surprises?
- Any surprises?
- Any surprises?
- Any surprises?
- Any surprises?
- *Note that approved publishers were determined at the time of this review. Some publishers have since released updated materials.