Darci, the STEM Mom presented this powerpoint as part of a 3 hour workshop at the 2013 Minnesota Science Teachers State Conference. She challenges science teachers with six hands-on inquiry activities that engage students with not only science principles but also engineering, technology, and mathematics. STEM Mom also addresses the meaning of STEM, use and purpose of Lab Notebooks, how to create an environment friendly for inquiry, and how to modify lessons to be a higher level of inquiry. For each of the six challenges, STEM Mom provides a teacher lesson plan, tips for presenting the challenge at various levels, and two versions of student handouts.
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
R & D for the High School Classroom: Day 1 (WIP-5 grant workshop)Darci the STEM Mom
This presentation shares an overview of the the purpose of the R&D workshop, an introduction to inquiry, an introduction to the STEM Student Research Handbook, and two activities that can be used with students to demonstrate the research method by example (rather than lecture).
Darci Harland, author of the STEM Student Research Handbook, and Allison Hennings, high school teacher who teaches a year-long research course, gave this presentation at NSTA 2012. Tips for organization and assessment are included. Darci talked about how to provide meaningful feedback, how to support students working in groups, and tips for using technology. Allison discussed benefits and challenges to facilitating student research, tips on teaching the literacy aspects of science research, ideas on how to how to organize students, and then how to teach the process and final communication.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This document outlines a bioethics unit plan for high school students. It includes:
- Reading and writing standards addressed
- Materials and resources used, including websites for content and activities
- A timeline that breaks the unit into weekly segments focusing on content, research, writing instruction, and the writing process
- Details about directing writing instruction, peer editing, and using rubrics to self-assess writing
- Possible obstacles students may face and solutions to address them
- A reference list of sources cited in the unit plan
Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Pres...Darci the STEM Mom
This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
STEM Mom facilitates discussion among teachers at Princeton University during their annual YSAP (Young Science Achievers Program) event. [April 20, 2013]
This event is for teachers who already implement student research and who are highly successful in encouraging students to DO science, integrated with TEM! This is the powerpoint used during our full-day workshop.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
R & D for the High School Classroom: Day 1 (WIP-5 grant workshop)Darci the STEM Mom
This presentation shares an overview of the the purpose of the R&D workshop, an introduction to inquiry, an introduction to the STEM Student Research Handbook, and two activities that can be used with students to demonstrate the research method by example (rather than lecture).
Darci Harland, author of the STEM Student Research Handbook, and Allison Hennings, high school teacher who teaches a year-long research course, gave this presentation at NSTA 2012. Tips for organization and assessment are included. Darci talked about how to provide meaningful feedback, how to support students working in groups, and tips for using technology. Allison discussed benefits and challenges to facilitating student research, tips on teaching the literacy aspects of science research, ideas on how to how to organize students, and then how to teach the process and final communication.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
This document outlines a bioethics unit plan for high school students. It includes:
- Reading and writing standards addressed
- Materials and resources used, including websites for content and activities
- A timeline that breaks the unit into weekly segments focusing on content, research, writing instruction, and the writing process
- Details about directing writing instruction, peer editing, and using rubrics to self-assess writing
- Possible obstacles students may face and solutions to address them
- A reference list of sources cited in the unit plan
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
Teaching with Clickers for Deep LearningDerek Bruff
This document discusses using clickers, or student response systems, to engage students in active learning during lectures. It describes a common clicker-based pedagogy where an instructor poses a multiple-choice question, students answer using clickers, and the instructor uses the results to guide further discussion or backtracking. Clickers can be used to pose different types of questions, from factual recall to conceptual understanding to application and analysis. They provide formative assessment to help instructors and students gauge learning. Research shows clickers can improve exam scores and longer-term retention compared to traditional lectures without clickers. The document also introduces the flipped classroom approach which inverts traditional lectures by having students learn new material before class.
