Here is a sample theoretical and conceptual framework based on the research title, scope and delimitation, and problem statement from the previous modules:
Research Title:
Factors Affecting the Academic Performance of Grade 10 Students in English Subject
Theoretical Framework
This study is anchored on Bloom's Taxonomy of Educational Objectives, Maslow's Hierarchy of Needs Theory, and Vygotsky's Socio-Cultural Theory of Cognitive Development.
Bloom's Taxonomy classifies learning objectives into different domains including the cognitive, affective, and psychomotor domains. It proposes that there are different levels within the cognitive domain from the basic recall or remembering, to the more complex levels of analyzing, evaluating, and
The document provides guidelines for stating research questions in a Practical Research II module. It defines a research problem as a specific issue addressed in a study and notes that research questions specify the scope and method for collecting and analyzing data. The document outlines characteristics of different types of quantitative research questions, such as descriptive, causal, and relationship questions. It also contrasts deductive and inductive approaches to formulating research questions. The document emphasizes that clearly formulated research questions are important to guide appropriate research decisions and focus the study.
1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
3. The document provides guidance on formulating a research topic and problem, including considering topics not covered in class and how useful the research could be. Well-defined research problems are needed to focus the study.
1. The document discusses scope and delimitation of a research study, noting that scope refers to the coverage or specific details being emphasized in a study, while delimitation refers to boundaries that cannot be controlled by the researcher.
2. It provides examples of what should be included in defining the scope, such as variables, location, time period, population, and objectives of the study. Delimitations identify boundaries in terms of subjects, time frame, number of participants, and issues covered.
3. Narrowing the scope and clearly defining delimitations helps make a study more feasible and focused. Scope and delimitation should be used to inform readers of the limits
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
English10_Mod1_Distinguish Technical Terms Used in Research_final.pdfJacquelineMendoza31
This document discusses key terms used in research. It defines concepts, theories, variables, hypotheses, sampling, qualitative and quantitative methods. Concepts abstractly describe objects or ideas, while theories are organized bodies of concepts that explain phenomena. Variables are qualities that can take different values. Hypotheses provide tentative explanations. Sampling selects participants to represent a larger group. Qualitative research uses words and feelings while quantitative uses numbers. Writing a successful research paper requires understanding these terms and following the SMART guidelines - being specific, measurable, attainable, realistic and focused on timeframes.
This concept paper proposes a global initiative to fight human trafficking. It notes that while slavery has been abolished, human trafficking remains a serious international problem. The initiative would be a global movement promoted by the UN to motivate governments, empower civil society, and mobilize resources to stamp out human trafficking. The initiative is designed to eliminate this crime that has no place in the modern world.
The document provides guidelines for stating research questions in a Practical Research II module. It defines a research problem as a specific issue addressed in a study and notes that research questions specify the scope and method for collecting and analyzing data. The document outlines characteristics of different types of quantitative research questions, such as descriptive, causal, and relationship questions. It also contrasts deductive and inductive approaches to formulating research questions. The document emphasizes that clearly formulated research questions are important to guide appropriate research decisions and focus the study.
1. The document discusses research topics related to daily life and how research impacts society. Some examples of research topics that could relate to daily life are poverty, unemployment, health, education, and the environment.
2. Choosing a good research topic is important. Topics should be relevant to the learner's field of study and address problems or issues that could benefit communities.
3. The document provides guidance on formulating a research topic and problem, including considering topics not covered in class and how useful the research could be. Well-defined research problems are needed to focus the study.
1. The document discusses scope and delimitation of a research study, noting that scope refers to the coverage or specific details being emphasized in a study, while delimitation refers to boundaries that cannot be controlled by the researcher.
2. It provides examples of what should be included in defining the scope, such as variables, location, time period, population, and objectives of the study. Delimitations identify boundaries in terms of subjects, time frame, number of participants, and issues covered.
3. Narrowing the scope and clearly defining delimitations helps make a study more feasible and focused. Scope and delimitation should be used to inform readers of the limits
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
The document provides guidelines for writing an effective research title. It discusses the importance of a title in capturing readers' attention and introducing the research concisely. A good title indicates the subject and scope accurately, uses current terminology, and is limited to 10-15 words. Broad topics must be narrowed into specific, researchable questions. Procedures for formulating a title include examining literature, discussing ideas with others, and applying the topic to a specific context.
