Summative rubric
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This document provides a rubric for evaluating a student's HyperStudio/PowerPoint presentation on a research question related to Revolutionary History. It evaluates the quality of the student's research question, the number of relevant resources used, and how well their presentation answered the question and was organized. A high-scoring presentation would have an enthusiastic research question, use 4+ relevant resources, and give 4+ pieces of information in a well-organized 5-minute PowerPoint explaining how the student arrived at their question and research process.
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Keiko Sakui Dec 4th, 2009
The document summarizes the author's research into student and teacher beliefs about language learning through quantitative and qualitative methods. It describes conducting a survey to quantify beliefs among Japanese English learners and using factor analysis to identify clusters of beliefs. Qualitatively, it discusses interviewing English teachers in Japan and three teachers in-depth to understand their perspectives on learner motivation. The author concludes that qualitative research best fits their purpose of understanding people's thoughts and behaviors in specific contexts.
Research proposal 2
This document outlines the research objectives and questions of a study examining the beliefs and teaching practices of 4 excellent English language teachers. The study aims to 1) determine the teachers' beliefs about teaching, 2) identify their teaching practices, 3) understand their beliefs about English as a subject, 4) understand their beliefs about students as learners, and 5) understand how they plan lessons. To address these objectives, the study will conduct in-depth interviews using qualitative methods and analyze themes and patterns in the teachers' responses.
Research proposal reda 2
This document outlines the research objectives, questions, methodology, and approach for a case study of 4 English teachers. The study aims to: 1) determine the teaching practices of the 4 teachers, 2) understand their beliefs about teaching English, 3) identify their beliefs about students as learners, and 4) understand how they plan lessons. The research methodology is qualitative and will involve in-depth interviews and observations to understand the teachers' practices, beliefs, and lesson planning processes. The data will be analyzed for themes and patterns.
Paradigms for conducting so tl and the research questions class 3
Quantitative methods are best suited for research questions that ask "does?", "is (are)?", "can?", or "should?" and aim to determine the effect of something. Qualitative methods are best for questions that ask "what factors?" or "why?". Research questions that ask "how?" can be addressed using quantitative, qualitative, or mixed methods. When revisiting a research question, it is important to consider the philosophical orientation, intended paradigm, implied methods, feasibility, and how the question might be rewritten for better alignment with the study design.
Pitfalls for papers 1 and 2
Pitfalls for Papers 1 & 2 can be summarized as follows:
1) Poor time management and not directly answering the question are common issues seen in papers. The question should be answered in the introduction and the paper should remain focused on the question.
2) Relevant vocabulary should be defined and how the question will be answered should be outlined. Studies should be clarified in the context of evaluating them rather than using anecdotal examples.
3) Papers should include 2-3 studies or theories and demonstrate critical thinking by linking the studies back to the question rather than including too many unfocused examples. Lack of critical thinking is the number one problem seen on exams.
Active learning
The document discusses three assignments - research papers, power point presentations, and current event reports - that require students to thoroughly learn material and demonstrate their knowledge. It explains that research papers require in-depth understanding of a topic, presentations require explaining key points about a topic, and reports help students stay informed on current issues. The document states that these assignments give students experience obtaining information and presenting it in their own words while understanding different perspectives on topics or situations.
March 2015 College Quest by Pamela Donnelly
Slide deck for the March 2015 version of my signature event to help parents get their teens into the colleges of their dreams. Discover my insider strategies and secrets for cracking the code to college admissions. Note: this event available for civic, corporate, and high school PTA audiences.
Ese 601 week 3 discussion assessment results and lre continuum new
Henry is a student who struggles with reading comprehension and organizing his thoughts in writing due to a learning disability. He is shy and often copies his peers rather than participating independently. The document discusses determining Henry's least restrictive environment (LRE) placement based on an assessment of his needs and abilities. Students are asked to post their LRE decision for Henry and justify it with evidence, then review and question or endorse others' decisions while providing additional resources. Engaging with others' posts can demonstrate content knowledge and critical thinking skills.
Recommended
Keiko Sakui Dec 4th, 2009
The document summarizes the author's research into student and teacher beliefs about language learning through quantitative and qualitative methods. It describes conducting a survey to quantify beliefs among Japanese English learners and using factor analysis to identify clusters of beliefs. Qualitatively, it discusses interviewing English teachers in Japan and three teachers in-depth to understand their perspectives on learner motivation. The author concludes that qualitative research best fits their purpose of understanding people's thoughts and behaviors in specific contexts.