Inquiring Minds Want to Know: How to Use the Question Formulation Technique t...lori_donovan
The document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. It explains that QFT is a structured process where students generate their own questions about a topic. The technique helps students improve higher-order thinking skills like divergent, convergent, and metacognitive thinking. The QFT process involves focusing questions, producing questions without judgment, categorizing questions, prioritizing questions, and reflecting. When used in information literacy lessons, QFT can help students develop authentic questions that fuel curiosity and deeper learning.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
Teaching Research Methods: How to Make it Meaningful to StudentsSAGE Publishing
This document summarizes a presentation by Dahlia Remler and Gregg Van Ryzin on making research methods teaching meaningful to students. They discuss the importance of research methods, using real-world examples, focusing on causal research questions, encouraging visual thinking through path diagrams, and getting students to practice methods. The presentation aims to help instructors engage students and show how research methods are valuable to their careers and lives. Remler and Van Ryzin take questions at the end of their discussion of these techniques.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
Come hear from leading Science Museum experts and Industry leaders on what’s working and future directions in engaging girls into STEM careers, via collaborating with industry, academia and communities. Hear about successful exhibitions and programs, key challenges, and what you can do to continue to spark forward. Share your ideas and insights, and learn more about how Museum’s can serve as a fantastic venue to engage girls (and boys) in activities that highlight how much fun and rewarding STEM careers can be!
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
This document provides information and guidelines for students participating in a science fair. It explains that a science fair project must be an experiment that tests a variable, not just a demonstration. An experiment compares two or more materials or variables, while a demonstration does not make comparisons. The scientific method is also described, including forming a question, making a hypothesis, gathering materials, following procedures, collecting data, and drawing a conclusion. The timeline and judging criteria for the science fair are outlined. Students are directed to various sources for project ideas and reminded that their project must be approved by the deadline.
This document summarizes techniques for reducing computer anxiety in students when teaching electronic resources. It recommends creating a positive learning environment where questions are encouraged. Suggested activities include mapping resources without computers, explaining purposes and mechanisms, and having students gradually practice on computers with support. Reflection activities help students apply lessons, and ongoing support like guidance videos further reduce anxiety. The goal is to lessen anxiety within sessions and make students comfortable accessing electronic resources.
Informing pedagogy through collaborative inquiryKatrin Becker
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
Conducting LIS research: the method in our madnessevardell
This presentation covers semi-structured interviews, surveys, focus groups, and participant observation with a focus on highlights most pertinent to those conducting library and information sciences research. Presented at the Empirical Librarians Conference on 2/9/15. Authors include: Emily Vardell; John D Martin, III; Amanda B. Click; and Leslie Thomson.
The document provides guidance on creating an effective WebQuest assignment for students. It discusses choosing a topic aligned to curriculum standards that makes good use of online resources and requires understanding rather than rote learning. Various types of tasks are described, including retelling, compilation, mystery, journalistic, design, creative production, consensus building, persuasion, self-knowledge, analytical, judgment, and scientific. The document stresses selecting an appropriate task type and designing an evaluation rubric before writing the task. It also covers developing student roles and responsibilities, curating focused online resources, and formatting the full WebQuest outline.
Find strategies for your dissertation when it comes to handling data that honor principles such as informed consent and the protection of identities. And see examples of the way NVivo can be discussed in an IRB approval.
ResearchEd 2017 National Conference - This is the new m*th!Christian Bokhove
This document summarizes some common myths and misconceptions about education, neuroscience, and psychology. It discusses how myths can begin from misinterpretations of scientific facts rather than intentional deception. Myths are then perpetuated through cultural differences in language, limited access to counter-evidence, complexity of topics, and cognitive biases. Some specific examples of myths discussed include overstating the effects of disruptive students on classmates' achievement, oversimplifying cognitive load theory, and overhyping new scientific findings before adequate research has been conducted. The document emphasizes the importance of carefully checking original sources, acknowledging limitations and complexity, and educating others to mitigate reductive explanations.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
Teaching with Clickers for Deep LearningDerek Bruff
This document discusses using clickers, or student response systems, to engage students in active learning during lectures. It describes a common clicker-based pedagogy where an instructor poses a multiple-choice question, students answer using clickers, and the instructor uses the results to guide further discussion or backtracking. Clickers can be used to pose different types of questions, from factual recall to conceptual understanding to application and analysis. They provide formative assessment to help instructors and students gauge learning. Research shows clickers can improve exam scores and longer-term retention compared to traditional lectures without clickers. The document also introduces the flipped classroom approach which inverts traditional lectures by having students learn new material before class.