English10_Mod1_Distinguish Technical Terms Used in Research_final.pdfJacquelineMendoza31
This document discusses key terms used in research. It defines concepts, theories, variables, hypotheses, sampling, qualitative and quantitative methods. Concepts abstractly describe objects or ideas, while theories are organized bodies of concepts that explain phenomena. Variables are qualities that can take different values. Hypotheses provide tentative explanations. Sampling selects participants to represent a larger group. Qualitative research uses words and feelings while quantitative uses numbers. Writing a successful research paper requires understanding these terms and following the SMART guidelines - being specific, measurable, attainable, realistic and focused on timeframes.
This concept paper proposes a global initiative to fight human trafficking. It notes that while slavery has been abolished, human trafficking remains a serious international problem. The initiative would be a global movement promoted by the UN to motivate governments, empower civil society, and mobilize resources to stamp out human trafficking. The initiative is designed to eliminate this crime that has no place in the modern world.
Here are the key points about the background of a research study:
- The background provides context for the research problem being investigated. It establishes why the research problem is important and worth studying.
- The background discusses the general situation or circumstances related to the research problem and how it came to be an issue. It gives a brief history or overview of the topic or issue.
- In contrast, the introduction states the specific research problem or question being addressed. It presents the purpose and significance of the study in a concise manner.
- The literature review analyzes and synthesizes previous scholarly research conducted on the topic. It summarizes and evaluates what is already known from other studies. The background provides a broader context while the
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABADKarin Faust
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
The document provides historical context about Pablo Picasso's famous painting "Guernica" which depicted the bombing of Guernica, Spain by German and Italian warplanes during the Spanish Civil War. It discusses the symbolism and interpretations of elements in the painting like the bull and horse. Key facts are also presented about the bombing of Guernica, the painting's creation and significance as an anti-war symbol that brought attention to the atrocities of the Spanish Civil War.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
This course guide provides an overview of the HMEF5103 Qualitative Research Methodology course. It discusses that the course is a 3-credit hour course offered to Master of Education students over 8-15 weeks. It introduces qualitative research concepts and their application in educational settings. Students are expected to spend 120 study hours on the course. The course is divided into 9 topics that cover qualitative research traditions, types of qualitative studies, research design, data collection and analysis.
Sequencing and structuring learning modules in instructional designDedi Yulianto
This document discusses using conceptual flow diagrams to develop the ideas of Ocean Literacy. Conceptual flow diagrams can help organize concepts from the Ocean Literacy Principles into a developmental scope and sequence. They differ from concept maps in that they address concepts within an instructional unit and show a hierarchy and sequence of ideas. The diagrams were developed for teacher professional development to improve content knowledge and instruction planning. They make key concepts and their relationships clear, and can guide curriculum and assessment development. The document outlines how to construct conceptual flow diagrams through a collaborative process to map important concepts, align them to standards and materials, and design an optimal instructional sequence.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
The document discusses the Cyber Martial Law in the Philippines, which aims to prevent cybercrimes but has faced protests over potentially curtailing freedom of expression. It introduces the Cybercrime Prevention Act of 2012, which ensures responsible use of cyberspace, and addresses criminal offenses under its 8 chapters and 31 sections. However, many Filipino netizens see cyberspace as their only space for freely expressing opinions without limits, while defenders argue there are reasonable limitations to freedom of expression.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document outlines the key elements that should be included in a complete teaching guide or curriculum plan, including:
1. The aim, which is a 1 sentence description of the overall purpose, audience, and topic.
2. The rationale, which is a paragraph explaining why the aim is important and includes an assessment of needs.
3. The goals and objectives, which list the expected learning outcomes and how the curriculum supports standards.
4. Information on the intended audience and any prerequisites.
5. A description of the subject matter content.
6. The instructional plan which describes the learning activities and sequencing, and the teacher's role in facilitating them.
