Harland Professional Development Follow Up Fall 2013
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Darci, Author of the "STEM Student Research Handbook" facilitates a follow-up workshop with teachers who are implementing student research. Topics covered are scientific writing; teaching scientific writing, documentation, assessment, and presenting research.
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Harland Professional Development Follow Up Fall 2013
- 1. Implementing Research and Development into the High School Classroom Welcome back… As you come in, log into the computer and go to our wiki: http://RandDforHS.wikispaces.com November 22, 2013 Illinois State University WIP-5 Grant
- 2. Today Sharing time Wiki Refresher & Grant Acronym Overview Documentation (Ch. 10) Dr. Willy Hunter (10 – 10:30) Final Products: Writing & Poster (Ch. 11) Dr. Ryan Brown: EfAST & Illinois Data Portal (1-2:30) Presenting Research (Ch. 12) E-Journal
- 3. Inspiration Dr.Beau Lotto on the Process of Science http://youtu.be/0g2WE1qXiKM?t=2m21s
- 4. Inspiration Science is a way of being Play and Games = Experiment + Rules = Methods
- 5. Sharing Time
- 6. Balance Poke It & See What Happens Sound Scientific Thinking and Practice
- 7. Page 9 in the Handbook Picking Topics + Proposal Issues? Tips?
- 9. Page 80 Facilitating Group Work Issues? Tips?
- 11. Grant Overview
- 12. WIP-5 R&D 2 days spring 2014 • Finishing units/lessons • Uploading to Illinois Data Portal 2 weeks summer • Develop online modules
- 13. Grant Stuff E-Fast Illinois Data Portal Formative Assessment State Documentation • Peer Observation (ISU course) Dr. Ryan Brown Wiki Darci’s site: posting our lessons, units, & resources. Darci • Student/Teacher Assessment Dr. Ryan Brown Cool Hub Where online modules for state will be posted TBA
- 14. Dr. Willy Hunter Illinois Shared Learning Environment & Cool Hub
- 16. Page 145
- 17. What Documentation Style? It doesn’t matter! JESS
- 18. Page 147
- 21. Be Picky! Page 148 It doesn’t matter! JESS
- 22. Lesson Ideas What activities could help students learn documentation?
- 23. Writing the Research Paper Chapter 11 What’s in a Paper? http://youtu.be/0g2WE1qXiKM?t=9m
- 24. Dr. Lotto’s Papers Introduction : What’s the question and Why? Methods: What did you do? (What were the rules of the game?) Results: What was the observation? Discussion: Who cares?
- 25. How do you feel about facilitating the writing of papers? Facilitating Writing Page 155
- 26. Facilitating Writing How do you feel about facilitating the writing of papers?
- 27. Scientific Writing What’s the difference between writing a scientific paper and one students may write in English class? Similarities? How to Write Like a Scientist by Destroying your Writing
- 28. Page 158 Facilitating Group Work
- 29. Methods Page 159 List of Steps vs. Narrative Pros & Cons?
- 30. Passive vs. Active Voice Voice & Pronoun Active Voice 1st Person (Future tense) Active Voice 1st Person (Past tense) Active Voice 3rd person (Past tense) Passive Voice No pronoun (Future tense) Passive Voice No pronoun (Past tense) 2nd Person Directive Sample Sentence “I will remove the ball bearing.” “I removed the ball bearing.” “The researcher removed the ball bearing.” “The ball bearing will be removed.” “The ball bearing was removed.” “Remove the ball bearing.” (Assumed You)
- 31. Practice Writing
- 32. Results Page 159 Who won the game? Share the results (But not why) Graphs Stats in tables
- 33. SHOW Data
- 34. Page 161 Graphs & Narrative Must be Connected
- 35. Lesson Ideas What activities could help students write the Results?
- 36. Analysis/Discussion Page 162 Why did they win? Were all the rules followed? Was it a fair game?
- 37. Connect IV & DV pg. 138-141 Did the change (independent variable) I make, cause the effect that I measured (dependent variable)? To what certainty? CeMaST: Center for Mathematics, Science, and Technology
- 38. Lesson Ideas What activities could help students write the Analysis?