Inquiring Minds Want to Know: How to Use the Question Formulation Technique t...lori_donovan
The document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. It explains that QFT is a structured process where students generate their own questions about a topic. The technique helps students improve higher-order thinking skills like divergent, convergent, and metacognitive thinking. The QFT process involves focusing questions, producing questions without judgment, categorizing questions, prioritizing questions, and reflecting. When used in information literacy lessons, QFT can help students develop authentic questions that fuel curiosity and deeper learning.
Here are some notes about the effects of the tsunami on people:
Notefact 1:
The tsunami killed over 230,000 people in 14 countries. It left over 1 million people homeless and caused widespread devastation and loss of livelihoods.
Notefact 2:
In Indonesia, the tsunami devastated the province of Aceh, where over 126,000 people were killed. It destroyed houses, schools, mosques, and infrastructure.
Notefact 3:
In Sri Lanka, over 31,000 people lost their lives. Coastal villages were flattened and fishing communities were severely impacted by loss of boats and equipment.
Notefact 4:
The tsunami had
Teaching Research Methods: How to Make it Meaningful to StudentsSAGE Publishing
This document summarizes a presentation by Dahlia Remler and Gregg Van Ryzin on making research methods teaching meaningful to students. They discuss the importance of research methods, using real-world examples, focusing on causal research questions, encouraging visual thinking through path diagrams, and getting students to practice methods. The presentation aims to help instructors engage students and show how research methods are valuable to their careers and lives. Remler and Van Ryzin take questions at the end of their discussion of these techniques.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
Come hear from leading Science Museum experts and Industry leaders on what’s working and future directions in engaging girls into STEM careers, via collaborating with industry, academia and communities. Hear about successful exhibitions and programs, key challenges, and what you can do to continue to spark forward. Share your ideas and insights, and learn more about how Museum’s can serve as a fantastic venue to engage girls (and boys) in activities that highlight how much fun and rewarding STEM careers can be!
The document provides guidance on developing effective questioning skills in students. It discusses the importance of questioning, lists strategies for responding to questions, and provides examples of questioning tools and frameworks teachers can use to scaffold questioning skills including Bloom's Taxonomy, Thinking Hats, Thinking Maps, and Anderson's Revised Taxonomy. The document emphasizes the role of teachers in explicitly teaching, modeling and providing opportunities to practice questioning.
Creativity is nebulous to understand and problematic to nurture. Despite the fact that creativity is frequently observed in a range of contexts, being creative—or producing something that is deemed creative—is often very challenging for pupils. Moreover, what constitutes ‘creative’ is neither fixed nor similar between contexts. This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The presentation explores how creativity can usefully be conceptualised for design and technology education. It explores cognitive and meta-cognitive aspects of associated pupil learning and considers way of mitigating challenge based upon the analysis of pupil mark-making. A very stark before and after case is presented that demonstrates the differences in pupil outcomes that can be achieved by altering the pedagogical approach in view of research selected evidence.
This document provides information and guidelines for students participating in a science fair. It explains that a science fair project must be an experiment that tests a variable, not just a demonstration. An experiment compares two or more materials or variables, while a demonstration does not make comparisons. The scientific method is also described, including forming a question, making a hypothesis, gathering materials, following procedures, collecting data, and drawing a conclusion. The timeline and judging criteria for the science fair are outlined. Students are directed to various sources for project ideas and reminded that their project must be approved by the deadline.
This document summarizes techniques for reducing computer anxiety in students when teaching electronic resources. It recommends creating a positive learning environment where questions are encouraged. Suggested activities include mapping resources without computers, explaining purposes and mechanisms, and having students gradually practice on computers with support. Reflection activities help students apply lessons, and ongoing support like guidance videos further reduce anxiety. The goal is to lessen anxiety within sessions and make students comfortable accessing electronic resources.