7. The required materials.
8.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The document summarizes the 2010 Secondary Education Curriculum in the Philippines which uses the Understanding by Design (UbD) framework. UbD is a backwards design approach that focuses on developing student understanding through essential questions and performance-based assessments. The three key stages of UbD are: 1) identifying desired learning outcomes, 2) developing assessments to measure student understanding, and 3) planning lessons and activities. The 2010 Secondary Education Curriculum aims to develop deep student understanding through a personalized approach and standards-based expectations.
Here are the key points about the background of a research study:
- The background provides context for the research problem being investigated. It establishes why the research problem is important and worth studying.
- The background discusses the general situation or circumstances related to the research problem and how it came to be an issue. It gives a brief history or overview of the topic or issue.
- In contrast, the introduction states the specific research problem or question being addressed. It presents the purpose and significance of the study in a concise manner.
- The literature review analyzes and synthesizes previous scholarly research conducted on the topic. It summarizes and evaluates what is already known from other studies. The background provides a broader context while the
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABADKarin Faust
This document discusses the importance of numbering systems and sectioning units in course development. It explains that numbering systems provide a consistent way to represent numbers and allow for arithmetic operations. Sectioning units clearly organizes the content and establishes a logical flow and progression for students. The document recommends numbering each unit and including an introduction, objectives, lessons, and assessment sections to structure the material for students. Providing this framework helps students understand what is expected and supports their learning of the concepts.
The document provides historical context about Pablo Picasso's famous painting "Guernica" which depicted the bombing of Guernica, Spain by German and Italian warplanes during the Spanish Civil War. It discusses the symbolism and interpretations of elements in the painting like the bull and horse. Key facts are also presented about the bombing of Guernica, the painting's creation and significance as an anti-war symbol that brought attention to the atrocities of the Spanish Civil War.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
This document provides an overview of curriculum design fundamentals. It discusses 10 axioms for curriculum design according to Peter Oliva, including that curriculum change is inevitable and a cooperative group process. The major components of curriculum design are also outlined, including behavioral objectives, subject matter, references, teaching methods, and assessment. Behavioral objectives should be specific and measurable. Subject matter should be relevant to the objectives. Teaching methods can include cooperative learning, independent learning, and competition. Assessment includes self-assessment, peer assessment, and teacher assessment, and can be formative or summative. These same components apply for designing courses, syllabi, and other curricula.
The excerpt discusses calories, which are a unit of measurement that represents the energy required to heat a kilogram of water by one degree Celsius. While calories are often associated with food, they can be used to measure the energy in any substance, such as the 8,200 calories contained in a liter of gasoline. Calorie is another term for kilocalorie, and calories are an important unit for understanding energy in substances.
The passage discusses calories and how they are defined. It states that a calorie, also known as a kilocalorie, is a unit of energy that represents the amount of energy needed to heat 1 kilogram of water by 1 degree Celsius. While calories are often associated with food, the passage notes that calories can measure the energy in any substance, providing the example that there are 8,200 calories in a liter of gasoline.
Module 4 AssignmentFraction Lesson Plans and ReviewStu.docxgilpinleeanna
Module 4 Assignment
Fraction Lesson Plans and Review
Student
Grand Canyon University: EED 364
Date
Rationale
Please explain how the created lesson plans clearly describe carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes. Describe how the plans include engaging instructional activities that stimulate critical thinking and problem solving, use models in fraction tasks, emphasize academic language, and explore equivalent fractions. I would also use academic support. Feel free to use the verbiage on this template
PLANNING: Instructional Script and Materials
This lesson plans demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plans have creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plans clearly and comprehensively incorporate content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson s creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students. This is demonstrated by…
(Insert Lesson Plans 1, 2, & 3 or you can attach them seperately)
Teaching Channel Website Review
Reference
ECE-206 HW-09A Page 1 of 1
HW-09: C++ - Reversed Integer / Array Usage
Draw a flowchart that reverses the digits in an integer and translate the flowchart
into a C++ program. Assume that the maximum value of the integer is 99999. Use
an array to solve the problem.
For example, if the following integers are entered, the outputs are:
Integer Output
-----------------------------------------
0 0
10 1
12 21
123 321
7600 67
8015 5108
90000 9
Test your program with the integers given in the example. Submit a copy of the
flowchart, C++ program and run output.
EED-364 Integrating Science and Mathematics
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will use research-based, best practices to design, plan, implement, and manage instruction that is aligned to elementary ...
This course guide provides an overview of the HMEF5103 Qualitative Research Methodology course. It discusses that the course is a 3-credit hour course offered to Master of Education students over 8-15 weeks. It introduces qualitative research concepts and their application in educational settings. Students are expected to spend 120 study hours on the course. The course is divided into 9 topics that cover qualitative research traditions, types of qualitative studies, research design, data collection and analysis.
Sequencing and structuring learning modules in instructional designDedi Yulianto
This document discusses using conceptual flow diagrams to develop the ideas of Ocean Literacy. Conceptual flow diagrams can help organize concepts from the Ocean Literacy Principles into a developmental scope and sequence. They differ from concept maps in that they address concepts within an instructional unit and show a hierarchy and sequence of ideas. The diagrams were developed for teacher professional development to improve content knowledge and instruction planning. They make key concepts and their relationships clear, and can guide curriculum and assessment development. The document outlines how to construct conceptual flow diagrams through a collaborative process to map important concepts, align them to standards and materials, and design an optimal instructional sequence.
For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
The document discusses the Cyber Martial Law in the Philippines, which aims to prevent cybercrimes but has faced protests over potentially curtailing freedom of expression. It introduces the Cybercrime Prevention Act of 2012, which ensures responsible use of cyberspace, and addresses criminal offenses under its 8 chapters and 31 sections. However, many Filipino netizens see cyberspace as their only space for freely expressing opinions without limits, while defenders argue there are reasonable limitations to freedom of expression.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
This document outlines the key elements that should be included in a complete teaching guide or curriculum plan, including:
1. The aim, which is a 1 sentence description of the overall purpose, audience, and topic.
2. The rationale, which is a paragraph explaining why the aim is important and includes an assessment of needs.
3. The goals and objectives, which list the expected learning outcomes and how the curriculum supports standards.
4. Information on the intended audience and any prerequisites.
5. A description of the subject matter content.
6. The instructional plan which describes the learning activities and sequencing, and the teacher's role in facilitating them.
7. The required materials.
8.
The document provides an introduction to the Practical Research 2 module on quantitative research. It includes information on the copyright, development team, and introductory messages for both facilitators and learners. The module aims to help learners understand quantitative research methods and appreciate their application in real-life situations. It outlines the specific learning outcomes and steps that will be covered, including identifying different variables and when to use quantitative research approaches.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
First AssignmentUniversal Design for Learning (UDL) can be def.docxhoundsomeminda
First Assignment
Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012).
Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive.
Using one of the following free online presentation tools listed below, create an interactive presentation that:
a) Compares and contrasts the two concepts
b) Explains how you envision blending the concepts in your current or future classroom.
In your presentation be sure to include:
How you will present new information
How students will demonstrate their prior background knowledge
Your strategies to engage and motivate students
At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
All in-text citations included must be cited in APA format at the conclusion of your post.
Post your link along with a brief introduction in your initial post.
Free Online Presentation Tools
Glogster
Pearltrees
Prezi
VoiceThread
Present.Me.
Guided Response:
Review at least two of your peers’ presentations and address the following questions:
Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?
Online Tutorials:
Creating a VoiceThread
Glogster - Learning the Basics
How to create a narrated PowerPoint using Present.me
How to create a Voki
Get started with Prezi.
Getting started with Pearltrees
Second Assignment
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the
provided template
that includes:
Introduction:
Provide a brief introduction (this can be copied from your Week Two assignment)
A brief description of your current (or fictional classroom)
Grade Level and Content Area
Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1:
The first stage is to deter.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The document summarizes the 2010 Secondary Education Curriculum in the Philippines which uses the Understanding by Design (UbD) framework. UbD is a backwards design approach that focuses on developing student understanding through essential questions and performance-based assessments. The three key stages of UbD are: 1) identifying desired learning outcomes, 2) developing assessments to measure student understanding, and 3) planning lessons and activities. The 2010 Secondary Education Curriculum aims to develop deep student understanding through a personalized approach and standards-based expectations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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 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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. COPYRIGHT 2020
Section 9 of the Presidential Decree No. 49 provides:
“No copy shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall
be necessary for exploitation of such work for profit.”