- 39. Poster Competitions 2 Journals JEI The Journal of Emerging Investigators JESS Journal of Experimental Secondary Science
- 40. Lesson Ideas What activities could prepare students for presenting?
- 41. Dr. Ryan Brown Efast & Illinois Data Portal
- 43. Page 177
- 44. Refer to Visual Aids 26 25 Stem Length in cm. 24 30 min. wind 23 20 min. wind 22 10 min. wind 21 Control: no wind 20 19 18 0 20 21 22 23 24 25 26 27 28 Day of Experiment 29 30 31 32 33 34
- 45. Connect Data to Hypothesis 26 25 Stem Length in cm. 24 30 min. wind 23 20 min. wind 22 10 min. wind 21 Control: no wind 20 19 18 0 20 21 22 23 24 25 26 27 28 Day of Experiment 29 30 31 32 33 34
- 46. Oral Presentations Tips • Refer to Visuals Aids • Connect data to your hypothesis • Connect independent variable and dependent variable CLEARLY.
- 49. Tone of Feedback Oral and Written Supportive and Encouraging Find positive things to say/write. Don’t give them changes to make, ask them more questions.
- 50. Types of Feedback Checking for understanding Checking for completion Do Until Accepted (DUA) Class Brainstorming Peer Editing
- 52. Grading Checking for understanding Checking for completion Do Until Accepted (DUA) Class Brainstorming Peer Editing
- 53. Presentation Tips Confidence Refer to Graphs Connect IV & DV Connect Intro to your experiment http://www.stemmom.org/2012/03/tis-season-for-sciencefairs.html
- 56. In Conclusion
- 57. Online Modules Photos Videos Lessons Create tutorials for implementation of lessons
- 58. E-Journal Our Wiki http://RandDforHS.wikispaces.com Respond to the 2 journal prompts
Notes de l'éditeur
- http://youtu.be/0g2WE1qXiKM?t=2m21sGo till 5:26
- http://youtu.be/0g2WE1qXiKM?t=2m21s: Play is a way of being; Add rules: you have an experiment.
- Remember this slide? How’s this going for you and your students?
- Proposal?
- 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.
- Know your audience. Where are student products being submitted? The style doesn’t matter…just that it is consistently implemented. You need to be in their faces regarding the details.
- Know your audience. Where are student products being submitted? The style doesn’t matter…just that it is consistently implemented. You need to be in their faces regarding the details.
- 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.
- If you’ve never watched TED videos in the areas of science you are missing out. These will inpsire you, and show you where curiosity can lead.
- Know your audience. Where are student products being submitted? The style doesn’t matter…just that it is consistently implemented. You need to be in their faces regarding the details.
- http://jes2s.com/submission_format.html
- http://cemast.illinoisstate.edu/students/high-school/research/index.shtmlISU Symposium
- You need to be in their faces regarding the details. While it doesn’t matter which style of documentation you have students use, the sooner students know that spacing, punctuation and accurate.
- http://youtu.be/0g2WE1qXiKM?t=9m : through 12:27.
- When talking to students about the paper or poster, talk about how scientific writing is similar and different than the writing they do for English class.Similar to writing in English classProper grammar & spellingTopic Sentences & paragraph organizationTransition words for organizationDifferent than writing in English classSuccinct writing is preferable
- Examples for teachers to rewrite.
- Introduction: purpose to describe the problem, or to describe the question being asked in the project.
- Know your audience….Numbered list of what they did (like a set of directions)? Depends on the type of proposal you required
- “In this present report, the results of an experiment are described in which coffee and tea drinkers were tested to see whether…”“We tested coffee and tea drinkers to find out whether…”The debate between active and passive voice is still strong today. Some journals require passive voice, in all section but the methods. In methods sections then, STEM scientists can either choose to write in 1st person, or use the term “researcher.”
- Who won the game? Which groups?
- TEACH kids how to refer to data in their graphs in the narrative.