Informing pedagogy through collaborative inquiryKatrin Becker
SoTL research is often instigated and directed by the instructors or facilitators who are responsible for a given course, program, seminar, or workshop. The facilitators, or sometimes an outside person is the researcher, while the students are the subjects. Even in participatory action research, the learners are still primarily treated as subjects. Recently, the author designed and delivered a graduate level course where the entire course design became the subject of a co-operative inquiry. In co-operative inquiry, “members of the group contribute both to the ideas that go into their work together, and also are part of the activity that is being researched. Everyone has a say in deciding what questions are to be addressed and what ideas may be of help; everyone contributes to thinking about how to explore the questions; everyone gets involved in the activity that is being researched; and finally everybody has a say in whatever conclusions the co-operative inquiry group may reach. So in co-operative inquiry the split between 'researcher' and 'subjects' is done away with, and all those involved act together as 'co-researchers' and as 'co-subjects'. “(Heron, 1992).In other words the learners are also the researchers alongside the instructor. This presentation is intended to outline the methodology known as co-operative inquiry, to briefly report on the author’s experiences with this approach in a graduate level Education class, and to solicit collaborators in pursuing possible opportunities to explore this approach further in undergraduate courses.
The document discusses collaborative action research, which involves teachers systematically examining their own educational practices using research techniques to improve student and teacher learning. It involves teamwork, with practitioners investigating issues relevant to their interests. The key aspects discussed include problem identification, developing a plan of action, collecting and analyzing data, reporting results, and creating an action plan for future steps.
Conducting LIS research: the method in our madnessevardell
This presentation covers semi-structured interviews, surveys, focus groups, and participant observation with a focus on highlights most pertinent to those conducting library and information sciences research. Presented at the Empirical Librarians Conference on 2/9/15. Authors include: Emily Vardell; John D Martin, III; Amanda B. Click; and Leslie Thomson.
The document provides guidance on creating an effective WebQuest assignment for students. It discusses choosing a topic aligned to curriculum standards that makes good use of online resources and requires understanding rather than rote learning. Various types of tasks are described, including retelling, compilation, mystery, journalistic, design, creative production, consensus building, persuasion, self-knowledge, analytical, judgment, and scientific. The document stresses selecting an appropriate task type and designing an evaluation rubric before writing the task. It also covers developing student roles and responsibilities, curating focused online resources, and formatting the full WebQuest outline.
Find strategies for your dissertation when it comes to handling data that honor principles such as informed consent and the protection of identities. And see examples of the way NVivo can be discussed in an IRB approval.
ResearchEd 2017 National Conference - This is the new m*th!Christian Bokhove
This document summarizes some common myths and misconceptions about education, neuroscience, and psychology. It discusses how myths can begin from misinterpretations of scientific facts rather than intentional deception. Myths are then perpetuated through cultural differences in language, limited access to counter-evidence, complexity of topics, and cognitive biases. Some specific examples of myths discussed include overstating the effects of disruptive students on classmates' achievement, oversimplifying cognitive load theory, and overhyping new scientific findings before adequate research has been conducted. The document emphasizes the importance of carefully checking original sources, acknowledging limitations and complexity, and educating others to mitigate reductive explanations.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document discusses qualitative research methods for understanding users and their needs and experiences. It provides examples of qualitative strategies like focus groups, observation, interviews, and discusses methods like photo elicitation, role playing, participatory design, and shadowing. The document encourages triangulating multiple qualitative methods to get a rich set of data. It also provides tips for conducting interviews, including asking open-ended questions, being aware of assumptions, allowing silence, and sequencing questions from general to specific.
TESTA, HEDG Spring Meeting London (March 2013)TESTA winch
The document summarizes the TESTA (Transforming the Experience of Students through Assessment) process, which aims to improve student learning through effective assessment practices. It discusses how TESTA was developed through research at multiple universities, and how it analyzes assessment methods through student surveys, focus groups, and audits. It finds that formative assessments are often ineffective if students do not see their value, feedback is sometimes unclear or not used by students, and goals/standards are unclear. However, it also discusses how TESTA has led to positive changes in assessment practices across over 70 programs in 20+ universities through a focus on program-level assessment design.
STEM Process and Project-Based LearningTodd_Stanley
The STEM design process involves asking, imagining, planning, creating, and revising. This cycle fits nicely into the model of project-based learning where students are creating an authentic product to show what they have learned. This shows you how you can incorporate the STEM design process into your projects to ensure maximize learning can take place. Part of this is creating a safe classroom environment where students are permitted to take risks. By doing this, you are giving students permission to fail, which is where the most learning takes place.
Squeezing assessment and stretching learningTansy Jessop
1. The document discusses challenges related to assessment and feedback that are highlighted by TESTA (Thinking about Enhancing Student Testing and Assessment). It summarizes three main problems: things going awry without understanding why, curriculum design challenges, and challenges with academic reading and writing.