Research proposal 2
This document outlines the research objectives and questions of a study examining the beliefs and teaching practices of 4 excellent English language teachers. The study aims to 1) determine the teachers' beliefs about teaching, 2) identify their teaching practices, 3) understand their beliefs about English as a subject, 4) understand their beliefs about students as learners, and 5) understand how they plan lessons. To address these objectives, the study will conduct in-depth interviews using qualitative methods and analyze themes and patterns in the teachers' responses.
Research proposal reda 2
This document outlines the research objectives, questions, methodology, and approach for a case study of 4 English teachers. The study aims to: 1) determine the teaching practices of the 4 teachers, 2) understand their beliefs about teaching English, 3) identify their beliefs about students as learners, and 4) understand how they plan lessons. The research methodology is qualitative and will involve in-depth interviews and observations to understand the teachers' practices, beliefs, and lesson planning processes. The data will be analyzed for themes and patterns.
Paradigms for conducting so tl and the research questions class 3
Quantitative methods are best suited for research questions that ask "does?", "is (are)?", "can?", or "should?" and aim to determine the effect of something. Qualitative methods are best for questions that ask "what factors?" or "why?". Research questions that ask "how?" can be addressed using quantitative, qualitative, or mixed methods. When revisiting a research question, it is important to consider the philosophical orientation, intended paradigm, implied methods, feasibility, and how the question might be rewritten for better alignment with the study design.
Pitfalls for papers 1 and 2
Pitfalls for Papers 1 & 2 can be summarized as follows:
1) Poor time management and not directly answering the question are common issues seen in papers. The question should be answered in the introduction and the paper should remain focused on the question.
2) Relevant vocabulary should be defined and how the question will be answered should be outlined. Studies should be clarified in the context of evaluating them rather than using anecdotal examples.
3) Papers should include 2-3 studies or theories and demonstrate critical thinking by linking the studies back to the question rather than including too many unfocused examples. Lack of critical thinking is the number one problem seen on exams.
Active learning
The document discusses three assignments - research papers, power point presentations, and current event reports - that require students to thoroughly learn material and demonstrate their knowledge. It explains that research papers require in-depth understanding of a topic, presentations require explaining key points about a topic, and reports help students stay informed on current issues. The document states that these assignments give students experience obtaining information and presenting it in their own words while understanding different perspectives on topics or situations.
March 2015 College Quest by Pamela Donnelly
Slide deck for the March 2015 version of my signature event to help parents get their teens into the colleges of their dreams. Discover my insider strategies and secrets for cracking the code to college admissions. Note: this event available for civic, corporate, and high school PTA audiences.
Ese 601 week 3 discussion assessment results and lre continuum new
Henry is a student who struggles with reading comprehension and organizing his thoughts in writing due to a learning disability. He is shy and often copies his peers rather than participating independently. The document discusses determining Henry's least restrictive environment (LRE) placement based on an assessment of his needs and abilities. Students are asked to post their LRE decision for Henry and justify it with evidence, then review and question or endorse others' decisions while providing additional resources. Engaging with others' posts can demonstrate content knowledge and critical thinking skills.
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This document discusses several frameworks for analyzing anthropological data: symbolic interactionism focuses on how symbols and social interactions influence behavior; cognitive anthropology studies how cultural knowledge is organized and processed in the mind; and critical theory examines power structures and their social implications. It then outlines a guiding question, various primary and secondary data sources, and methods for analyzing the data, including narrative analysis and comparing teacher candidates' perspectives before and after receiving peer feedback.
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Screening, diagnostic, progress monitoring, and outcome assessments are used at different stages to evaluate students' reading abilities. Screening assessments are quick tests given to all students to identify those who may need extra help. Diagnostic assessments pinpoint specific areas of weakness to guide intervention. Progress monitoring checks if students are benefiting from intervention. Outcome assessments determine if adequate yearly progress is being made. Examples of assessments discussed include word lists, oral reading fluency tests, running records, and vocabulary flashcards.
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2) When implementing paired reading, teachers should consider how to pair students, select texts, provide mini-lessons on strategies like sounding out words, skipping words and returning to them, and making connections.
3) Data from a study showed that students' reading levels increased after participating in paired reading sessions, as measured by a standardized reading test.
