This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
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!
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.
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
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!
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.
Unpacking Steps 3 to5 of The Big Six Research Processekhoogestraat
This is a highly hyperlinked guide for teachers trying to get a handle on what the Big Six Research Process is and how it could be used as a teaching tool.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Information Literacy and E-Resources: Moving Beyond the ChalkboardLibraries Thriving
Ask any twenty-first century librarian and they will tell you that the traditional chalkboard is not the instructional tool of choice anymore. This panel discussion will address the place of free and subscription e-resources in information literacy instruction and will feature librarians from South University and representatives from Credo Reference, the database that was voted Library Journal’s “Best Overall” in 2012. This will be a collaboration-focused session so bring your ideas to share!
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
This slide deck was developed for a BYOD (bring your own device) presentation at the Ohio eTech conference, 2/15/12. Participants built their own ebook using CAST's UDL Book Builder free learning tool.
This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
This presentation discusses visual literacy, nonlinguistic representations, and infographics and shares strategies for helping students becoming proficient in interpreting infographics.
Learn how to set up a basic classroom and use some of the basic tools in rSmart's mySakai, an online learning management tool similar to Blackboard and Moodle.
If you have a schoolyard habitat or garden and would like fresh ideas about how to use it, or are simply interested in getting your students outside to experience their environment in meaningful and educational ways, this session is for you! This presentation shares how you and your students can get involved with bird-related citizen-science projects and authentic outdoor inquiry!
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. It describes two different implementations of a youth-centered educational technology design process used to create tools and content.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC and showcased SMARTR, the Middle School Portal 2 student site.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. We presented research, instruments, and findings of Teachers' Domain and the Middle School Portal 2 in implementing social media tools.
More from The Ohio State University, College of Education and Human Ecology (20)
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Research Projects, Revisited
1. Research Projects, Revisited
November 11, 2010
Jessica Fries-Gaither
Beyond Penguins is funded by the National Science Foundation
under Grant No. 0733024.
2. A – Classroom Teacher
B – Librarian
C – Administrator
D – Higher Education
E - Other
Answer using the poll buttons
underneath the participant
window!
What best describes your
professional position?
3. What grade(s) do you
teach?
A – Grades K-2
B – Grades 3-5
C – Grades 6-8
D – Grades 9-12
E - Other
Answer using the poll buttons
underneath the participant
window!
4. From where are you joining us today?
Answer using the stamping tool
to the left of the whiteboard!
7. About Beyond Penguins and Polar
Bears
•Online magazine
•Professional and
instructional
resources
•Science and
literacy integration
•Aligned to national
standards
•Multimedia
http://beyondpenguins.nsdl.org
8. Today’s Agenda
• The role of research in the ELA Standards
• Challenges and solutions for research projects
with elementary students
9. Research and the ELA Standards
“Students conduct research on issues and
interests by generating ideas and questions,
and by posing problems. They gather,
evaluate, and synthesize data from a variety
of sources (e.g., print and nonprint texts,
artifacts, people) to communicate their
discoveries in ways that suit their purpose
and audience.”
-Standards for the English Language Arts
10. What’s most challenging about
research projects?
A. Students are disorganized!
B. Plagiarism
C. Students aren’t motivated to
do their best work.
D. Assessing student work is
difficult.
E.Other Answer using the poll buttons
underneath the participant
window!
11. Students view research as a
rigid, prescriptive process.
Challenge
School Assignment
Library/Web
Report
•Contrived, artificial purpose
•Set procedure to be followed
•Reference books are only
source of information
•Rigid and restrictive rules
•End result is a letter grade
12. Redefine/restructure research
projects.
Solution
•Authentic questions
•Multiple sources of data
•Hands-on investigations
•Observations
•Interviews
•Text
•Creative problem solving
•Authentic, meaningful
product
•Grade is only part of the
end result
“Students need to learn creative
and multifaceted approaches to
research and inquiry. The ability
to identify good topics, to gather
information, and to evaluate,
assemble, and interpret findings
from among the many general
and specialized information
sources now available to them is
one of the most vital skills that
students can acquire.”
- Standards for the English
Language Arts
13. Challenge Students have trouble
organizing information.
World’s Messiest Office Cubicle
Discovered in Colorado
Jeffrey Beall, Flickr
14. Solution
Provide an organizational tool that helps
students sort information.
Manila folder with
eight library card
pockets attached to
inside of the folder.
Labels reflect type of
information to be
stored in each
pocket.
Notes are taken on
index cards and
stored in pockets.
Learn more at http://bit.ly/9SGf7o
15. Students tend to copy from books
and web sites when taking
notes.
Challenge
Computer class
Woodley Wonderworks, Flickr
16. Teach students to take “JOT notes.”
Solution
Learn more at http://bit.ly/9SGf7o
Sample index card about a yak.
JOT = just or one two
No more than three words
per line!
17. Provide materials at appropriate
reading levels for all students.Solution
•Reading levels
above and below
your grade
•Variety of nonfiction
genres and formats
•Teach students to
use “5 finger rule” to
self-select books
•Teach students to
use glossaries and
dictionaries
•Teach students to
skim
18. Students don’t want to use
multiple sources or fact check
information.
Challenge
Day 60 of 366
The evil monkey, Flickr
19. Conduct idea circles as part of
the research process.
Solution
•Small group researches a
topic or question
•Within a small group, each
student selects a book
according to interest/reading
level
•No books repeated within a
group
•Students read and share
information
•Group completes one graphic
organizer compiling their
information
Graphic organizer available at:
http://bit.ly/clDosr
What we learned Where we found it
20. Students struggle to form
sentences and paragraphs
from their research.
Challenge
Homework Ritual
Woodley Wonderworks,
Flickr
21. Model and practice sentence building. Include
time for students to practice orally before
committing thoughts to paper.
Solution
Learn more at http://bit.ly/crpd39
22. Students aren’t motivated to do
their best work. Research
reports are tedious!
Challenge
Finished
Chris Blakeley, Flickr
25. Use children’s literature as “mentor texts” to
help students learn how to write engaging
expository text.
Solution
Nonfiction Writing From the Inside Out
By Laura Robb
26. Assessment
What will you assess?
•Completion
•Writing style
•Mechanics (spelling, grammar, punctuation)
•Number of sources
•Supporting materials (notes, outline, etc)
How will you assess?
•Rubric
Will students self-assess during writing process?
27. Coming Soon!
Thursday, December 9, 2010: Citizen Science and
Inquiry
If you have a schoolyard habitat or garden and would
like fresh ideas about how to use it, or are simply
interested in getting your students outside to
experience their environment in meaningful and
educational ways, this session is for you!
Presenter: Jennifer Fee
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars