Cooperative group lab- Alka Seltzer Experiment
•Download as PPTX, PDF•
1 like•561 views
This document outlines a cooperative group lab on reaction rate and enthalpy. The goals are for students to collaboratively design experiments working in groups, effectively complete assigned group roles, and determine how temperature, concentration, and contact of reagents affect reaction rate and the heat of reaction. Students are assigned to long-term groups and roles. They design procedures, which are approved by the teacher. Groups then conduct the experiment at their station. Assessments include informal observations of collaboration and formal lab reports and data analysis. The teacher evaluates students' abilities to work in groups and design experiments.
Report
Share
Report
Share
Recommended
Chapter 11 - Instructional Design
This document outlines the process of formatively evaluating and revising instructional materials. It discusses collecting data from trials of the materials, including learner performance, comments, time spent, and attitudes. The data is analyzed at the individual item level and compiled into tables grouped by objective. Potential revisions are identified from learner performance, suggestions, and the designer's reactions. Suggested revisions include omitting or adding content, revising presentations, or changing the entire instructional system. The designer must carefully consider all data before making revision decisions to improve the materials.
Transforming Students with Research Mentoring
Dr. Robert Hatherill describes his experiences bringing students to work in national labs through the FaST program, presents data that demonstrate the impact of undergraduate research on student learning and discusses other Department of Energy programs that provide internship opportunites for both students and faculty.
Experimenting
Experimenting involves investigating a problem by manipulating a variable while keeping other variables constant. It requires skills like observing, classifying, measuring, inferring, predicting, controlling variables, formulating hypotheses, analyzing and interpreting data, and formulating conclusions. The scientific method used in experimenting includes identifying a problem, collecting data, formulating a hypothesis, testing the hypothesis, analyzing and interpreting results, and formulating conclusions. When experimenting, students determine the variable to manipulate by establishing groups that receive different treatments and analyzing any differences in results brought about by the manipulated variable. Experimenting is employed to develop science skills, cultivate inquisitive minds, acquire higher-order thinking, internalize problem-solving methods, replace unfounded beliefs
Pet 735 aba presentation
This document summarizes a review of behavior analysis research in physical education. The review examined intervention studies across four categories: preservice/inservice teacher behavior, student learning, class management, and learning for students with disabilities. It analyzed 34 articles selected through a thorough selection process. The review found that most studies focused on improving teaching behaviors through interventions and were systematic replications. It also found that peers mediating instruction was the most studied intervention. The review concluded that treatment integrity and assessing maintenance and generalization should be areas of focus for future research.
MEDLINE search skill retention
This study measured the retention of MEDLINE searching skills in medical students from their first to fourth years of medical school under a curriculum-integrated instruction model. 102 fourth-year students completed the same MEDLINE search assignment they had in their first year. Scores were compared using t-tests, correlations, and measures of recall, precision, and F-measure. While mean grades did not significantly change, search output quality as measured by recall, precision and F-measure significantly declined. This suggests students retained the search process but their ability to produce high-quality results decreased over time, calling into question what is being effectively taught and assessed.
Checklist ON RESEARCH
This document provides information on checklists, including their use, characteristics, construction, advantages, and disadvantages. A checklist is a simple instrument used to evaluate performance by noting the presence or absence of traits or behaviors. It consists of a list of steps, activities, or behaviors that an observer records. Checklists should clearly specify behaviors to observe, use carefully prepared items, and train observers on use. They allow comparison and objective evaluation but only assess presence/absence of attributes, so quality cannot be determined.
Pilot testing
The document discusses pilot testing or field try-outs of curriculums. It explains that pilot testing is used to determine the strengths and weaknesses of a planned curriculum. The pilot testing process provides information on whether a curriculum is ready for full implementation or needs improvements. Curriculum makers use empirical data collected during pilot testing to evaluate whether the material or curriculum is useful, relevant, reliable and valid. The purpose of piloting a curriculum is to ensure it is effective and to make changes before wide distribution, in order to identify sections that work well and sections that need strengthening for the next version.
Characteristics of a good measuring tool
The document outlines the key characteristics of a good measuring tool, including validity, reliability, practicability, measurability, and objectivity. Validity refers to a test measuring what it claims to measure. Reliability is the consistency of a measurement under the same conditions. Practicability considers ease of use, administration, and cost. Measurability is measuring intended objectives. Objectivity means results are obtained the same by different scorers.
Recommended
Chapter 11 - Instructional Design
This document outlines the process of formatively evaluating and revising instructional materials. It discusses collecting data from trials of the materials, including learner performance, comments, time spent, and attitudes. The data is analyzed at the individual item level and compiled into tables grouped by objective. Potential revisions are identified from learner performance, suggestions, and the designer's reactions. Suggested revisions include omitting or adding content, revising presentations, or changing the entire instructional system. The designer must carefully consider all data before making revision decisions to improve the materials.