2. Evidence and strategies are presented for addressing issues like an over-reliance on summative assessment, disconnected feedback, and student confusion about goals and standards. Case studies of successful formative assessment practices are described.
3. Moving from a transmission model of education to a more social constructivist model is advocated, along with the idea of "learning-oriented summative" assessment. References are provided for further reading.
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
Fostering Curriculum Development Through Artesol 2010shierl
The document summarizes a workshop on using collaborative action research to reimagine an ESL curriculum. The program's problem was that some students were passing writing classes without having sufficient grammar skills. Participants discussed combining grammar and writing classes into 8-hour courses to better align the curriculum and improve students' grammar accuracy in writing. The presenters outlined the action research process and how they would conduct research by combining levels of grammar and writing courses over three terms, collecting data from recordings, journals, and student work to evaluate results and determine if the change improved grammar skills.
This document discusses challenges with feedback and assessment in higher education. It notes that students often do not find feedback useful as it feels disconnected from future work and there is inconsistency between markers. The document explores how to improve feedback through more dialogue and formative assessment. Case studies show that formative tasks work best when they are low-risk, engage students in reflection, and are linked to summative assessments. The key is to make assessment a learning process rather than just evaluation.
This document summarizes a research skills pilot project for freshmen students across history, science, and English courses. The project aimed to help students independently find relevant resources, develop strategies when research gets difficult, synthesize knowledge, and navigate library resources. Pre- and post-assessments showed students' research skills improved, though starting research and narrowing topics remained challenges. Student interviews found the library instruction and resources like databases and Noodlebib were helpful, while source evaluation sheets had mixed reviews. The project leaders aim to further improve formative assessments and use data to enrich students' research process and products going forward.
The document discusses action research that teachers can conduct in their classrooms to study problems and improve their teaching practices. It defines action research as a practical, reflective, and recursive process where teachers identify issues, form research questions, develop action plans, collect data on interventions, analyze results, and modify their approach. The document provides guidance on each step of the action research process and emphasizes that it is participatory, socially responsive, and aimed at positive change in the classroom context.
The document discusses action research that teachers can conduct in their classrooms to study problems and improve student learning. It defines action research as a practical, reflective, and recursive process where teachers identify issues, form research questions, develop action plans, collect data before and after implementing changes, and use the results to further improve the classroom environment. The document provides guidance on each step of the action research process and emphasizes that it is participatory, socially responsive, and aimed at positively transforming the learning environment.
Slides used during "Notebooks Rock" presentation at NSTA conference. Session originally listed as "Science Notebooking: A Convenient and Cost-effective Approach"
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
This document discusses myths about assessment and feedback that were explored through the TESTA project over five years. The TESTA project aimed to provide evidence-based research and drive changes to assessment practices across several university programmes. The document discusses five common myths, including that modular designs always lead to coherent programmes, assessment is mainly about grading, formative assessment is difficult to do, feedback is only written comments from lecturers, and that students will engage in good learning practices without scaffolding. For each myth, the document provides evidence from student surveys and programme audits that challenge the myths. It also outlines changes implemented by TESTA to improve assessment and feedback practices.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
This document provides an agenda for the NISMEC/I-STEM Talks conference with details of presentations on various science education topics. On Thursday, presentations will focus on student investigations of Galileo and the moons of Jupiter, using the high school modeling curriculum, and teacher developed extensions of the Indiana Science Initiative for grades 5-8. On Friday, topics will include the science process skills needed by middle schoolers, engaging students in science at all grades through object analysis, the impact of the Indiana Science Initiative on classrooms, teaching AP science, connecting literature to the lab, and the Next Generation Science Standards.
Similar to Adding the "TEM" to our Science Teaching: STEM mom gives tips for inquiry and integrated learning (20)
This document outlines an agenda for a workshop on implementing research and development into high school classrooms. It discusses using the ADDIE model of instructional design and having teachers share their work. The workshop will involve writing an initiation and evaluation paper, analyzing student survey results, creating lesson plans and a unit plan, recording a video interview, and working on online modules. Teachers will work independently during designated work times to determine goals and timelines for their projects.