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This document describes a study conducted to determine if different opening class activities equally stimulate student motivation in an 8th grade science class. The study tested three activities: viewing a multimedia presentation, reading a passage, or viewing a picture. Surveys were used to collect data on student motivation and effort levels after each activity. Analysis of the survey results found that while multimedia presentations received slightly higher motivation ratings, overall none of the activities had a significant impact on student motivation. The study concluded that more research is needed with a larger sample size and modified methodology.
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College students should be able to follow instructions in lessons, exams, work, and daily life. They should also have strong questioning skills to explore topics and clarify points when interacting with others, especially in group situations. When asking questions, students need to consider what type of question is most appropriate, whether open or closed, if the timing is right, and how the respondent may reply. In addition to accountability, college students must develop good communication skills through active listening, clear speaking, and emotional control.
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The document outlines seminars focusing on different models of media effects and influence, how to ask clarifying, defining, and reasoning questions, and discussing the impact of social media on behavior and consumer choices. Participants are encouraged to support their views with evidence, check their understanding, and include all participants in discussions.
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This document provides a protocol for observing reciprocal teaching lessons and coaching. It lists the key strategies used in reciprocal teaching: predicting, questioning, clarifying, and summarizing. For each strategy, it describes how students should apply the strategy, including using specific language and asking how the strategy helps comprehension. It also outlines the steps a teacher should take before, during, and after reading, such as reviewing strategies, modeling think-alouds, and having students independently apply the strategies.
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Quantitative research
This document provides information about quantitative research, including its characteristics, strengths, weaknesses, and types. It discusses how quantitative research uses objective measurements and statistical analysis of numerical data from sources like surveys and questionnaires. It also outlines the key parts of a research paper, including the problem statement, significance, scope, and references. The document is intended as a guide for learners to understand quantitative research methodology.
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This document outlines a lesson plan for an English class on asking and giving opinions. The lesson plan covers core competencies, basic competencies, indicators, objectives, learning materials, methods, activities and assessment. The lesson involves students reading a text on rising carbon dioxide levels, answering comprehension questions, and practicing asking and giving opinions on the topic through a worksheet activity and discussion. Students will be assessed based on their worksheets, self-reflection, and ability to identify the social functions of asking and giving opinions.
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The document describes using flashcards and incremental rehearsal to improve students' basic academic skills through targeted, evidence-based interventions. It provides examples of setting up whole-class math fact practice and one-on-one reading fluency sessions using flashcards. Procedures for traditional, interspersal, and incremental rehearsal flashcard drills are outlined to help educators implement the interventions.
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This rubric evaluates students on building a phonograph based on several criteria including information gathering, written plan, materials used, quality of construction, knowledge gained, and demonstration. Students can earn scores from 1 to 4 on each criteria, with 4 being above standards and 1 being below standard. The rubric assesses students on accurately researching information, outlining clear plans, using appropriate materials, demonstrating understanding of how phonographs work, and showing effort in class and at home.
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The document describes the Six Minute Solution, a research-based fluency building program. It takes place over six minutes each day and involves students taking turns reading a passage aloud to their partner. The partner tracks errors and provides feedback. Research shows a strong correlation between fluency and comprehension, and that fluency practice supports reading achievement. The Six Minute Solution is designed to quickly and easily improve students' fluency levels in a short period of time each day.
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Screening, diagnostic, progress monitoring, and outcome assessments are used at different stages to evaluate students' reading abilities. Screening assessments are quick tests given to all students to identify those who may need extra help. Diagnostic assessments pinpoint specific areas of weakness to guide intervention. Progress monitoring checks if students are benefiting from intervention. Outcome assessments determine if adequate yearly progress is being made. Examples of assessments discussed include word lists, oral reading fluency tests, running records, and vocabulary flashcards.
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2) When implementing paired reading, teachers should consider how to pair students, select texts, provide mini-lessons on strategies like sounding out words, skipping words and returning to them, and making connections.
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This document describes a study conducted to determine if different opening class activities equally stimulate student motivation in an 8th grade science class. The study tested three activities: viewing a multimedia presentation, reading a passage, or viewing a picture. Surveys were used to collect data on student motivation and effort levels after each activity. Analysis of the survey results found that while multimedia presentations received slightly higher motivation ratings, overall none of the activities had a significant impact on student motivation. The study concluded that more research is needed with a larger sample size and modified methodology.
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Cycle of Inquiry - Planning around Content Standards
1) The document outlines the process and objectives for an inquiry meeting to help support teachers (PTs) with conducting an inquiry focused on 1-2 content standards over 6 weeks.