Transforming Students with Research Mentoring
Dr. Robert Hatherill describes his experiences bringing students to work in national labs through the FaST program, presents data that demonstrate the impact of undergraduate research on student learning and discusses other Department of Energy programs that provide internship opportunites for both students and faculty.
Experimenting
Experimenting involves investigating a problem by manipulating a variable while keeping other variables constant. It requires skills like observing, classifying, measuring, inferring, predicting, controlling variables, formulating hypotheses, analyzing and interpreting data, and formulating conclusions. The scientific method used in experimenting includes identifying a problem, collecting data, formulating a hypothesis, testing the hypothesis, analyzing and interpreting results, and formulating conclusions. When experimenting, students determine the variable to manipulate by establishing groups that receive different treatments and analyzing any differences in results brought about by the manipulated variable. Experimenting is employed to develop science skills, cultivate inquisitive minds, acquire higher-order thinking, internalize problem-solving methods, replace unfounded beliefs
Pet 735 aba presentation
This document summarizes a review of behavior analysis research in physical education. The review examined intervention studies across four categories: preservice/inservice teacher behavior, student learning, class management, and learning for students with disabilities. It analyzed 34 articles selected through a thorough selection process. The review found that most studies focused on improving teaching behaviors through interventions and were systematic replications. It also found that peers mediating instruction was the most studied intervention. The review concluded that treatment integrity and assessing maintenance and generalization should be areas of focus for future research.
MEDLINE search skill retention
This study measured the retention of MEDLINE searching skills in medical students from their first to fourth years of medical school under a curriculum-integrated instruction model. 102 fourth-year students completed the same MEDLINE search assignment they had in their first year. Scores were compared using t-tests, correlations, and measures of recall, precision, and F-measure. While mean grades did not significantly change, search output quality as measured by recall, precision and F-measure significantly declined. This suggests students retained the search process but their ability to produce high-quality results decreased over time, calling into question what is being effectively taught and assessed.
Checklist ON RESEARCH
This document provides information on checklists, including their use, characteristics, construction, advantages, and disadvantages. A checklist is a simple instrument used to evaluate performance by noting the presence or absence of traits or behaviors. It consists of a list of steps, activities, or behaviors that an observer records. Checklists should clearly specify behaviors to observe, use carefully prepared items, and train observers on use. They allow comparison and objective evaluation but only assess presence/absence of attributes, so quality cannot be determined.
Pilot testing
The document discusses pilot testing or field try-outs of curriculums. It explains that pilot testing is used to determine the strengths and weaknesses of a planned curriculum. The pilot testing process provides information on whether a curriculum is ready for full implementation or needs improvements. Curriculum makers use empirical data collected during pilot testing to evaluate whether the material or curriculum is useful, relevant, reliable and valid. The purpose of piloting a curriculum is to ensure it is effective and to make changes before wide distribution, in order to identify sections that work well and sections that need strengthening for the next version.
Characteristics of a good measuring tool
The document outlines the key characteristics of a good measuring tool, including validity, reliability, practicability, measurability, and objectivity. Validity refers to a test measuring what it claims to measure. Reliability is the consistency of a measurement under the same conditions. Practicability considers ease of use, administration, and cost. Measurability is measuring intended objectives. Objectivity means results are obtained the same by different scorers.
Thesis Presentation
1. The study investigated whether computer simulated labs could be as effective as hands-on labs for teaching science content by comparing student test scores between the two methods.
2. 85 students were split into two groups, one doing a hands-on acid-base titration lab and the other doing a computer simulation of the same lab.
3. Analysis of pre- and post-test scores found no significant difference in learning between the two groups overall. However, there was a significant difference found between male and female scores, suggesting differentiated learning strategies may be needed.
Class 5 designing so tl studies
This document discusses key concepts in research design such as independent and dependent variables, internal validity, construct validity, and different types of research designs. It provides guidance on when different research designs should and should not be used based on factors like sample size, number of groups, ability to administer pre-tests or have control conditions. More complex designs are mentioned but caution is given that no single study can eliminate all problems or answer all questions. The document emphasizes evaluating the strengths and weaknesses of different design options.
Validity, Reliability and Feasibility
This document discusses validity, reliability, and feasibility in data collection. Validity refers to how well a test measures what it intends to measure and includes content, construct, and criterion-related validity. Reliability is the consistency of results and includes test-retest, parallel forms, and split-half reliability. Factors like time interval, test conditions, length, and difficulty influence reliability. A test must be both valid and reliable. Feasibility refers to practical aspects like how easy a test is to design, administer, score, and interpret results.
Reliability and validity
This document discusses reliability and validity in research. Reliability refers to the consistency and accuracy of measurements or procedures. Validity refers to whether a study measures what it intends to measure. There are several types of reliability, including equivalency, stability, internal consistency, and interrater reliability. Validity includes internal validity such as content, face, criterion, and construct validity as well as external validity. Threats to reliability include unstable measurements and small sample sizes. Threats to validity include selection bias, history effects, and lack of generalizability. Ensuring reliability and validity is important for rigorous scientific research.