This is the presentation used to guide our discussions at a teacher professional development workshop for teachers who have spent the last year implementing student research into their curriculum. Teachers used the "STEM Student Research Handbook" as a student text and have been developing unit and lesson plans to guide their students through the process.
Darci, Author of the "STEM Student Research Handbook" facilitates a follow-up workshop with teachers who are implementing student research. Topics covered are scientific writing; teaching scientific writing, documentation, assessment, and presenting research.
This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
This document provides an agenda and notes for day four of a workshop on implementing research and development into high school classrooms. The day includes presentations from Dr. Norman LaFave and Erin Colfax via Skype, as well as sessions on conducting background research, developing research questions, organizing notes, and learning about descriptive statistics. Resources on developing curriculum and unit plans for research are also discussed.
Presentation introduces how to research design and proposal process when implementing student research into the curriculum. The STEM Student Research Handbook chapters addressed are chapter 2 and chapter 5.
This document provides an overview of the Next Generation Science Standards (NGSS) and the process used to develop them. It discusses why new K-12 science standards were needed, highlighting past assessments that showed U.S. students being outperformed internationally. It also summarizes the key reports and recommendations that called for new standards, including A Framework for K-12 Science Education. The document then explains the three dimensions of the NGSS - scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It concludes by outlining the conceptual shifts reflected in the NGSS, such as integrating science and engineering and ensuring concepts are taught coherently across grades.
This document provides information about research and development courses and the Effective Formative Assessment for Students and Teachers (EFAST) system. It summarizes:
- ISU courses on workshop content that teachers can take for credit, including course requirements and topics covered.
- The EFAST online professional development program which consists of 6 modules on formative assessment strategies, and how teachers can access and complete the modules.
- The Illinois Data Portal where teachers are required to submit data from student and teacher surveys to the granting agency ISBE. It provides directions for teachers to create accounts, log in, administer surveys to students, and view other required submissions.
R & D for the High School Classroom: Day 2 (WIP-5 grant workshop)Darci the STEM Mom
In Darci Harland's R&D for the High School Classroom, we debriefed our field work observations, talked about how to jump start students into thinking bout ideas for research topics (Chapter 1 of the STEM Student Research Handbook) and determined the importance of lab notebooks and how to organize them (chapter 6 of the STEM Student Research Handbook).
This document outlines tips for student research presented by Dr. Darci J. Harland. It discusses finding a research topic, developing a research design, working in groups, collecting data, and determining meaning from data. Tips include using online resources to identify topics, conducting background research, taking organized notes, setting group expectations, recording observations methodically, and using statistics and visuals to understand relationships in the data. The goal is to guide students through the research process from developing a question to drawing conclusions.
The document is a presentation by Darci J. Harland from Illinois State University about implementing student research projects as part of STEM curriculum. Harland is the author of an NSTA Press handbook on the topic. The presentation discusses providing structure for student projects through deadlines, feedback, and group work guidelines. It also emphasizes teaching the literacy components of research, such as background research, note-taking, and scientific writing. Technology tools for collaboration and project management are presented. The goal is to help teachers facilitate successful student-designed research projects.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Two Key Ideas
Failure Collaboration
is Totally Must be
An Modeled &
Option! Taught
3. What we get to do…
Model for Integrating TEM into Science
Gumdrop Structure Challenge
Leveling Inquiry
Domino Wall Challenge
Tips for Lab Notebook-ing
Elbow Model Challenge
Planning an Inquiry Environment
Paper Table Challenge
Collaboration Board
Mixing Mortar Challenge
Living-Nonliving Inquiry Lab
10. Science teaching is…
Supporting students as they ask good
questions, and use STEM tools to find
answers to STEM related issues.
Focusing students on solving
problems in context of something
with which they can relate; students
learn facts along the way.
11. Gumdrop Challenge
Using 10 gumdrops and 20 toothpicks,
design a structure that can hold the
weight of a large textbook.
12. Gumdrop…Construction Zone
How could you strengthen the
joints?
Does the length of a toothpick
limit you? Is this worth
exploring?
What shapes are you using in
your structure?
13. Gumdrop…Check in Questions.
What have you tried that’s
NOT working?
What structures or methods
do you like best so far, that
you hope to include in your
final design.
17. Gumdrop Challenge
Discussion
Shouldwe replace gumdrops and
toothpicks?
Pros + cons?
