R&D for the High School Classroom -Week 2 early
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This ppt was used as part of Dr. Darci Harland's WIP-5 grant workshop. Topics discussed this day were tips for developing a unit and lesson plan for R&D, difference between descriptive and inferential statistics, helping students interpret the data. The ADDIE model of curriculum design was described.
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R&D for the High School Classroom -Week 2 early
- 1. Implementing Research and Development into the High School Classroom Week 2 July 15-19, 2013 Illinois State University WIP-5 Grant http://RandDforHS.wikispaces.com
- 2. Tuesday Lesson Plans & Unit Plans Wiki organization Descriptive Stats vs. Inferential Allison and Matthew Hennings Inferential Statistics (Ch. 9) Data Interpretation (Ch. 9)
- 3. ADDIE Curriculum Design Model
- 4. ADDIE A = Analyze The “A” stands for “Analyze.” First you will analyze your situation, which means reflect on the audience and environment in which you will be implementing the new curriculum.
- 5. ADDIE D = Design The first “D” stand for “Design” and is where you will begin to develop the parameters or rules in which the student perform research.
- 6. ADDIE D = Development The second “D” stands for “Development.” And this is where the rubber hits the road. In this stage you develop what will the curriculum look like to you and the student. Essentially, this is your unit plan. (That is as far as we will go through the ADDIE model in this introductory workshop.) .
- 7. ADDIE I = Implement “I” stands for implement, and is what you will do when you carry out your curricular plan this next upcoming school year. .
- 8. ADDIE E = Evaluate “E” stands for evaluate, and is what you do as you reflect on what worked, what didn’t and what can be improved. Next Summer
- 9. Developing a Unit…Plan of Attack ADDIE Model How? (embedded; course; department) Scope (data collection) Decide end product
- 11. See also Page 191 Start with deadlines, work backwards Harland, Darci J. (2013). The Devil’s in the Deadlines: Planning a Long- term Research Project. The Science Teacher, 80(1), 44-48.
- 12. Use poster board to gain a birds-eye view
- 15. My Advice Nail down and A&D (Part 1 of Unit Plan) Poster with Big Plan Work on your individual lesson Develop Unit plan later in the week, filling in ideas from resources that the class comes up with!
- 16. Lesson Plan
- 19. Page 133
- 20. Lab Notebook = Raw Data Your job: Change raw data to be meaningful Create tables and graphs of raw data, descriptive, and inferential statistical tests Look for trends, patterns, interesting results Correlate these to any outside influences
- 21. Your Commitment Descriptive Stats Inferential Stats Measures of Central Tendency & Standard Variation ID’s most common #’s in a number set Page 132Page 95 Determine if results are due to chance or treatment Statistical significance t-test correlation ANOVA Chi-Square
- 23. 3 Questions Page 138 1. What is true about my data? What additional question come from the data? Why did certain groups perform better than others? What trends or patterns are noticeable? Outliers? Why?
- 24. 3 Questions Page 139 2. How do the data describe the relationship between the 2 variables? IV DV
- 25. 3 Questions Page 139 IV DV Did the change (IV) I make, cause the effect I measured (DV)? Yes….why? No….why?
- 26. 3 Questions Page 139 2. Do the data support the hypothesis? Proved Supported How strongly do the data support the results? If no connection….why?
- 27. Ch. 1 Beginning Ideas Ch. 2 Research Design Ch. 3 Background Research/Note Taking/Library Ch. 4 Hypothesis Ch. 5 Proposal (writing methods) Ch. 6 Lab Notebook Ch. 7 Descriptive Stats Ch. 8 Graphical Representation Ch. 9 Inferential Statistics Ch. 10 Documentation Ch. 11 Writing the Paper Ch. 12 Presenting the Research (final products)
- 28. Tomorrow Jacki Naughton – Niles & IMSA Mind Mapping Course Organization Work Time
Editor's Notes
- Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
- Circle write on this….write it up later.
- Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
- Keeps students focused on their task
- Ok. At this point I’m going to assume you’re at least willing to entertain the idea that students should be allowed to do scientific inquiry at the highest levels. So let’s move onto the practical aspect of how you might implement student research. The first is to address the scientific method.
- How do you want to divide the work? How can we get the most out of our time? Work in pairs? Work individually?