The original version of this material has been developed in the Schools Division of Surigao del
Norte through the Learning Resource Management and Development Section of the Curriculum
Implementation Division. This material can be reproduced for educational purposes; modified for the
purpose of translation into another language; and creating of an edited version and enhancement of
work are permitted, provided all original work of the author and illustrator must be acknowledged and
the copyright must be attributed. No work may be derived from any part of this material for commercial
purposes and profit.
This material has been approved and published for online distribution through the Learning
Resource Management and Development System (LRMDS) Portal (http://lrmds.deped.gov.ph) and
Division Network Academy (https://netacadsdn.com).
Printed in the Philippines by
Department of Education – Schools Division of Surigao del Norte
Office Address: Peñaranda St., Surigao City
Tel. No.: (086) 826-8216
E-mail Address: surigao.delnorte@deped.gov.ph
Development Team of the Module
Writer: Mae Araceli C. Macarayo
Editor: Gregorio T. Llano Jr.
Reviewer: Krystel Grace L. Calderon
Illustrators: Danilo L. Galve, Stephen B. Gorgonio
Layout Artists: Ivan Paul V. Damalerio, Alberto S. Elcullada, Jr., Iris Jane M. Canoy,
Aiza Rose M. Palulay
Management Team: Ma. Teresa M. Real
Laila F. Danaque
Dominico P. Larong, Jr.
Gemma C. Pullos
Manuel L. Limjoco, Jr.
4. 1
Introductory Message
For the facilitator:
Welcome to the Practical Research II 12 Self-Learning Module on Conceptual
Framework.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also aims
to help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:
Welcome to the Practical Research II 12 Self-Learning Module on Conceptual
Framework.
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.
Notes to the Teacher
This contains helpful tips or strategies that will help
you in guiding the learners.
5. 1
Conceptual Framework
CONTENT STANDARD
The learners demonstrate understanding of the formulation of the conceptual
framework, the research hypotheses, and the definition of terms as used in the
study.
PERFORMANCE STANDARD
The learners should be able to formulate clearly conceptual framework,
research hypotheses, define terms used in the study and present objectively
written review of related literature and conceptual framework.
LEARNING COMPETENCY
● The learners illustrate and explain the conceptual framework (CS_RS12-if-
j-6).
LEARNING OBJECTIVES
At the end of the module, you should be able to:
1. Define a conceptual framework;
2. Appreciate importance of conceptual framework as well as its
relationship to the theoretical framework; and
3. Formulate a sample theoretical and conceptual framework.
INTRODUCTION
Research is considered as a fun academic activity. It requires a great deal of
formation of concepts or ideas in your mind about things and surroundings. This
activity in all its stages interests you into performing varied higher-order thinking
strategies of interpreting, criticizing, applying and creating. In this module you will
encounter different exercises related to the topic.
This self-guided module is focused on understudies in the 'new normal'
instructive setting as endorsed by the Department of Education. It tends to a wide
scope of learning targets intended to advance students' information and sensational
learning involvement with Practical Research II. With its credible and genuine
exercises, you get skill through picking up bits of knowledge and comprehension of
the idea of life science for more profound appreciation.
6. 2
PRE-TEST
Directions: Write the letter of the correct answer on the space provided.
____1. It is an academic activity that requires a great deal of abstraction or
formation of concepts or ideas in your mind about things in your
surroundings.
A. Concept
B. Problem
C. Research
D. Framework
____2. It shows the organization, order and direction of your research study.
A. Research problem
B. Conceptual problem
C. Research framework
D. Conceptual framework
____3. It is made up of varied figures: lines, circles, boxes and other marks or
symbols representing your concepts.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____4. The following are pointers in writing a conceptual framework, except:
A. Let other read your conceptual framework for feedbacks
B. Orient yourself with the objective of the conceptual framework
C. Base the contents of the conceptual framework on your own
understanding of the elements
D. See to it that all aspects of the conceptual framework are related to
the subject of the research
____5. It makes people know and understand evidence-based truths, concepts,
speculations and assumptions underlying each aspect of the research and
the relationships of these research features with one another.
A. Research problem
B. Research framework
C. Conceptual framework
D. Theoretical framework
7. 3
____6. The following are the purposes of conceptual framework, except:
A. It is made up of varied figures.
B. It is an essential initial activity of your research.
C. It shows the organization, order, and direction of your research
study.