2) It discusses culturally responsive teaching principles and having participants discuss what these principles look like in the classroom.
3) The major steps of an inquiry outlined are: identifying a focus standard, administering an entry-level assessment, planning lessons, doing an observation lesson, analyzing student work and assessments, and reviewing evidence of teacher learning.
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Higher education students’ approaches to study in asynchronous online conferences - a paper presented at JURE 2007 in Budapest, Hungary.
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This document discusses elicitation techniques used in language research, including production tasks, interviews, and questionnaires. Production tasks aim to elicit natural language samples but are time-consuming. Interviews can be structured, semi-structured, or unstructured and allow flexibility but introduce bias. Questionnaires use closed and open questions and must be carefully designed and piloted to avoid confusion and bias. Responses require categorization and quantification to analyze qualitative data. Proper planning and conduct of interviews and questionnaires is important to obtain valid results.
Awareness
College students should be able to follow instructions in lessons, exams, work, and daily life. They should also have strong questioning skills to explore topics and clarify points when interacting with others, especially in group situations. When asking questions, students need to consider what type of question is most appropriate, whether open or closed, if the timing is right, and how the respondent may reply. In addition to accountability, college students must develop good communication skills through active listening, clear speaking, and emotional control.
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The document discusses a research study conducted by teachers at Great Mills High School to determine if teaching students how to identify arguments in texts would improve students' argument analysis skills and comfort level. The study was interrupted by a school lockdown and its results were inconclusive. The teachers observed student frustration with the tasks and saw little improvement in pre- and post-test scores. Due to events outside their control, the teachers were unable to determine if students could better dissect arguments after the intervention. They acknowledge more time is needed to properly study the impact of argument identification instruction.
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The document outlines seminars focusing on different models of media effects and influence, how to ask clarifying, defining, and reasoning questions, and discussing the impact of social media on behavior and consumer choices. Participants are encouraged to support their views with evidence, check their understanding, and include all participants in discussions.
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This document provides a protocol for observing reciprocal teaching lessons and coaching. It lists the key strategies used in reciprocal teaching: predicting, questioning, clarifying, and summarizing. For each strategy, it describes how students should apply the strategy, including using specific language and asking how the strategy helps comprehension. It also outlines the steps a teacher should take before, during, and after reading, such as reviewing strategies, modeling think-alouds, and having students independently apply the strategies.
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RESEARCH PROBLEM
RESEARCH PROBLEM PRESENTATION WITH GAMES
-SOURCES OF RESEARCH PROBLEM
-TOPIC IDENTIFICATION
-ELEMENTS OF RESEARCH PROBLEM
-CHARACTERISTICS OF GOOD RESEARCH PROBLEM
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RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
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A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Trial and error - student responses to different approaches of embedding info...
Trial and error - student responses to different approaches of embedding info...IL Group (CILIP Information Literacy Group)
This document summarizes a study on embedding information literacy education across five departments at Cardiff University. In 2007 and 2008, each department implemented information literacy instruction differently, with varying levels of student attendance and feedback. Overall, students responded best to sessions that were embedded in their coursework, subject-specific, and provided structured activities to apply skills to assignments. For the future, the authors plan to team-teach information literacy sessions, allow more in-class exercise time, and gather feedback on improvements in student work.Student_Report_MBChB3 (1)
This document provides student feedback on Dr. V Tchokonte-Nana, a lecturer in the Department of SGBO at the Faculty of Health Sciences. The feedback was collected from 245 students and covers 3 categories: biographic information of students, ratings of the lecturer on a scale of 1-5, and comments from students. Overall, the ratings indicate that students found the lecturer to be well prepared, organized, knowledgeable, and respectful towards students. Some comments praised the lecturer for being enthusiastic and trying hard to explain difficult concepts. However, some students felt the material lacked depth and specifics on expectations. A few also commented that the pace was too fast or that disections were not as useful as they could be.
Chelsea Action Research
This document summarizes an action research case study examining the use of visual aids to engage an English Language Learner (ELL) student in science class. Baseline data showed the student was hesitant to participate verbally. An intervention introducing brief educational video clips increased the student's time-on-task and comprehension of lesson content. However, the study had limitations including a short data collection period and differences between baseline and intervention methodology.