Regulative Supports for Inquiry Learning with Simulations and Modeling
Overview of PhD. Research on regulative supports for inquiry learning with simulations and modeling in technology-enhanced learning environments.
Experimental method
The document outlines the steps of the scientific method which include forming a question, developing a hypothesis, making a prediction, identifying variables, creating a materials list and experiment plan, carrying out the experiment, analyzing results, and drawing a conclusion. It discusses that the scientific method involves manipulating a variable to see its effect on another. Benefits are that it develops problem solving skills while drawbacks are that it requires time and resources and may not be suitable for all students.
Validity, reliability and feasibility
This document discusses validity, reliability, and feasibility in data collection. It defines validity as the degree to which a test measures what it claims to measure. There are three types of validity: content, construct, and criterion-related validity. Reliability refers to a test's consistency and can be measured through test-retest, parallel forms, and split-half reliability. A test must be both valid and reliable. Feasibility considers the practical aspects of a test such as the time, effort, and cost required.
Nature of the research
This document discusses the nature of research and provides an example of applied research. It defines five key characteristics of research as being systematic, logical, empirical, reductive, and replicable. It then describes a study comparing the effectiveness of aerobic dance versus jogging programs for weight loss. The study involved randomly assigning participants to the two exercise groups or a control group for 10 weeks. Measurements of skin fold thickness were taken before and after to analyze differences between groups and determine if the exercises caused significant weight loss. The results showed that both aerobic dance and jogging led to significant fat loss compared to the control group, with no significant differences between the two exercise groups.
Alternating treatments design
The alternating treatments design compares the effects of two or more treatments on a behavior. It answers which treatment is more effective in changing a behavior. Treatments are alternated rapidly to evaluate their relative effects. There are three common variations: with no baseline, baseline followed by alternating treatments, and baseline followed by alternating treatments and a final treatment phase. It is used when determining the relative effectiveness of multiple treatments and baseline data is unavailable or unstable. Disadvantages include a lack of control for extraneous variables and an inability to assess absolute treatment effects.
Rubrics presentation 4.3.a
Esta es una presentación sobre el uso de Rúbricas como herramienta de evaluacion dentro del salon de clases.
Action research
Action research is a type of research teachers conduct to improve problems in their classrooms. It involves four phases - planning, action, observation, and reflection. In the planning phase, teachers identify issues and develop plans to address them. During action, teachers implement interventions to solve issues. In observation, teachers document the effects of interventions. Finally, in reflection, teachers evaluate the effects of actions and determine how to further address issues.
Myths and f acts about questionnaire
This document discusses myths and facts about using questionnaires as a data collection tool. It begins by defining a questionnaire as a standardized set of questions used to collect individual data on specific topics. It then addresses common myths, such as that questionnaires are easy to construct and analyze or will provide straightforward results. In reality, developing a valid and reliable questionnaire is a rigorous process that requires meticulous planning, pilot testing, and statistical analysis. The document emphasizes that properly designing and validating a questionnaire is crucial for collecting precise data and obtaining accurate results that avoid misleading other researchers. It provides tips for effective questionnaire construction, such as including open-ended and closed-ended questions, pre-coding items, and obtaining expert feedback through pilot testing.
Reliability (assessment of student learning I)
Reliability refers to the consistency of test results over time and across raters. There are several potential sources of error in test scores, including issues with the test-taker, test administration, test scoring, and test construction. Several methods can be used to estimate a test's reliability, including test-retest reliability, inter-rater reliability, parallel forms reliability, internal consistency reliability, split-half reliability, and the Kuder Richardson method. Ensuring high reliability is important so that tests produce consistent results.
Threats to Internal and External Validity
The document discusses factors that threaten the validity of research findings, including internal and external validity. It examines 10 threats to internal validity related to history, maturation, testing, instrumentation, regression, selection bias, attrition, and their interactions. It also discusses 4 threats to external validity regarding reactive effects of testing, selection bias and treatments, experimental arrangements, and multiple treatments. The document then summarizes 12 research designs and their strengths and weaknesses in controlling for threats to internal and external validity.
Experimental method
The experimental method allows researchers to determine cause and effect relationships by manipulating independent variables and observing their impact on dependent variables under controlled conditions. Key aspects of experimental methods include establishing control over confounding variables, using randomization and replication, and ensuring internal and external validity. While powerful, experimental methods also have limitations in social sciences due to difficulties controlling all relevant factors and measuring variables.
Edm 202
This document discusses various methods for measuring the reliability of assessment tools, including inter-rater reliability, test-retest reliability, parallel forms reliability, internal consistency reliability, and the split half method. Inter-rater reliability assesses consistency between raters, while test-retest reliability examines consistency over time. Parallel forms reliability looks for similar results between variations of a test. Internal consistency reliability uses Cronbach's alpha to measure item consistency, and the split half method correlates scores between halves of a test.