D. It serves the purpose of clarifying concepts and their relationships
with one another in a research study.
____7. It is an academic activity that requires a great deal of abstraction or
formation of concepts or ideas in your mind about things in your
surroundings.
A. Problem
B. Concept
C. Research
D. Framework
____8. This is one of the pointers in writing a conceptual framework.
A. Orient yourself with the objective of the conceptual framework.
B. See to it that all aspects of the conceptual framework are related to
the objective of the research.
C. Let your quantitative research problem state the variables and their
relationships with one another
D. Let others read your conceptual framework for comments or
feedback for improvement purposes.
____9. It shows the organization, order and direction of your research study.
A. Research framework
B. Conceptual framework
C. Research problem
D. Conceptual problem
____10. It is made up of varied figures: lines, circles, boxes and other marks or
symbols representing your concepts.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____11. The following are pointers in writing a conceptual framework, except:
A. Let other read your conceptual framework for feedbacks
B. Orient yourself with the objective of the conceptual framework
C. Base the contents of the conceptual framework on your own
understanding of the elements
D. See to it that all aspects of the conceptual framework are related to
the subjective of the research
8. 4
____12. It makes people know and understand evidence-based truths,
concepts, speculations and assumptions underlying each aspect of the
research and the relationships of these research features with one
another.
A. Research framework
B. Research problem
C. Conceptual framework
D. Theoretical framework
____13. It looks like a map showing the main features of a plan or project.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____14. You will read here the basis or foundation of the research.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____15. The conceptual framework in a research is also called as ________.
A. Concept
B. Concept map
C. Research Paradigm
D. Theoretical framework
REVIEW OF THE PREVIOUS MODULE
As previously discussed, statement of the problem tells what is done to make
a situation that exists more like what it should be. Write in two sentences the things
you’ve learned from the previous topic. Write your answer on the space provided.
9. 5
PRESENTATION OF THE MODULE
This new module introduces a conceptual framework which serves as the
outline that you can follow in doing your research. It may also be useful to you in
analysing a particular research or study. Part of the lesson is the step by step guide
on how to write a conceptual framework. Likewise, terms related to the writing of a
conceptual framework are defined.
ACTIVITY
Directions: Define the two terms in the box. Write your answer in the space
provided.
“I know you can do it. Now it’s time for you to EXPLORE. You’re doing great!
Conceptual
Framework
Theoretical
Framework
10. 6
ANALYSIS
Directions: Answer the question below. Write your answer in 5 sentences only.
1. For you, is there a relationship between the two words in the previous
activity? Why or why not?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Good job! I told you, you can do better! It is time to know it all. Read on.
ABSTRACTION
Conceptual framework is like a recipe or blueprint. It provides an outline of the
plan on how to conduct the research. It is presented in a flow chart, map or diagram.
In each component of your research, you should show the variables that
influence it. For example, if you are studying childhood development outcomes, you
might study home life, schools and community which would be influenced by different
variables. For school, your variables might be peers, teachers, and learning
disabilities. The more detailed you are with your diagram, the more thorough your
conceptual framework will be.
Not all concepts need to include a diagram or graphic. You can present the
same information by writing a narrative. Your narrative should summarize the variables
and explore how they may change your hypothesis.
Even if you use a diagram in your conceptual framework, the narrative still
explains the details. Write your draft, then, revise if necessary. It should be considered
as an adaptable guide.
Writing a conceptual framework cannot only help to guide your paper/research
to ensure that your research stays on track, but it also helps to guide fellow
researchers or advisers who are analysing your research. Your framework introduces
the relevant research and studies that show how your study will help to contribute to
the field of research.
11. 7
NATURE AND PURPOSES
Conceptual Framework
● Consists of concepts that are placed within a logical and sequential
design.
● Represents less formal structure and used for studies in which existing
theory is insufficient.
● Based on specific concepts and propositions and taken from practical
observation and intuition.
Purposes of a Conceptual Framework
● To clarify concepts and propose relationships among the concepts in a
study.
● To provide a context for interpreting the study findings
● To explain observations
● To encourage theory development that is useful and practical
A conceptual framework is used in research to outline possible courses of
action or to present a preferred approach to an idea or thought.
