Research Process

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pschology teachers_theories

B Carronにより

Graphic Organizer of Competency Based Language Teaching

Karina Avellanにより

TAYLOR SWIFT!!!!!!

Katherine Coppotelliにより

Optics Optics is a branch of physics which studies the properties and behavior of light. Furthermore, we talked about the characteristics of various mirrors, lenses, and how we can predict the characteristics of an image will look us

Ragubavan Sathurthehaにより

Assessment On going throughout the stages

Teacher/TL: Assessment OF learning at the end, final

Teacher/TL: Teach Assessment AS Learning to self assess

Teacher/TL: Assessment FOR learning ongoing feedback

The Research/Inquiry Process For the Junior Grades

3) Processing

Students: Organize their findings

Teacher/TL: Provide a variety graphic organizers/templates to organize their ideas based on what they want their final product to be (whether it is a written paper or a hands on final piece) Organizers can be chronological, idea focused, etc.

Students: Make choices on which ideas they want to use

Teacher/TL: Refer students to their original plan/Focus

Teacher/TL: Refer students to success criteria checklist

Students: Decide which information is useful

Teacher/TL: Have students work together to analyze each others findings to compare sources based on its relevance and legitimacy

Teacher/TL: Give feeback based on previous stage during the investigation

2) Investigating

Students: Narrow the Foucs

Teacher/TL: Teach students about focus being too broad or too narrow (relating back to the purpose of their assignment)

Teacher/TL: Have students submit a "proposal" and give feedback

Students: Find resources/Sources

Teacher/TL: Teach students pathways to legitimate sources

Teacher/TL: Teach students about legitimate information

Students: Create a plan

Teacher/TL: Ensure students know the plan can change. Have students have a large scope then narrow it as they see fit.

Teacher/TL: Assessment Checklists/Templates for a plan

Teacher/TL: allow for collaboration

1) Exploring

Students: Think of the reason/purpose for research

Teacher/TL: Examples of final products, possible audiences

Teacher/TL: Outline the assignment and Success Criteria

Students: Think of questions they want answers to

Teacher/TL: Remind students of WH5 questions

Teacher/TL: Remind students to Brainstorm questions

Students: Select a Topic of Interest

Teacher/TL: Have Several Resources available to select a topic

Teacher/TL: Minds On activities to Use Previous Knowledge

4) Creating

Students: Self assess (Assessment AS Learning)

Teacher/TL: Encourage reflection on all of the phases, not just the final product, so they can improve upon future inquiry at every phase

Teacher/TL: Encourage future goal setting during relfection and self assessment for future learning

Teacher/TL: Hand out self assessment checklists. 3,2,1 exit tickets, one glow one grow during other students presentations as well as their own

Students: Students will make or present their final product.

Teacher/TL: Encourage each students to focus on their strengths and weaknesses to best challenge the student

Teacher/TL: Assist with selecting an appropriate method of presentation by showing examples.