Chap10
This chapter discusses assessing classroom behavior for students. It outlines the purposes of assessing behavior which include determining if it is severe and affects school performance. The primary approaches are direct observation and gathering information from others. Current practices involve both informal and formal measures, with rating scales and inventories commonly used. Sources of information include school records, observations, and reports from teachers and parents. The chapter reviews several specific behavior rating scales and tools used to assess attention deficits, self-concept, peer acceptance, and the learning environment.
Experimental research method
The document describes the key aspects of experimental research methodology. It discusses the meaning of experimental research as making observations in a controlled situation to discover relationships between variables. It defines the different types of variables - independent, dependent, control, moderator, and intervening. It then outlines the main steps in conducting experimental research, including selecting the research area and problem, formulating hypotheses, identifying variables, developing a research tool, selecting a research design and sample, planning and implementing the experiment, collecting and analyzing data, replicating the experiment, deriving findings, and writing the research report.
Four stage process to Develop a Collaborative Learnin
This document outlines a 4-stage process for developing a collaborative learning environment using technology. The stages are: 1) Immersion in the technology tool through an example Voicethread, 2) Creation of content in small groups to add to the Voicethread, 3) Production of content by uploading pictures and comments to the Voicethread, and 4) Reflection on how the technology tool can help learning both for students and teachers. The goal is to build community through telecollaboration using an online discussion forum and wiki.
Students working collaboratively
This document discusses the benefits of small group collaboration among students when done effectively. It notes that research shows collaboration can positively impact learning as long as groups have shared goals and individual accountability. However, some teacher styles have reduced the quality and quantity of student discussion. The document then outlines techniques to promote effective small group discussions, including establishing ground rules and analyzing different types of student talk. The goal is to help students build on each other's ideas and reasoning through exploratory talk rather than simply disputing or confirming ideas.
Student Conceptions of group work: Drawing the group
Presentation delivered at the University of Sheffield Learning and Teaching conference 7th January 2016. Preliminary results from a research project using the "Draw and write technique" to understand student opinions of and conceptions of group work carried out in a University context.
PelotonU Venture Philanthropy
This document summarizes PelotonU, an organization that helps working students complete college through competency-based education with coaching and deadlines. It notes that only 16% of part-time students graduate and most students are non-traditional. PelotonU blends competency-based education with in-person support to help its students, who have an average age of 29 and income of $26,000, graduate debt-free. The organization currently has 45 students and expects 85% will graduate. It provides details on unit economics, forecasts growing enrollment to 505 students by 2020 with over 100 graduates, and is raising $300,000 to become self-sustaining while avoiding $3 million in student loan debt for
More Related Content
What's hot
Thesis Presentation
1. The study investigated whether computer simulated labs could be as effective as hands-on labs for teaching science content by comparing student test scores between the two methods.
2. 85 students were split into two groups, one doing a hands-on acid-base titration lab and the other doing a computer simulation of the same lab.
3. Analysis of pre- and post-test scores found no significant difference in learning between the two groups overall. However, there was a significant difference found between male and female scores, suggesting differentiated learning strategies may be needed.
Class 5 designing so tl studies
This document discusses key concepts in research design such as independent and dependent variables, internal validity, construct validity, and different types of research designs. It provides guidance on when different research designs should and should not be used based on factors like sample size, number of groups, ability to administer pre-tests or have control conditions. More complex designs are mentioned but caution is given that no single study can eliminate all problems or answer all questions. The document emphasizes evaluating the strengths and weaknesses of different design options.
Validity, Reliability and Feasibility
This document discusses validity, reliability, and feasibility in data collection. Validity refers to how well a test measures what it intends to measure and includes content, construct, and criterion-related validity. Reliability is the consistency of results and includes test-retest, parallel forms, and split-half reliability. Factors like time interval, test conditions, length, and difficulty influence reliability. A test must be both valid and reliable. Feasibility refers to practical aspects like how easy a test is to design, administer, score, and interpret results.
Reliability and validity
This document discusses reliability and validity in research. Reliability refers to the consistency and accuracy of measurements or procedures. Validity refers to whether a study measures what it intends to measure. There are several types of reliability, including equivalency, stability, internal consistency, and interrater reliability. Validity includes internal validity such as content, face, criterion, and construct validity as well as external validity. Threats to reliability include unstable measurements and small sample sizes. Threats to validity include selection bias, history effects, and lack of generalizability. Ensuring reliability and validity is important for rigorous scientific research.
Regulative Supports for Inquiry Learning with Simulations and Modeling
Overview of PhD. Research on regulative supports for inquiry learning with simulations and modeling in technology-enhanced learning environments.
Experimental method
The document outlines the steps of the scientific method which include forming a question, developing a hypothesis, making a prediction, identifying variables, creating a materials list and experiment plan, carrying out the experiment, analyzing results, and drawing a conclusion. It discusses that the scientific method involves manipulating a variable to see its effect on another. Benefits are that it develops problem solving skills while drawbacks are that it requires time and resources and may not be suitable for all students.