Step by Step Guide on How to Write the Conceptual Framework
There are five preparations you have to do before you make your conceptual
framework.
1. Choose your topic. Decide on what will be your research topic. It should
be within the field of your specialization.
2. Do a literature review. Go over relevant and updated studies related to
your own research. Use reliable sources of information and use
appropriate documentation.
3. Isolate the important variables. Identify the specific variables mentioned
in the literature and show their interrelationships.
4. Generate the conceptual framework. Build your conceptual framework
using the variables studied in the scientific articles you have read. Your
problem statement serves as a reference in constructing the conceptual
framework. In effect, your study will attempt to answer a question that
other researchers have not explained yet.
A conceptual framework is the researcher’s idea on how the research problem
will have to be explored. This is founded on the theoretical framework, which lies on a
much broader scale of resolution. The theoretical framework dwells on time tested
theories that embody the findings of numerous investigations on how phenomena
occur.
12. 8
The theoretical framework provides a general representation of relationships
between things in a given phenomenon. The conceptual framework, on the other hand,
embodies the specific direction by which the research will have to be undertaken.
Statistically speaking, the conceptual framework describes the relationship between
specific variables identified in the study. It also outlines the input, process and output
of the whole investigation. The conceptual framework is also called the research
paradigm.
Below is an example of Theoretical and Conceptual Framework based on the
research study presented in the previous module:
Research Title:
Assessment on the Level of Disaster Awareness and Preparedness of the
Students’ in Gregorio Memorial National High School
Theoretical and Conceptual Framework
This study was anchored on the stakeholder’s theory, the decision-making
theory, Structural Functionalism Theory, and Social Contract Theory.
Disasters affect not only communities, but also physical assets and the built
environment due to lack of stakeholders’ awareness before, during and after natural
disasters (Bosher et al. 2009). Although there had been efforts to measure different
aspects of natural disaster management including preparedness, resilience, mitigation
efforts, social vulnerability, and hazard exposures, there was little work on stakeholder
approaches against disasters in the built environment. There were potential benefits
from measuring stakeholders’ approaches, such as a clearer understanding of their
preparedness, and providing a means to encourage stakeholders that are more
vulnerable and less prepared to improve their preparedness efforts. Better
measurement also may lead to more efficient allocation of scarce resources, and
assist in assessing risk more effectively and accurately.
Stakeholder theory was a theory of organizational management and business
ethics that addresses morals and values in managing an organization. This theory was
originally detailed by Freeman (1984), and it has been a popular heuristic for
describing the management environment for years. Stakeholder theory argues that an
institute's welfare is optimized by meeting the needs of the institute’s key stakeholders
in an appropriate way (Mitchell et al., 1997).
Decision making has always been a significant matter for all humans. People
need to make decisions individually and in groups constantly. In a decision making
process they are supposed to choose one or some choices over different alternatives
with considering deficiency of knowledge and uncertainty about the future (Shih,
13. 9
2007). There were two distinguished decision-making paradigms namely: value
maximization paradigm and intuitive reasoning paradigm (Ariely 2008). The first
paradigm assumed that humans had a great tendency towards maximizing the value
of selected alternatives based on their desires. The latter paradigm assumes that
humans’ decisions were influenced by complicated factors. Therefore, in the value
maximization paradigm people had rational behavior but in the intuitive reasoning
paradigm humans might involve irrelevant factors in their decision-making process
(Levy 1992, Ariely 2008).
Through stakeholder theory, it determined power and legitimacy of
stakeholders whether they have a tendency towards proactive or reactive approaches.
Through decision-making theory, we’re able to provide optimized decisions for
stakeholders in order to minimize all negative consequences of disasters.
Furthermore, stakeholders take rational behaviors in reactive approaches in recovery
and post-disaster reconstruction activities with considering expectation, asset
integration, and risk aversion (Mojtahedi and Lan-Oo, 2006).
Figure 1 shows the interplay of the two variables in the study and the output of
this study. The independent variable which are the profile of the students, their age,
sex and year level, and the independent variable which is the students’ level of disaster
awareness and preparedness.
Figure 1. Flow chart of the study showing the interplay of the independent and dependent
variables as well as the output of the study.
