r&d for the high school classroom -week 2 early
DESCRIPTION
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.TRANSCRIPT
Implementing Research and Development into the High School Classroom
Week 2
July 15-19, 2013Illinois State UniversityWIP-5 Grant
http://RandDforHS.wikispaces.com
Tuesday
Lesson Plans & Unit Plans
Wiki organization
Descriptive Stats vs. Inferential
Allison and Matthew Hennings
Inferential Statistics (Ch. 9)
Data Interpretation (Ch. 9)
ADDIE Curriculum Design Model
ADDIE A = AnalyzeThe “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.
ADDIE D = DesignThe first “D” stand for “Design” and is where you will begin to develop the parameters or rules in which the student perform research.
ADDIE D = DevelopmentThe 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.)
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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.
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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
Developing a Unit…Plan of Attack ADDIE Model
How? (embedded; course; department)
Scope (data collection)
Decide end product
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.
Use poster board to gain a birds-eye view
Download in wiki:
Curriculum ProposalSample
Research Unit Plan
My AdviceNail 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!
Lesson Plan
http://RandDforHS.wikispaces.com
Page 133
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
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 treatmentStatistical
significance
t-test correlationANOVAChi-Square
Data Interpretation
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?
3 Questions
Page 139
2. How do the data describe the relationship between the 2 variables?
IVDV
3 Questions
Page 139
IVDV
Did the change (IV) I make, cause the effect I measured (DV)?
Yes….why?
No….why?
3 Questions
Page 139
2. Do the data support the hypothesis?
ProvedSupported
How strongly do the data support the results?
If no connection….why?
Ch. 1 Beginning IdeasCh. 2 Research DesignCh. 3 Background Research/Note Taking/LibraryCh. 4 HypothesisCh. 5 Proposal (writing methods)Ch. 6 Lab NotebookCh. 7 Descriptive StatsCh. 8 Graphical RepresentationCh. 9 Inferential Statistics Ch. 10 DocumentationCh. 11 Writing the PaperCh. 12 Presenting the Research (final products)
Tomorrow
Jacki Naughton – Niles & IMSA
Mind Mapping
Course Organization
Work Time