Validity, reliability and feasibility
This document discusses validity, reliability, and feasibility in data collection. It defines validity as the degree to which a test measures what it claims to measure. There are three types of validity: content, construct, and criterion-related validity. Reliability refers to a test's consistency and can be measured through test-retest, parallel forms, and split-half reliability. A test must be both valid and reliable. Feasibility considers the practical aspects of a test such as the time, effort, and cost required.
Nature of the research
This document discusses the nature of research and provides an example of applied research. It defines five key characteristics of research as being systematic, logical, empirical, reductive, and replicable. It then describes a study comparing the effectiveness of aerobic dance versus jogging programs for weight loss. The study involved randomly assigning participants to the two exercise groups or a control group for 10 weeks. Measurements of skin fold thickness were taken before and after to analyze differences between groups and determine if the exercises caused significant weight loss. The results showed that both aerobic dance and jogging led to significant fat loss compared to the control group, with no significant differences between the two exercise groups.
Alternating treatments design
The alternating treatments design compares the effects of two or more treatments on a behavior. It answers which treatment is more effective in changing a behavior. Treatments are alternated rapidly to evaluate their relative effects. There are three common variations: with no baseline, baseline followed by alternating treatments, and baseline followed by alternating treatments and a final treatment phase. It is used when determining the relative effectiveness of multiple treatments and baseline data is unavailable or unstable. Disadvantages include a lack of control for extraneous variables and an inability to assess absolute treatment effects.
Rubrics presentation 4.3.a
Esta es una presentación sobre el uso de Rúbricas como herramienta de evaluacion dentro del salon de clases.
Action research
Action research is a type of research teachers conduct to improve problems in their classrooms. It involves four phases - planning, action, observation, and reflection. In the planning phase, teachers identify issues and develop plans to address them. During action, teachers implement interventions to solve issues. In observation, teachers document the effects of interventions. Finally, in reflection, teachers evaluate the effects of actions and determine how to further address issues.
Myths and f acts about questionnaire
This document discusses myths and facts about using questionnaires as a data collection tool. It begins by defining a questionnaire as a standardized set of questions used to collect individual data on specific topics. It then addresses common myths, such as that questionnaires are easy to construct and analyze or will provide straightforward results. In reality, developing a valid and reliable questionnaire is a rigorous process that requires meticulous planning, pilot testing, and statistical analysis. The document emphasizes that properly designing and validating a questionnaire is crucial for collecting precise data and obtaining accurate results that avoid misleading other researchers. It provides tips for effective questionnaire construction, such as including open-ended and closed-ended questions, pre-coding items, and obtaining expert feedback through pilot testing.
Reliability (assessment of student learning I)
Reliability refers to the consistency of test results over time and across raters. There are several potential sources of error in test scores, including issues with the test-taker, test administration, test scoring, and test construction. Several methods can be used to estimate a test's reliability, including test-retest reliability, inter-rater reliability, parallel forms reliability, internal consistency reliability, split-half reliability, and the Kuder Richardson method. Ensuring high reliability is important so that tests produce consistent results.
Threats to Internal and External Validity
The document discusses factors that threaten the validity of research findings, including internal and external validity. It examines 10 threats to internal validity related to history, maturation, testing, instrumentation, regression, selection bias, attrition, and their interactions. It also discusses 4 threats to external validity regarding reactive effects of testing, selection bias and treatments, experimental arrangements, and multiple treatments. The document then summarizes 12 research designs and their strengths and weaknesses in controlling for threats to internal and external validity.
Experimental method
The experimental method allows researchers to determine cause and effect relationships by manipulating independent variables and observing their impact on dependent variables under controlled conditions. Key aspects of experimental methods include establishing control over confounding variables, using randomization and replication, and ensuring internal and external validity. While powerful, experimental methods also have limitations in social sciences due to difficulties controlling all relevant factors and measuring variables.
Edm 202
This document discusses various methods for measuring the reliability of assessment tools, including inter-rater reliability, test-retest reliability, parallel forms reliability, internal consistency reliability, and the split half method. Inter-rater reliability assesses consistency between raters, while test-retest reliability examines consistency over time. Parallel forms reliability looks for similar results between variations of a test. Internal consistency reliability uses Cronbach's alpha to measure item consistency, and the split half method correlates scores between halves of a test.
Chap10
This chapter discusses assessing classroom behavior for students. It outlines the purposes of assessing behavior which include determining if it is severe and affects school performance. The primary approaches are direct observation and gathering information from others. Current practices involve both informal and formal measures, with rating scales and inventories commonly used. Sources of information include school records, observations, and reports from teachers and parents. The chapter reviews several specific behavior rating scales and tools used to assess attention deficits, self-concept, peer acceptance, and the learning environment.
