Definingthetask 090420220149-phpapp01
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This document discusses defining guiding questions for research. It explains that guiding questions help focus and expand research. Good questions should be open-ended and encourage critical thinking. The document contrasts "green light" questions that are open-ended and lead to more information with "red light" questions that only allow for one-word or yes/no answers. Examples of both types of questions are provided. The document concludes with additional examples of open-ended questions.
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- Defining critical thinking and explaining why it is important.
- Describing key attributes of critical thinkers such as managing ambiguity, alternative thinking, and learning from mistakes.
- Suggesting ways to improve critical thinking like keeping track of ideas, asking questions, engaging in hobbies, and learning about new topics.
- Introducing the "Six Hats" method for analyzing ideas from different perspectives including blue, white, red, black, yellow, and green hats.
The summary captures the main topics and essential information from the document in 3 sentences.
Essential questions
The document discusses how to write effective essential questions. It defines essential questions as open-ended questions that require students to think critically and develop original answers through research and evaluation. Essential questions are found at the higher levels of Bloom's Taxonomy and Webb's Depth of Knowledge model, requiring analysis, synthesis and strategic thinking. The document provides examples of different types of essential questions that begin with words like "how", "what if", "should", and "why". It also distinguishes essential questions from traditional fact-based questions and provides guidance on writing open-ended essential questions focused on a particular unit or lesson.
2. research
Here are the key strengths and weaknesses of the research methods:
- Product research provided real examples to analyze but lacked context and only showed a limited perspective.
- The online questionnaire was efficiently distributed but had a low response rate, limiting insights. It also relied on self-reported data.
- Interviews allowed for follow up questions but only captured a small sample size. Responses may have been influenced by the interviewer.
Overall, triangulating multiple methods helped overcome some individual limitations but also resulted in large amounts of unsorted data. Focusing the research questions and analyzing responses systematically could have strengthened the findings. Further primary research may be needed to fill any gaps.
Questionnairre desisgn-Advance Research Methodology
This Presentation states the details of Questionnairre desisgn for students to get help in advance research methodology. Rearchers may also get help from this work.
2. research (14)
The researcher conducted product research, questionnaires, and interviews to inform their magazine design. For product research, they analyzed an existing magazine to understand its target audience. Questionnaires were distributed via Survey Monkey but the responses came from classmates rather than the intended audience. Interviews were conducted via direct messages which allowed for a small sample size not fully representative of the target group. Both questionnaires and interviews could be improved by reaching a larger, more relevant sample audience.
[/SUMMARY]
2. research (14)
The researcher conducted product research, questionnaires, and interviews to inform their magazine design. For product research, they analyzed an existing magazine to understand its target audience. Questionnaires were distributed via Survey Monkey but the responses came from classmates rather than the intended audience. Interviews were conducted via direct messages which allowed for a small sample size not fully representative of the target group. Both questionnaires and interviews could be improved by reaching a larger, more relevant sample audience.
[/SUMMARY]
My state 7 steps
This document outlines 7 steps for research success:
1. Questioning - Ask essential questions that are broad in scope and invite higher-order thinking.
2. Essential Questions - These questions have no single answer, promote analysis and evaluation, and provoke interest.
3. Choosing an Essential Question - An example multiple choice question is provided to distinguish an essential question from a non-essential one.
4. Brainstorming - Take time to think about research goals and which graphic organizer will be used before gathering information.
5. Gathering and Finding Resources - Use provided external links and library books first before other sources.
6. Evaluating Resources - Refer to evaluation
What makes good research
Michele Madden, managing director, nfpSynergy
Visit the CharityComms website to view slides from past events, see what events we have coming up and to check out what else we do: www.charitycomms.org.uk
Research primary secondary quant qual
This document discusses different research methods and techniques used for screenwriting, including primary and secondary research as well as quantitative and qualitative data collection. It provides details on:
- Primary research techniques like surveys, interviews, and focus groups which provide original, tailored information but are time-consuming and expensive.
- Secondary research which uses existing information from sources like the internet or books, providing abundant, cheap data but not necessarily answering specific questions.
- Quantitative data which gives numerical, statistical responses that are easy to present graphically but lack depth, versus qualitative data from open-ended questions which provides richer insights but is harder to analyze.
- Best practices for surveys like understanding the audience, crafting relevant questions,
Essential questions
The document provides guidance on how to write an essential question. It explains that an essential question should provoke critical thinking rather than have a predetermined answer. It should require students to synthesize, analyze, and evaluate information from multiple sources. The document also discusses Bloom's Taxonomy and Webb's Depth of Knowledge model, noting that essential questions are found at the higher levels of these frameworks. It provides examples of effective essential question wording and distinguishes essential questions from traditional fact-based questions.
