Baltimore County Public Schools Division of Curriculum and Instruction

Baltimore County Public Schools Division of Curriculum and Instruction

Curriculum Guide Template – Independent Research Course

Independent Research Seminar – Part 1

Unit Overview
Grade/Content Area / Independent Research Seminar
Unit Title / Unit 4a: Elements of a Research Proposal
Unit Summary / The unit is designed to teach students about the Elements of a Research Proposal as well as to provide multiple models for students as they prepare to write their own research proposal in Unit 4b. Students will be able to:
·  Explain why a title is so important to a research proposal
·  Identify the characteristics of effective introductions
·  State the problem in a teacher-selected research proposal
·  Summarize the differences between goals and objectives in a research investigation
·  Define subject-specific and technical research terms
·  Cite the significance of investigations included in the literature review
·  Describe the factors that impact the decision to use questions or an hypothesis in the research proposal
·  Compare and contrast qualitative and quantitative research methods
·  Write an extended constructed response characterizing the role of the researcher in the research process
·  Identify the pros and cons of the following data collection and analysis procedures: interview, observations, focus groups, case studies, questionnaires/surveys, and document reviews
·  Generate a list of the various ways in which ethics impacts the research process
·  Define reliability and validity of methods and results
·  Explain how a timetable and management plan affects the investigation
Theme Statements/Enduring Understanding / 1.  Inquiry provides a framework for learning.
2.  Research is a process.
3.  Enduring understanding is enriched by examining multiple perspectives and models.
Essential Question(s) / 1.  How does the research proposal provide a framework for learning?
2.  How does each step in the research process build upon the prior steps?
3.  How does viewing multiple perspectives and models help you develop a deeper understanding?
Key Concepts / ·  Quantitative and qualitative approaches to research methods and design are complementary and can often overlap.
·  The goal statement outlines the purpose of the research.
·  Questions and hypotheses are testable explanations proposed before the methodology of a project is conducted.
·  Each of the different data collection and analysis procedures has pros and cons.
·  If the results of a study can be reproduced using a similar methodology, then, the research methods are considered reliable.
·  Validity determines whether the research truly measures what it was intended to measure.
Vocabulary / quantitative, qualitative, validity, reliability, methodology
Alignment: / AASL Standards for the 21st Century Learner:
Standard 2.0 - Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (2.0)
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
2.3.1 Connect understanding to the real world.
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 3 - Carry Out the Plan
• Collect data and information using technology tools
• Use communication tools to gather information
• Make and record observations using technology
Estimated Unit Length / Seven Period Day: 8 days
Four Period Day: 16 days
Learning Preferences / Visual / Auditory
Kinesthetic / Tactile
Field Dependent / Active
Field Independent / Reflective
Global / Sequential
Differentiation for Skills /Strategies Instruction / All digital content can be differentiated by lexile.
Self-paced, online tutorials address specific deficits.
Text-to-speech can be utilized as needed.
Graphic organizers are provided to scaffold learning.
Digital Content, Tools, and Resources / http://www.bcps.org/offices/lis/researchcourse/develop.html
http://www.bcps.org/offices/lis/researchcourse/key_elements.html
http://www.bcps.org/offices/lis/researchcourse/develop_writing.html
Assessments
(Completion of various research process steps) / Reflection journals (9)
Venn diagram
Visual definition
Online notebook
Independent Assignments
(home, school, mentor) / Home assignments: reflection journals, online notebook, visual definition
Lesson Titles / Key Concepts/Big Ideas Addressed in Lessons / Standards Alignment / Brief Description or Overview
“The Title Page” / Word choices and syntax must be precise to convey meaning.. / 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. / Explain why a title is so important to a research proposal
“Effective Introductions” / Effective introductions convey the nature, context, and scope of the research project. / 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. / Identify the characteristics of effective introductions
“Identifying the Problem” / Enduring understanding is enriched by examining multiple perspectives and models. / 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. / State the problem in a teacher-selected research proposal
“Goals and Objectives in Research” / The goal statement outlines the purpose of the research. / 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. / Summarize the differences between goals and objectives in a research investigation
“Research Vocabulary” / Knowledge of subject-specific vocabulary enhances understanding. / 2.1.4 Use technology and other information tools to analyze and organize information. / Define subject-specific and technical research terms
“Significance of Investigations” / The significance of an investigation is determined by its importance to the individual conducting the research and its impact on society. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Cite the significance of investigations included in the literature review
“Question or Hypothesis?” / Questions and hypotheses are testable explanations proposed before the methodology of a project is conducted. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Describe the factors that impact the decision to use questions or an hypothesis in the research proposal
“Qualitative and Quantitative Research Methods” / Quantitative and qualitative approaches to research methods and design are complementary and can often overlap. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Compare and contrast qualitative and quantitative research methods
“The Role of the Researcher” / The researcher’s role may affect the methodology, outcomes, and analysis of findings. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Write an extended constructed response characterizing the role of the researcher in the research process
“Data Collection and Analysis Procedures” / Each of the different data collection and analysis procedures has pros and cons. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Identify the pros and cons of the following data collection and analysis procedures: interview, observations, focus groups, case studies, questionnaires, surveys, and document reviews
“Ethics in Research” / Enduring understanding is enriched by examining multiple perspectives and models. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Generate a list of the various ways in which ethics impacts the research process
“Reliability and Validity” / If the results of a study can be reproduced using a similar methodology, then, the research methods are considered reliable.
Validity determines whether the research truly measures what it was intended to measure. / 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. / Define reliability and validity of methods and results
“Managing the Research” / A management plan increases the likelihood of successful completion of complex tasks. / 2.3.1 Connect understanding to the real world. / Explain how a timetable and management plan affects the investigation

7/19/2010