Experimental research method
The document describes the key aspects of experimental research methodology. It discusses the meaning of experimental research as making observations in a controlled situation to discover relationships between variables. It defines the different types of variables - independent, dependent, control, moderator, and intervening. It then outlines the main steps in conducting experimental research, including selecting the research area and problem, formulating hypotheses, identifying variables, developing a research tool, selecting a research design and sample, planning and implementing the experiment, collecting and analyzing data, replicating the experiment, deriving findings, and writing the research report.
What's hot (18)
Regulative Supports for Inquiry Learning with Simulations and Modeling
Regulative Supports for Inquiry Learning with Simulations and Modeling
Viewers also liked
Four stage process to Develop a Collaborative Learnin
This document outlines a 4-stage process for developing a collaborative learning environment using technology. The stages are: 1) Immersion in the technology tool through an example Voicethread, 2) Creation of content in small groups to add to the Voicethread, 3) Production of content by uploading pictures and comments to the Voicethread, and 4) Reflection on how the technology tool can help learning both for students and teachers. The goal is to build community through telecollaboration using an online discussion forum and wiki.
Students working collaboratively
This document discusses the benefits of small group collaboration among students when done effectively. It notes that research shows collaboration can positively impact learning as long as groups have shared goals and individual accountability. However, some teacher styles have reduced the quality and quantity of student discussion. The document then outlines techniques to promote effective small group discussions, including establishing ground rules and analyzing different types of student talk. The goal is to help students build on each other's ideas and reasoning through exploratory talk rather than simply disputing or confirming ideas.
Student Conceptions of group work: Drawing the group
Presentation delivered at the University of Sheffield Learning and Teaching conference 7th January 2016. Preliminary results from a research project using the "Draw and write technique" to understand student opinions of and conceptions of group work carried out in a University context.
PelotonU Venture Philanthropy
This document summarizes PelotonU, an organization that helps working students complete college through competency-based education with coaching and deadlines. It notes that only 16% of part-time students graduate and most students are non-traditional. PelotonU blends competency-based education with in-person support to help its students, who have an average age of 29 and income of $26,000, graduate debt-free. The organization currently has 45 students and expects 85% will graduate. It provides details on unit economics, forecasts growing enrollment to 505 students by 2020 with over 100 graduates, and is raising $300,000 to become self-sustaining while avoiding $3 million in student loan debt for
CCC-M F2F meeting_161101
This document summarizes a meeting between the Riverside School Board and McGill University to discuss enhancing mathematics teaching and learning through technology. The agenda includes sharing teaching strategies, reviewing research on strategies like math journals and open-ended tasks, co-planning a rich mathematical task aligned to a learning target, and discussing formative assessment. Group norms are established like remaining on task and respecting peers. The goal is to collaboratively design lessons integrating technology and the discussed strategies.
CCC-M F2F meeting_160920
This document outlines the agenda for a meeting between the Riverside School Board and McGill University about their project to enhance math teaching and learning through technology. The key themes of the project are student success in math, digital literacy, focusing on transitions from elementary to secondary school, professional learning networks, and using data to monitor practice. The objectives for the current year are to cultivate a community of practice around math and technology, develop and evaluate solutions, promote reflective teaching practices, and consolidate the partnership between the organizations. The agenda includes discussions of challenges, teaching strategies, video reflections, group work, and online collaboration.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Classroom management i
The document discusses classroom management. It defines classroom management as establishing procedures and instructional techniques to create an optimal learning environment. Good classroom management results in high student engagement and provides a conducive learning environment. The principles of classroom management include teacher responsibility, long-term solutions to problems, and addressing underlying causes of misbehavior. Components of classroom management include seating, group work, resources, and establishing classroom norms. Strategies involve planning, organization, communication, motivation, and monitoring activities. Key dimensions are the physical space, human interactions, and effective instruction.
Discipline in Classroom Management
This document discusses discipline and classroom management. It addresses several causes of disciplinary problems such as overcrowded classrooms, poor lighting and ventilation, and inappropriate seating arrangements. Preventative measures are suggested, including cooperative learning strategies and ensuring the teacher is sensitive to possible issues. Tips for being a good disciplinarian are provided, such as knowing your students, showing concern for their welfare, and being calm and consistent. Both acceptable and unacceptable ways of dealing with disciplinary problems are outlined. The importance of establishing routines is discussed as it helps accomplish plans and guides student behavior.
Viewers also liked (9)
Four stage process to Develop a Collaborative Learnin
Four stage process to Develop a Collaborative Learnin
Student Conceptions of group work: Drawing the group
Student Conceptions of group work: Drawing the group
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?
Similar to Cooperative group lab- Alka Seltzer Experiment
Igcse assessment method-jk
The document discusses alternatives to traditional assessment methods that give teachers more flexibility in evaluating student learning. It describes several classroom assessment techniques including observations, student self-assessments, peer assessments, journals, concept mapping, group discussions, interviews, and student-generated tests. These alternative methods assess higher-order thinking skills and focus on the learning process in addition to products. They provide teachers with ongoing feedback to improve instruction.