SOCW 6210 Human Behavior and the Social Environment II We.docx
SOCW 6210: Human Behavior and the Social Environment II
Week 10 LIFE SPAN INTERVIEW
Below are some questions to start the conversation with your interviewee. Do not hesitate to add additional questions as needed. You are encouraged to reach out to a senior center, adult living facility, or nursing home to locate an interviewee. When interviewing an individual, please consider how to show respect to an individual of this age within their cultural values.
Begin your interview with demographics…………….
How do you prefer to be addressed?
What is your age?
Where were you born?
How do you identify your ethnicity?
How do you identify your gender?
Remembering the Past…………………….
What is your earliest memory?
Who were your friends when you were growing up? Did you maintain those friendships throughout life? Any reason why or why not?
What was your favorite thing to do for fun (movies, beach, etc.) growing up? In your young/middle adult years? As an older adult?
What was school like for you as a child? What were your best and worst subjects?
Over the years……………
What was the happiest moment of your life?
© 2017 Laureate Education, Inc. 1
What world events had the most impact on you?
Do you have military experience? If so, how did it mold you as a person?
Was religion/spirituality a part of your youth? Adulthood? Currently?
Who is the person who influenced your life the most?
Have you lost a loved one? If so, how has that loss affected your life?
What are some of the most important lessons you feel you have learned over the course of your life?
As you look back over your life, do you see any “turning points”; that is, a key event or experience that changed the course of your life or set you on a different track?
What are some of the important choices or decisions you made that you have learned from?
What are you most proud of?
How would you like to be remembered?
Currently Experiencing………………………….
What has been your experience with aging? (physically, socially, environmentally)
How would you define successful aging?
Do you have any challenges to access to healthcare?
How do you see yourself today? [elder, senior, older adult; use this term in the following questions]
How are your friendships as a [use term identified by individual]?
Are you involved with [use term identified by individual] activities or social clubs? What does this mean for you?
Have you had any experiences with services not being available to you as a [use term identified by individual]?
Have you experienced discrimination as a [use term identified by individual]? Other types of discrimination?
© 2017 Laureate Education, Inc. 2
.
Gcse controlled assessment intro active cit project 2 - development 22 10 10
This document outlines the requirements and steps for a controlled assessment on active citizenship for a PGCE program. Students will choose a local issue to research, contact people in positions of power to discuss solutions, take action to raise awareness and influence decisions, and reflect on what they learned. They will complete a response form under supervision and provide 5 pieces of evidence total to demonstrate their work on the issue, communications, and skills used. The aim is for students to engage in meaningful citizenship activities and show competency in skills like research, advocacy, and critical thinking.
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Syllabus
Chapter-1
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Definingthetask 090420220149-phpapp01
- 1. Defining the Task First Step in the Big6 Research Process
- 2. Defining the Task with Guiding Questions • Guiding Questions help focus and expand research. – Thinking about what might be interesting and important to learn about their topic, compare broad, open-ended questions with narrow, closed questions. – Play "red light, green light," to test for appropriate guiding questions. – (This game shows that one-answer questions "stop" the flow of information and is a fun way for students to test and select good guiding questions.)
- 3. Importance of developing good, critical thinking, questions • Helps the audience think critically about the topic being discussed • Allows multiple people from the audience to participate during discussions • Helps the presenter lead a good thorough discussion
- 4. GREEN LIGHT QUESTIONS: • Lead to more information! • They answer “Why” and “What if” • ….open ended questions that lead to critical thinking and opinions • They encourage your audience to investigate • They lead your audience to the bigger picture
- 5. RED LIGHT QUESTIONS: • Are questions that STOP information! • They ask for only one answer • They ask for “yes” or “no” answers • They ask for ONE WORD answers • They don’t help you find out more information • They kill your discussion!!!!!!!!
- 6. Examples • What was the world like when Abraham Lincoln was born? ___green light______ • When was Abraham Lincoln born? ___red light_______
- 7. Red Light or Green Light? • Do you like the leader of the United States? __________________ • What are some pros and cons about the leader of the United States? __________________
- 8. Red Light or Green Light? • Do you think citizens’ will go vote for the election? _____________________ • What are some reasons as to why a citizen will/will not go vote? _____________________
- 9. Red Light or Green Light? • Do you think citizens’ will go vote for the election? _____________________ • What are some reasons as to why a citizen will/will not go vote? _____________________
- 10. Red Light or Green Light? • Is the United States contributing to global warming? ______________________ • How could the United States reduce the effects of global warming? ____________________
- 11. Examples of Open-ended Questions • How would you…? • What would result if…? • How would you describe…? • How does…compare with…? • What is the relationship between…? • What would happen if…? • How could you change…? • How would you improve…? • How do you feel about…? • Why do you believe…? • What is your opinion of…? • What choice would you have made…? • What would you do differently? • Why do you feel…? • How would you go about solving the problem…? • If you were in this position what would you do? • Why do you/don’t you support…? • What could improve…?