What issues do you anticipate having with
your own students?
How might the activity change if the
number of gumdrops and toothpicks were
different?
In what units might this activity be
beneficial?
19. Misconceptions about Inquiry
Inquiry is not…the
same as “Hands-On.”
Students don’t need
background information before
they can begin learning.
Lab Reports and post lab
questions are not usually Inquiry.
20. Its NOT Inquiry if…
students know what results
they are supposed to get.
the question and steps are
predetermined for students.
the teacher is working
harder than the students.
21. Levels of Inquiry
Demo- Activity Teacher- Student-
nstration Initiated Initiated
Posing the Teacher Teacher Teacher Student
Question
Planning the Teacher Teacher Student Student
Procedure
Formulating Teacher Student Student Student
the Results
From: D. Llewellyn. 2002. Inquiry within: Implementing inquiry-based science standards. Thousand Oaks,
Corwin Press.
An interview I did for NSTA regarding my book.
22. Levels of Inquiry
Non-Inquiry Low-Level Inquiry
Step-by-step Students make
instructions some decisions
All needed materials about how to study
are provided to the topic
Many materials are
provided, students
choose what they
want
23. Levels of Inquiry
Mid-Level Inquiry High-Level Inquiry
Students decide how to Students decide what
test the question question to test
Students develop their Students develop their
own procedure own procedure
Students request Students request
materials materials
Students analyze results
using appropriate
technology and math
24. Gumdrop Example
Student Lab
Non-Inquiry
Step-by- Step
Instructions
“Right Answer”
PBS Link
26. Gumdrop Challenge
Student Lab
Mid-Level
Inquiry
Failure is
expected &
celebrated
Students
critically
evaluate their
procedure
27. Bricklaying Wall Challenge
Use 8 domino “bricks” and playdough
“mortar” to build and test walls with
various brick patterns.
28. Bricklaying…Construction Zone
Why did you stack your bricks
this way?
What do you think will happen
when you test it?
Does it matter how you form
the playdough?
Would you pattern the bricks
differently if you were going
around a corner?
29. Bricklaying Structure Testing
How would you suggest we
test our walls?
What procedure would best
allow us to compare our
results?
How’d You do?
32. Bricklaying Challenge
Discussion
Are there better supplies to use?
What issues do you anticipate having with
your own students?
How might the activity be changed for
and advanced challenge?
When might you be able to use this
activity?
40. Elbow…Construction Zone
Is there another way to use
these materials?
How can you attach
“muscles” to the bone?
What’s the best place to
attach a muscle to bend the
arm? Extend the arm?
Why do you need biceps and
triceps?
41. Elbow…Check in Questions.
What have you tried that’s
NOT working?
What structures or methods
do you like best so far, that
you hope to include in your
final design?
42. Elbow Model
Student Lab
Non-Inquiry
Use step-by-
step directions
Assemble after
learning the
physiology
43. Elbow Model
Student Lab
Low-Level
Inquiry
Use limited
supplies
After learning
anatomy
Teacher
prompts to
remind
students
44. Elbow Model
Student Lab
Mid-Level Inquiry
Students request
supplies
Before learning
anatomy
Purpose of model
is to figure it out
45. Elbow Model
Discussion
Are there better supplies to
use?
What issues do you anticipate
having with your own students?
What do students record in their
lab notebook?
47. Two Key Ideas
Failure Collaboration
is Totally Must be
An Modeled &
Option! Taught
48. Attitudes you want to foster
Things don’t always “work” out
Failure helps us (re)think & learn
Talking out ideas helps us think
Trouble shooting is fun
Tinkering is learning
Playing first it helps us know what we
need to read
49. Create Inquiry Spaces
Homago Corner
(Hanging out, messing around,
geeking out)
glue gun, craft sticks, garage sale
& thrift store finds
Reverse engineering
Create art
What happens if…?
50. Celebrate Inquiry
Encourage students to learn from
their failures….how?
“Best Failure of the Day” award
In the way you talk to kids
51. What could you say instead?
Look, Jose got it right!
Wow, Gabe, finished
already? Great job. You can
work on other homework.
It broke again? What are
you doing wrong?
52. What can you say if…?
Corban has constructed 3 non-
functioning elbow models.