DEPENDENT
VARIABLE OUTPUT
INDEPENDENT
VARIABLE
Students’ Profile
Year level;
Age; and
Sex.
Students’ Level of
Disaster Awareness
and Preparedness
Training on
disaster
preparedness
14. 10
APPLICATION
Directions: In the previous module 4.2, you have formulated your research title. In
your previous module (5.2) you have formulated your scope and delimitation of the
study and statement of the problem. Now, it’s time for you to write your own
theoretical and conceptual framework. Make sure to consider the things you have
learned in this module. “You can do it!” (Use separate sheet if necessary)
“That was excellent! Keep it up!
15. 11
POST-TEST
Directions: Choose the letter of the correct answer. Write your answer before the
number.
____1. It is made up of varied figures: lines, circles, boxes and other marks or
symbols representing your concepts.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____2. The following are the purposes of conceptual framework, EXCEPT:
A. It is made up of varied figures.
B. It is an essential initial activity of your research.
C. It shows the organization, order, and direction of your research
study.
D. It serves the purpose of clarifying concepts and their relationships
with one another in a research study.
____3. It is an academic activity that requires a great deal of abstraction or
formation of concepts or ideas in your mind about things in your
surroundings.
A. Concept
B. Problem
C. Research
D. Framework
____4. It shows the organization, order and direction of your research study.
A. Research problem
B. Conceptual problem
C. Research framework
D. Conceptual framework
____5. It is an academic activity that requires a great deal of abstraction or
formation of concepts or ideas in your mind about things in your
surroundings.
A. Problem
B. Concept
C. Research
D. Framework
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____6. It is made up of varied figures: lines, circles, boxes and other marks or
symbols representing your concepts.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____7. The following are pointers in writing a conceptual framework, EXCEPT:
A. Let other read your conceptual framework for feedbacks
B. Orient yourself with the objective of the conceptual framework
C. Base the contents of the conceptual framework on your own
understanding of the elements
D. See to it that all aspects of the conceptual framework are related
to the subject of the research
____8. It makes people know and understand evidence-based truths, concepts,
speculations and assumptions underlying each aspect of the research
and the relationships of these research features with one another.
A. Research problem
B. Research framework
C. Conceptual framework
D. Theoretical framework
____9. This is one of the pointers in writing a conceptual framework.
A. Orient yourself with the objective of the conceptual framework.
B. See to it that all aspects of the conceptual framework are related
to the objective of the research.
C. Let your quantitative research problem state the variables and
their relationships with one another
D. Let others read your conceptual framework for comments or
feedback for improvement purposes.
____10. The following are pointers in writing a conceptual framework, except:
A. Let other read your conceptual framework for feedbacks
B. Orient yourself with the objective of the conceptual framework
C. Base the contents of the conceptual framework on your own
understanding of the elements
D. See to it that all aspects of the conceptual framework are related
to the subjective of the research
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____11. It makes people know and understand evidence-based truths, concepts,
speculations and assumptions underlying each aspect of the research
and the relationships of these research features with one another.
A. Research framework
B. Research problem
C. Conceptual framework
D. Theoretical framework
____12. You will read here the basis or foundation of the research.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
____13. The conceptual framework in a research is also called as ________.
A. Concept
B. Concept map
C. Research Paradigm
D. Theoretical framework
____14. It shows the organization, order and direction of your research study.
A. Research framework
B. Conceptual framework
C. Research problem
D. Conceptual problem
____15. It looks like a map showing the main features of a plan or project.
A. Concept
B. Concept map
C. Conceptual framework
D. Theoretical framework
Congratulations, you made it!
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REFERENCES
Baraceros, E. 2017. Practical Research 2. Rex Book Store
Faltado, R,.et.al 2016. Practical Research 2. Lomari Publishing
Ruto, Enock. (2016). Re: What are the differences between conceptual
framework
and theoretical framework?. Retrieved from: https://www.researchgate.
net/post/What-are-the-differences-between-conceptual-framework-and-
theoretical-framework/56c47ab87c1920fbe28b45be/citation/download.
Prieto, N., et al. (2017). Practical research 2 for senior high school. Lorimar
Publishing, Inc. pp.76-80.
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