Exemplars tests, practicals & projects
This document contains assessment exemplars for Life Sciences for Grade 10, including control tests, a research project, and practical tasks. It provides teacher guidelines, assessment rubrics, and worksheets for learners for each assessment. The introductions explain that the exemplars are meant to be used for continuous assessment throughout the year. They assess the three learning outcomes, with the tests and project assessing mastery of content and skills, and the practical tasks assessing skills. Guidelines are provided for implementing the research project and practical activities, including classroom management, technology use, and thinking strategies.
Revising instructional material
This document discusses revising instructional materials based on formative evaluation data. It describes analyzing data from one-to-one trials to identify weaknesses in materials and instruction. Data is examined from pre-tests, post-tests, learning time, and learner comments. Revisions are made based on learner performance and suggestions, as well as designer reactions. Both content and procedural revisions are considered. The goal is to identify deficiencies and make evidence-based changes to improve instructional effectiveness.
After Lab Ends How Students Analyze And Interpret Experimental Data
1) The document examines how students analyze and interpret experimental data from laboratory experiments. A survey asked students to describe the steps they take to analyze data and how often they employ best practices.
2) Results showed a disconnect between what actions students said they took, what instructors asked them to do, and what was evident in student work. Certain behaviors like explaining calculation methods correlated with higher grades.
3) To better develop high-level analysis skills, students need explicit instruction in accepted best practices and experience with open-ended problems that require justification and interpretation of results.
Action research
Action research involves applying scientific methods to solve practical problems in educational settings. It typically involves teachers or administrators studying problems within their classrooms or schools to evaluate and improve practices. Action research aims to guide educational decisions and actions through a process of studying problems scientifically. It focuses on immediate application to solve problems rather than developing broader theories. The results of action research are used directly by teachers and administrators to improve situations rather than generalizing to wider populations.
Revising Instructional Materials
This document discusses revising instructional materials based on formative assessment data. It describes analyzing data from one-to-one trials and small group studies, including learner characteristics, responses, learning time, and post-test performance. Data should be summarized using tables showing item-by-item and learner-by-objective performance. Revisions are identified by examining objectives, pre/post-tests, instructional strategies, learning time, and implementation procedures. A template is provided to document proposed changes based on identified problems and evidence from the evaluation. The goal of revision is to improve areas where learners struggled and facilitate intellectual growth.
overview slides
This document provides an introduction to the InTeGrate project, which aims to improve earth science education through the development of open-access curricular materials. It discusses how InTeGrate materials are created through a collaborative process involving instructors from different institutions and disciplines. It also describes how the materials are designed according to a rubric to ensure they engage students in solving real-world problems, use evidence-based practices, and are adaptable by instructors. Additionally, it notes how the associated website provides access to over 180 individual activity pages aligned with earth science disciplinary core ideas, crosscutting concepts, and science practices.
تصميم عمليات تقويم المناهج
The document summarizes a workshop on designing curriculum evaluations. It provides templates and examples for developing evaluation plans with key components: evaluation questions, indicators of success, data sources, data collection methods, and data analysis strategies. Participants will use the templates to design an evaluation plan for assessing the implementation and impact of a reading program in their schools. The workshop covers qualitative and quantitative evaluation approaches to determine if program elements are being delivered as intended, whether teaching and student outcomes have improved, and the degree to which program goals are being met.
skripsi chapter 3
This chapter outlines the research method used in the study. It describes a classroom action research design involving several cycles of planning, implementation, observation, and reflection. Data collection methods include lesson plans, observation sheets, pre-tests and post-tests to assess student writing skills. The study aims to determine if using outdoor classical music can improve students' ability to write descriptive texts in English.
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
edu 645 week 6 dq 1 standardized testing,edu 645 week 6 dq 2 summary,edu 645 week 6 final paper assessment plans ash edu 645 week 6,ash edu 645 week 6,ash edu 645,ash edu 645 week 6 tutorial,ash edu 645 week 6 assignment,ash edu 645 week 6 help
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.
Tieka wilkins. chapter 11pptx
This document discusses revising instructional materials based on formative evaluation data. It describes collecting data on student performance from pre-tests, post-tests, exercises, and observations, as well as data on student attitudes. This data is then used to identify areas for improvement and make changes to content, procedures, or instructional approach in order to improve student learning and performance. Examples of formative assessment methods mentioned include selected response assessments, constructed response assessments, performance assessments, and portfolio assessments.
Presented by zohar
This document discusses the importance of practical work and laboratory activities in science education. It outlines how practical work helps students develop knowledge, process skills, and scientific attitudes. Some key benefits of practical work mentioned include helping students learn concepts and relationships through hands-on activities. The document also discusses best practices for organizing practical work, such as forming student groups, providing clear instructions, and maintaining proper laboratory equipment and facilities.