Over-achiever, Olivia wants hours to
plan out a design before ever
touching the materials.
Fix-it Freddy loves to tinker but
doesn’t write or talk about what is
going on in his head.
53. Stair-step Inquiry levels
Step-by-step As a class develop
Provide all
a procedure
materials Determine what
materials are
Learn classroom needed
procedures Decide how data
Lab Notebook should be
recorded &
analyzed
54. Stair-step Inquiry levels
Provide too many Students develop
or not enough procedures
materials
Request materials
Allow groups to
develop Decide how to
procedures record data
Groups decide Analyze data
how to record Present data
data
55. Paper Table Design Challenge
Use 8 sheets of newspaper, masking tape,
and cardboard to design a table that is 8”
tall and can hold a textbook.
64. Paper Table
Discussion
Amount of paper & tape ok?
What issues do you anticipate
having with your own students?
What do students record in their
notebook?
66. Community Board
Emphasizes the process
Celebrates finding ways it
doesn’t work
Communication between
students
67. Mortar Making Challenge
Combine various amounts of soil, clay
flour, and sand to develop the strongest
mortar. Develop a way to test the wall.
68. Mortar Making…Construction Zone
Can you predict what will happen
once that mortar dries?
Are there another materials you would
have liked to add?
How would you tweak this current
recipe? What result would you be
hoping for?
What problems have you encountered
and how have you solved them?
Why have you chosen the materials
you are using?
69. Mortar Making Test
How could we fairly test
our mortar and walls?
What supplies do you
need?
Science: Content knowledge…what we’ve learned about ourselves, our planet, our universe. Knowledge is learned during the journey of finding an answer to a problem or question we have. And as the green arrows represent, we use use the tools of technology, engineering, and math to further the knowledge.
An engineering problem is answered by utilizing content area knowledge in science, and the tools available in technology and mathematics.
Show them the book that they will be testing with.
Construction Zone: While students are working, these are questions you may choose to ask to help them problem-solve along the way.
Check In Questions: Have students stop work, and have a class discussion regarding what is working and what is not.
Once teachers have tested their gumdrop structures, hand out the teacher lesson plan.
There are many ways to describe the spectrum of inquiry levels.According to this model, WHO poses the question, who plans the procedure, and who formulates the results determine the level of inquiry.
Construction Zone: While students are working, these are questions you may choose to ask to help them problem-solve along the way.
Simple lab; great time to model how to make accurate and specific observations. Note; even with young children, bring up the possibility that their materials or methods may have impacted the results. For example, if the playdough doesn’t stick well to the smooth side of the domino, how fair is the test? Students could brainstorm better materials to use in another lab.
How early? Even before kids can write, they can draw or dictate what they observe. They can take photos, glue them in, and label major structures.Goals? Gain skills in observation, recording their observations using words, labeling structures, organizing dataWhy not? Assessment issues?
Saves paper, Even if you give students ½ page with directions, students glue those in, and write data, and analysis in their notebook.
What does it look like? Composition Notebook? Ok…but think outside the box. Google Docs? Three ring binder…What are your goals? Assessing…spot check? Portfolio-ish
Construction Zone: While students are working, these are questions you may choose to ask to help them problem-solve along the way.
Check In Questions: Have students stop work, and have a class discussion regarding what is working and what is not.
Same lab can be mid-level inquiry.
Student backgrounds influence their (and our)comfort with inquiry and collaboration; while you might consider printing out these great attitudes, its more important that you model them. Discipline during hands-on activities is always a challenge, but how you respond to kids during this time is critical.
Students are often more comfortable being “right.” and they want to know that they “got the right answer.” If we are to celebrate inquiry across the STEM disciplines,
Don’t start by doing higher-level inquiry before you and your students are ready! Stair step-it! Start out doing some step-by-step labs, so students learn procedures and how to enter data into their data notebook.
Don’t start by doing higher-level inquiry before you and your students are ready! Stair step-it! Start out doing some step-by-step labs, so students learn procedures and how to enter data into their data notebook.
Construction Zone: While students are working, these are questions you may choose to ask to help them problem-solve along the way.
Pass Out Teacher Lesson Plan for Paper Table
What did you think about using a community board?
What did you think about using a community board?
Construction Zone: While students are working, these are questions you may choose to ask to help them problem-solve along the way.