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.
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)
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
10.
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.
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!
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?
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?