Getting started: Information for Students and Teachers

Prepared by Mr. A. FitzgeraldResearch Project Teacher / Teacher Librarian Updated Dec 2013.

What do you know about the Research ProjectResearch Project?

What are your current feelings and concerns about the RP?

Exciting unlimited

opportunities!

Less other

Year 12 Subjects

Too hard or too

easy?.It won’t last

– Aust. Curriculum

?

Not a ‘real’

subject

21st Century

individual (i)

learning..Apathetic?

It’s challenging students and

teachers to think differently.

A different type of teaching and A different type of teaching and learning…learning…

What are the critical skills for 21st Century life beyond school?

1. Problem solving2. Creativity

3. Think Analytically4. Collaborate

5. Communicate6. Ethics, Action and Accountability

From Lee Crockett NASSSA Conference 2011:Workshop: Literacy is Not Enough: 21st Century

Fluencies for the Digital Age

SACE

5

Compulsory Stage 1Compulsory Stage 1 Compulsory Stage 2Compulsory Stage 2

PLP 10 CreditsPLP 10 Credits

Numeracy 10 CreditsNumeracy 10 Credits

Literacy 20 CreditsLiteracy 20 Credits

Stage 2 Subjects & Courses60 Credits

Stage 2 Subjects & Courses60 Credits

40 Credits40 Credits 70 Credits70 Credits

Compulsory Stage 1 = 40 Credits

Compulsory Stage 2 = 70 Credits

Additional choices = 90 Credits

SACE = 200 Credits

‘C’ Grades or better

‘C’ Grades or better

Grades A to E

Modified subjects for students with significant disabilities

Have you ever had to learn anything new?

Was it a Passion

?

Was it just for

Interest?Was it a Need?

Why RESEARCH or

INQUIRE?

Why did you learn something

new?

Was it for the

Challenge?

1. DEFINING (Brainstorming, Planning, Initiating)

2. LOCATING (Keywords, Searching, Interviewing, Surveying, Communicating)

3. SELECTING (Appropriate information) 4. ORGANISING (Plans, Headings etc)5. PRESENTING / ACTIONING (Essays,

PowerPoint, Making or doing, Synthesising).

6. EVALUATING / ASSESSING (Meta-cognition, Reflecting on the ‘process’).*This a commonly called the ‘Big 6’ Inquiry

Process or something similar.

SOME INQUIRY RESEARCH PROCESSES

Assessment Type 1: FolioPlanningP1 Thorough consideration and refinement of a research question.P2 Thorough planning of research processes that are highly appropriate to the research question.DevelopmentD1 Thorough and highly resourceful development of the research.D2 In-depth analysis of information and exploration of ideas to develop the research.D3 Highly effective development of knowledge and skills specific to the research question.D4 Thorough and informed understanding and development of one or more capabilities. Assessment Type 2: Research OutcomeSynthesisS1 Insightful synthesis of knowledge, skills, and ideas to produce a resolution to the research question.S2 Insightful and thorough substantiation of key findings relevant to the research outcome.S3 Clear and coherent expression of ideas.Assessment Type 3: EvaluationEvaluationE1 Insightful evaluation of the research processes used, specific to the research question.E2 Critical evaluation of decisions made in response to challenges and/or opportunities. E3 Insightful evaluation of the quality of the research outcome

Assessment Type 1: FolioPlanningP1 Some consideration of a research question, but little evidence of refinement.P2 Satisfactory planning of research processes that are appropriate to the research question.DevelopmentD1 Satisfactory development of the research.D2 Satisfactory analysis of information and exploration of ideas to develop the research.D3 Satisfactory development of knowledge and skills specific to the research question.D4 Satisfactory understanding development of one or more capabilities.Assessment Type 2: Research OutcomeSynthesisS1 Satisfactory synthesis of knowledge, skills, and ideas to produce a resolution to the research question.S2 Substantiation of some key findings relevant to the research outcome.S3 Generally clear expression of ideas.Assessment Type 3: EvaluationEvaluationE1 Recount with some evaluation of the research processes used. E2 Some evaluation, with mostly description of decisions made in response to challenges and/or opportunities.E3 Satisfactory evaluation of the quality of the research outcome

Developing a Research Project question and capabilities.1. Choose a broad topic / subject area2. REFINE your topic – what THINKING is

required?3. Think about the capabilities that you will be

developing whilst researching this topic:How might you develop this topic further?

History of Car Racing?Careers in nursing?

Assessment Type 1: Folio -More ideas… Research Development30 % School (Teacher Assessed) – Externally moderated.In the research development stage :Ask for help from your teacher , another student, parents,

relatives, community members to use: Email, Excel (Data management), Locating and analyse information (Websites, books, experts), Conduct Interviews, Survey, Build, Sew, whatever it takes to complete your research…

Seek help where-ever you can (other students, siblings etc). This will be a learning experience for everyone.

Begin writing, making, planning, preparing your research outcome (or product) – be careful that they ‘record’ all their learning (drafts, phone call, note). Get them used to recording their learning (“It’s ok to make a mistake, it’s not ok not to learn from the mistake – or record it in your folio”).

Begin to collect evidence for moderation – items that show real learning (Interview or substantial book)

Schedule ‘formal discussions’ with your teacher.

EXAMPLES OF RESEARCH DEVELOPMENT

EVIDENCEExamples of evidence that could be

included in the Folio(not a prescriptive list)

letters

survey designs and results

future directions planning

relevant emails and texts

models

interview notes or recording

record of peoples’ feedback

record of conversationslist of

questions

film clips

highlighted and annotated written material

thoughts and ideas

record of fieldwork, observations and visits

translations and interpretations

lists

diagrams and charts

reflections and judgements

dockets

data colour schemes

sketches, plans, designs

drafts or written material

photos and pictures

notes from reading

references or bibliography

mathematical and scientific calculations and formulae

Assessment Type 2: Research Outcome40 % School (Teacher Assessed) – Externally moderated.Production and substation of key findings

2000 words max or 12 minutes if oral or multimodal

Assessment Type 3: EvaluationThis is EXTERNALLY ASSESSED, 30 %.Either…

- Research Project A (Cannot count for ATAR):

Presented in written, oral or multimodal forms.

1500 words (max.) or 10 minutes equivalent

- Research Project B (Can count for ATAR):

A written report 1500 words (max)

Assessment Type 3: Evaluation Discuss this throughout the Research ProjectKeep a ‘running record’ of key learning

experiences to be later in their evaluations.Use the Performance Standards to discuss your

learning (aim for a standard, and seek opportunities to reach these standards, A, B or C?).

Use scaffolded and structured sentences (if written or spoken)

Begin the evaluation with enough time to finish.

More information will come on this as required.

The development of your Research

Project begins with you!

Where will you begin?

What do you need to do next?

Where will you begin?

What do you need to do next?

Developing and doing research.

Resources:Research Project teacher Ms Cheryl Watt (Research Project Coordinator)GGHS Research Project Moodle page:

http://dlb.sa.edu.au/gghsmoodle/course/view.php?id=49 (Log-in as Guest or via Learnlink portal)

SACE Board – Research Project website and Moodle:http://www.sace.sa.edu.au/web/research-project/rp2014

Thiele Library, Smart Library and Data bases etc/ / Teacher –Librarians.

Tea Tree Gully Library, including data-bases (with OneCard Membership Access)

Family, friends, other teachers, experts on your topic.

Issues, Concerns and QuestionsWho?What?When?Why?Where?

How?