Baltimore County Public Schools Division of Curriculum and Instruction

Curriculum Guide Template – Independent Research Course

Independent Research Seminar – Part 2

Grade/Content Area / Independent Research Seminar – Part 2
Unit Title / Communicating, Sharing and Presenting Research
Unit Summary / This unit focuses on teaching students how to appropriately present information and themselves within different contexts.
Theme Statements/ Enduring Understanding / ·  Good researchers select the appropriate presentation medium based on the audience, type of research, time considerations, available materials and space.
·  Good researchers effectively apply digital tools to communicate information in an ethical manner.
·  Good researchers present information, findings and supporting evidence to convey/debate a distinct perspective such that listeners can follow the line of reasoning and also understand alternate and opposing perspectives.
·  Good researchers engage the audience in discuss and respond to feedback.
·  Good researchers adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated and appropriate.
·  Good researchers dress and groom themselves appropriately, according to the audiences’ expectations.
·  Technology and other information tools organize and display knowledge and understanding in ways that others can view, use, and assess.
Essential Question(s) / ·  How do the mode of communication and the presentation methods demonstrate understanding of the expectations within a given context?
Key Concepts / ·  Presentation mediums and methods are determined by the audience, type of research, time considerations, available materials and space.
·  The ability to communicate effectively includes presentation skills like engaging the audience with questions, responding to the audience’s questions, appropriate dress and use of formal English.
Vocabulary / ·  Diction
·  Formal English
·  medium
Alignment: / AASL Standards for the 21st Century Learner:
Standard 3.0 - Learners use skills, resources, and tools to share knowledge and participate ethically and productively as members of our democratic society. (3.0)
3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
MD Technology Literacy Standards for Students:
Standard 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions
Step 5 - Communicate Conclusion
• Display data and information using technology tools
• Use communication tools to communicate conclusions
• Present information and conclusions in formats that are appropriate to a specific audience
• Evaluate the effectiveness of the selected technology resources and adjust as needed
Estimated Unit Length / Seven Period Day: 16 days
Four Period Day: 8 days
Learning Preferences / Visual / Auditory
Kinesthetic / Tactile
Field Dependent / Active
Field Independent / Reflective
Global / Sequential
Differentiation for Skills /Strategies Instruction / ·  Safari Live Conferencing
·  Illuminate/Blackboard Chat
·  Role-play
·  Graphic Organizers
·  Think Pair Share Design
·  E-Journaling
Digital Content, Tools, and Resources / See resources in Step 7, “Communicating, Sharing, and Presenting Research” at: http://www.bcps.org/offices/lis/researchcourse/communicate.html
Assessment Strategies / Student resource sheets
Student Wiki page
Presentation
Poster
Assessments
(Completion of various research process steps) / Presentation of the student’s abstract
Poster Rubric
Presenter Rubric
60-second Poster Evaluation
Independent Assignments
(home, school, mentor) / Students will make refinements to presentations based on peer, teacher, and/or mentor review
Students will complete student resource sheets and Wiki page
Students will complete a journal.
Lesson Titles / Key Concepts/Big Ideas Addressed in Lessons / Standards Alignment / Brief Description or Overview
Evaluating Research Presentations / Presenter Speech, Mannerisms,
Enthusiasm and Visual Displays / 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. / Students will use personal taste and rubrics to evaluate and suggest improvements for research presentations.
Perception isReality / Dress
Speech / 3.1.3 Use writing and speaking skills to communicate new understandings effectively. / Students will use commonly accepted professional standards to select appropriate diction, dress and grooming practices.
Copyright and Fair Use / Copyright
Fair Use
Infringement
Public Domain / 3.1.6 Use information and technology ethically and responsibly. / Students will use copyright criteria to evaluate the content of theirpresentation.
Creating and Presenting a Poster / Design (Organization and Graphics)
Content / 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. / Student will evaluate posters using rubric and use rubric to create posters

12/9/2010