Questionnaire design
This document provides information on constructing questionnaires. It defines what a questionnaire is and describes the various types. The key steps outlined for constructing a questionnaire are: writing the study aim, identifying broad topic areas, breaking these into single-item statements, constructing questions and the questionnaire, and validating the questionnaire. Various question types like closed-ended, open-ended, rating scales, and checklists are described. Guidelines are provided for writing clear, unbiased questions and properly structuring the questionnaire. The importance of validation by piloting the questionnaire on a small sample is also covered.
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Lesson Plan Asking and Giving Opinion (and Thoughts) kelas VIII kurikulum 2013
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Pre, Active, and Post: Taking Learning Beyond the Lecture
Pre, Active, and Post: Taking Learning Beyond the Lecture
Trial and error - student responses to different approaches of embedding info...
Trial and error - student responses to different approaches of embedding info...
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Grabe 4
This document provides notes on key points from Chapter 4 of Grabe & Grabe about using instructional software and multimedia for content-area learning. It discusses computer-based instruction (CBI) and computer-assisted instruction (CAI) where computers tutor students through material. It also mentions educational games, multimedia resources, dual-coding theory of combining visual and auditory learning, and the need for more research on effectiveness of CAI. Constructivism and exploratory learning environments are also briefly discussed.
Grabe 1
The chapter discusses key themes and issues surrounding the use of technology in the classroom. It notes that technology allows students to take a more active role in discovering and integrating course knowledge through tools like educational software, electronic portfolios, and online case studies. The chapter also explains how computers can be programmed to act as tutors or assessments to help guide students and provide feedback on their learning. Finally, it discusses challenges to integrating technology in schools like inequities in resources, and how teachers will need to take a more flexible role in helping students take responsibility for their own learning with technology.
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The document outlines a 4-week American History project for 9th grade students that involves using technology to research important events like Paul Revere's ride. Students will use computers, the internet, online encyclopedias, and memory sticks to become familiar with basic research methods. The project accommodates different learning levels, with resource students focusing on accessing information and gifted students developing additional topics for research.
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During the Revolutionary War period, clothing came from around the world and reflected social status and roles. Fine imported fabrics indicated wealth and power for both men and women. Soldiers uniforms aimed to appear organized and intimidating to enemies while common farmers and militiamen wore more practical clothes. Children wore gendered versions of adult clothing that evolved as they aged. Overall, clothing served as a form of personal expression and marker of identity.
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This document provides instructions for students to research a question about life during the American Revolutionary War using online historical sources. Students are to:
1. Create a research question and get approval by September 15th.
2. Explore historical research websites and find at least 3 relevant sources to answer their question by September 25th.
3. Research their approved question using the identified sources and be prepared to present their answer, process, and sources in a PowerPoint by October 15th. The presentation will be evaluated based on depth of question, quality of research sources, and quality of the answer provided.
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During a two-week tech unit on independence, students will have multiple opportunities for formative assessment before the summative assessment. Students will spend the first week developing a research question without beginning research. The instructor will then meet with students individually to check their progress. For the next ten days, students will explore websites they can use to answer their questions before doing actual research. The instructor will pair students researching similar topics so they can help each other. Throughout the research period, the instructor will reiterate the grading criteria and provide assistance to students as they research in the computer lab. Students are expected to have initial presentations completed by October 10th for feedback.
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Summative rubric
- 1. HyperStudio/Powerpoint Appearance and Content : Independence! What you want to know about Revolutionary History<br />CATEGORY 4 3 2 1 Quality and Depth of Research Question Student is enthusiastic and genuinely interested in his or her research question; question is highly researchable (incorporates time period with subject matter that has extensive historical documentation). Student is mostly positive about his or her research question; question is fairly researchable (involves period concerns or topics with extensive historical documentation). Student successfully picked a research question; the question can be researched, although with some difficulty (topic may not be highly documented). Student unable to formulate a research question. Quality of Your Research Student picked 4+ relevant electronic resources to research his or her question. Student picked 3 relevant electronic resources to research his or her question. Student picked 2 resources that partially answer his or her question. Student picked 1 resource that does not specifically answer his or her question. Presentation (Answer to Question) Student gave 4+ pieces of information to answer question in a well-organized, 5 minute Powerpoint presentation that explains how student arrived at question and the research process. Student gave 3 pieces of information to answer question in a well-organized, 5 minute Powerpoint presentation that explains how student arrived at question and the research process. Student gave 2 pieces of information to answer question in a well-organized, 3-5 minute Powerpoint presentation that explains how student arrived at question. Student gave 1 or no pieces of information to answer question in a badly organized Powerpoint presentation under 3 minutes long. <br /> <br />