Slides for taking a systems approach
This document summarizes a project funded by the National Science Foundation to develop curricular materials to increase geoscience literacy. The project takes a systems approach, recognizing that achieving desired outcomes requires multiple coordinated efforts. Faculty from different institutions and disciplines collaborate using a structured process guided by a rubric. This ensures materials meet specified criteria and address grand challenges. Piloting collects data to improve materials before publication. The process positively impacts faculty's teaching practices and has led to more student-centered instruction. At the institutional level, recognition and dissemination efforts increase adoption. Support also fosters broader institutional change and implementation beyond initial authors.
Designing and Conducting Formative Evaluation
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
Ch. 12 powerpoint apt 501
Summative evaluations are conducted to determine if instruction should be maintained, adopted, or adapted. They have two phases: the expert judgement phase examines how well instruction aligns with organizational goals, while the impact phase assesses effects in the workplace. Formative evaluations identify weaknesses to revise instruction, while summative evaluations make decisions about fully developed instruction after learner use.
Stephen Phillips - Implementing an inquiry based approach into our school
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
Chapter 11 revising instructional materials
This document discusses methods for revising instructional materials based on formative evaluation data. There are two types of revisions: changes to content to make it more accurate or effective, and changes to procedures. Data from one-on-one trials includes learner characteristics, test performance, comments, and attitudes. This data is analyzed by describing learners, summarizing comments, and examining individual item and objective performance. Revisions are then made based on learner performance and suggestions. Data from group trials includes pre/post-test results, comments, attitudes, and time data, which is analyzed to determine item/objective difficulty and consistency. Revisions are made to address identified issues and improve learner performance.
Orientasi pertemuan 1.pptx
The document provides an overview of an assessment course, including descriptions of course content, methodologies, and requirements. Students will develop skills in designing assessment instruments, analyzing results, and evaluating learning programs through discussions, practice, software use, analyses, and assessments. The course covers formative and summative assessment strategies as well as instrument design, analysis, testing, and evaluation of learning programs.
Chapter 11
This document discusses revising instructional materials to improve student learning. It recommends that teachers examine pre-tests and post-tests to identify gaps in student understanding and weaknesses in instructional materials. The document then provides examples of different types of instructional materials like distance education, computer-based instruction, and self-instructional materials. It offers guidance on analyzing student performance data from trials of instructional materials and determining what types of revisions are needed to content, procedures, or instructor-led materials to improve student outcomes.
Similar to Cooperative group lab- Alka Seltzer Experiment (20)
After Lab Ends How Students Analyze And Interpret Experimental Data
After Lab Ends How Students Analyze And Interpret Experimental Data
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
Ash edu 645 week 6 final paper curriculum based summative assessment design (...
Stephen Phillips - Implementing an inquiry based approach into our school
Stephen Phillips - Implementing an inquiry based approach into our school
Cooperative group lab- Alka Seltzer Experiment
- 1. Cooperative Group Lab AUBURN ROSE JAMES, CHEMISTRY
- 2. Reaction Rate/Enthalpy Laboratory Goals • Students collaboratively design experiments working in groups • Students effectively complete group roles and work as a whole • Factors that affect reaction rate and their relationships are determined • • Temperature • • Concentration Contact of reagents Heat of enthalpy of the reaction is determined • Endothermic vs Exothermic
- 3. Physical Aspects Teacher assigns fairly long term laboratory groups of 3 students, sets group roles for the day Students design and submit procedures for teacher approval the day before Teacher identifies necessary materials, makes them available to groups Day of experiment: Students meet in assigned teams at designated stations Engineer retrieves and sets up equipment
- 4. Group Roles Engineer • Collects predetermined lab materials • Manager Appropriately sets up stages of experiment • Monitors chemicals and equipment to ensure experiment is on track • Reviews and approves equipment set up and precursory measurements before experiment begins • Uses analytical probes, alerts analysts of appropriate times to record • Ensures lab is kept safe and clean at all times Analyst • • • Performs and records precursory measurements (mass, volume, etc.) Collects data Reviews results during and after the experiment to alert group of errors
- 5. Sample Experiment: Dissolution of Alka Seltzer Tablets
- 6. Assessments Informal Review of procedures, will be able to tell ability to set up controlled experiments and formulation of predictions Observations of group collaboration and behavior, determination of strengths of students when working together Formal Participation grades based on observations of engagement and ability to complete group role Laboratory report Data analysis Conclusions from observations and relationships determined between the data
- 7. Teacher Takeaways Information on student personalities and the affinity of different students towards labs and group work Ability of different students to work together for future group work and seating charts Students’ abilities to think as a scientist and design and carry out an idea in a laboratory setting Maturity level of students working together, is more scaffolding necessary before students can work in this manner again? Can students figure out what equipment and set up to use? Which students are natural leaders who will be able to lead group work and keep peers on task in the future? How to better engage distant students in future group activities?
- 8. The Next Step Students compare their group data to overall class data Discuss accuracy of class data Compare experimental equations to theoretical equations Explore causes for discrepancies between results How to create a more controlled experiment Identify and learn from errors Tweak group role responsibilities if necessary