- Know your audience….Numbered list of what they did (like a set of directions)? Depends on the type of proposal you required
- This is where judges will really be listening….you must make this connection as clearly as you can. You also need to ask yourself “To what certainty?” Another way, “How strongly do my data connect these two variables? Descriptive stats vs. inferential? Acknowledge weaknesses in methods, original materials, and make suggestions for how the certainty in a repeated study could be improved.
- 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.
- Based on your experiences yesterday with Alka-Seltzer lab, how will a lab notebook benefit students?
- Pg. 179Demo: Poor way to refer to the graph in a presentation: “So as you can see, the control group did the best in my experiment. The 30 min line went from 19 to a little over 21. The 10 min line went from 21 to 23, the control line went from 21 to over 25, and the 20 min line went from 23 to 25. ”Ok, tell me how to improve my use of this graph. Try again, “On this graph, the stem length is here on the y axis, recorded in cm. And the days of experiment are here on the x axis. The plants that had no wind exposure, my control, actually had the most growth, shown here by the steep incline. The stem length was 21 cm at the beginning of the experiment, and grew over 4 cm, and measured 25.5 cm on the last day. All three other groups had stems that grew at similar rates, and added between 2 and 3 cm of length to their original height.”
- The next important thing to do is to is to CLEARLY connect your data to your hypothesis. So for this graph, I might say something like,“Before I started my experiment, I predicted that the stem length measurements of plants would go down as they spent more time in the wind. The data do not really support this prediction. Although the plants with no wind did grow the most, all of the plants exposed to wind grew equally.”Then you will
- 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.
- STEM research is a process, and need to continually remind students of this. Things will not always go according to plan, and remaining flexible is important. It is very likely that students have never completed a project of this magnitude. Providing feedback for students is important for several reasons:Affirms student’s abilitiesIf done correctly, feedback can emphasize the process, not the final product. Meaning, students understand that feedback is not solely to get a grade in the grade book, but a way to communicate with others and to receive support during the project.Correct misconceptions—either with the research process or the content the students is learning.Your feedback can help redirect or focus a student who has lost the “forest for the tree”
- The tone of feedback whether it be verbal or written must be supportive and encouraging. I’ll never forget the first semester I returned first drafts of my student’s proposals. I had spent hours writing comments in the margins, asking them to clarify certain aspects of their methods. Their proposals were dripping with ink. But in my mind, it was all done in love! I was helping them to become better writers, better researchers, and better students. THEY did NOT see it that way. I since have learned to communicate the role feedback has in the PROCESS of research. Always find something good to say! That’s not always easy, but students need confidence boosters along the way. Don’t give them specific details of what changes to make. Instead ask them more questions so they can flesh out the ideas themselves. (This also means that they may not end up exactly where you wanted them content-wise. You need to become ok with that.!)
- Checking for understanding. This type of feedback is to make sure that students understand either a STEM content topic or something about the research process. For example: SH #4: Practicing Writing Hypotheses, will make sure that students know how to write hypothesesChecking for completion: This type of feedback provides accountability for students in that they know that by a certain date something needs to be done.For example: You may have students turn in their background notes after they’ve spent one day in the library. This allows you to spot check to make sure they are writing enough, and that they’ve organized their resources so that they can properly cite. 3) DUA: Do Until Accepted, means that students must produce “A” quality work, and they have the opportunity to redo the assignment until it is. This type of feedback is good when the success of the project hinges on this part of the process being done thoroughly. For example: DUA works great for the proposal process, where students are describing the methods by which they will test a hypothesis. This type of feedback is not always feasible, but is invaluable if you are able to swing it. 4) Class Brainstorming: Allow time for students to get ideas from one another. Students can summarize their research so far, explain problems they’ve had, and even ask for help in obstacles they have some up against. Keep these times student-centered, only interjecting when absolutely necessary. These can become wonderful learning moments for students.5) Peer Editing: Allowing students to carefully check one another’s writing will not only save you time, but will help your students become better communicators. Students can often see flaws in others work better than their own. I provide two Peer editing handouts in the text, one for evaluating data tables and graphs, and the other for the research paper.
- 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.
- ….I mean science research, not educational research.