Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Presentation
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This presentation provides teachers with tips on how to set up a curriculum plan for implementing student research. Year-long planning, unit-planning, and tips for deadlines is included. Tips on using technology (Web 2.0 tools) to support the coordinating of group projects and grading.
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Dr. Harland (STEM Mom) Speaks at South Dakota State University: Workshop Presentation
- 1. Implementing STEM Student Research Dr. Darci J. Harland drdjharland@gmail.com Twitter: djSTEMmom (#HSresearch) www.STEMmom.org June 20, 2013 South Dakota State University REMAST Summer Conference
- 2. In Our Time Together Importance of Inquiry The STEM Student Research Handbook Learning the Scientific Method as a Process Activities Year-Long Curriculum Planning Deadlines for Unit Planning Feedback and Group Work Final Products
- 3. Review
- 4. Context Balance Poke It & See What Happens Sound Scientific Thinking and Practice Inquiry
- 5. How Science Should Be “Meet the Robinsons”
- 6. Take Away? Our responses to kids, matter. Mistakes are crucial to learning Is my classroom a safe place to fail? Am I more concerned about students getting the “right” answer or in how they think?
- 8. Written directly to the student Geared to high school & undergraduate students “Teacher Cues” Chapter Questions & Chapter Applications Sample rubrics About The Handbook Harland, Darci J. (2011). STEM Student Research Handbook. Arlington: NSTA Press.
- 9. Poll What is your experience in doing research? A. I did a science project in grade school B. I did a science project in middle school C. I did research in high school D. I did research in college E. I’ve done several projects through the years F. I’ve never done a science project
- 11. Shifting from “fairs” to “symposia” Science only Middle school Simple reports about science topics Simple experiments—can be completed in one sitting Fairs: local competition Integrated STEM High school & college Extensive library research Strong research design—1-3 weeks of data collection Symposium: Sharing results with others @ a university
- 12. Learning the Scientific Method as a Process
- 14. Harland, D.J. (April 30, 2012) “Airplane Lab to Teach Scientific Method.” STEMmom.org.
- 15. Paper Airplane Activity Make 2 identical paper airplanes What do we want to test? How will we measure success? Modify ONE of your planes in ONE way.
- 17. Paper Airplane Discussion How did we decide to measure success? Were there other ways we could have measured the same thing? Dependent Variable
- 18. Paper Airplane Discussion In what ways could a person cheat to win? Extraneous Variables
- 19. Paper Airplane Discussion Did our measurement accurately determine a winner? What rules could we add, to make the trials more fair? Constants
- 20. Harland, D.J. (April 30, 2012) “Airplane Lab to Teach Scientific Method.” STEMmom.org.
- 21. Things That Vary Gregory, Jess L. (2012). Paper Airplanes, Flying Through Variables In B. P. Skott & M. Ward (Eds.), Active Learning Exercises for Research Methods in Social Sciences (pp. 30-36): SAGE Publications, Inc.
- 22. Failure is Totally An Option! Collaboration Must be Modeled & Taught Two Key Ideas
- 23. Alka-Seltzer Rocket Activity Use any of the available materials to design a rocket that will propel the greatest monetary value to an elevation of at least 1 meter above its start location.
- 24. Community board Building Community (vs. competition)
- 25. Curriculum Planning for the Year
- 26. Harland, D.J. June 7, 2012. “Easy Way To Plan For the School Year.” STEMmom.org Research Experiences After school club Embedded into existing course Semester/Year Course Summer School
- 27. Harland, D.J. June 7, 2012. “Easy Way To Plan For the School Year.” STEMmom.org
- 28. Students’FirstExposure Airplane Activity Alka-Seltzer Activity Class project Group project Paper writing Poster designing Symposium 1st Quarter 2nd Quarter 4th Quarter3rd Quarter
- 29. AdvancedResearchExperience Literature Review Research Design Proposal 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Data Collection Statistical Analysis Results & Conclusion Sci. Method Activities Find & Focus Topics Paper writing Poster designing Symposium
- 30. ResearchCourse Literature Review Research Design Proposal 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Data Collection Statistical Analysis Results & Conclusion Sci. Method Activities Find & Focus Topics Paper writing Poster designing Symposium
- 31. Deadlines
- 34. Organizing Deadlines Harland, D.J. (2013) “The Devils in the Deadlines: Planning a Long- Term Research Project.” The Science Teacher, 80(1), 44-48.
- 35. Sample Deadlines Focusing Preliminary Research Ideas (SH#1) Research Design Table (SH#2) Background Research Questions (SH#3) Evidence of library background research Writing Hypotheses (SH#4) Research Proposal Organizing Laboratory Notebook
- 36. Sample Deadlines (cont.) Evidence of Data Collection Organize Data into Tables & Graphs Peer Editing of data tables & graphs (SH#5) Rough Draft of Paper Peer Editing of Paper (SH#6) Oral Presentation
- 38. Not all Roses Students Resistant to inquiry You! Time Management Monitoring Assessing
- 40. 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.
- 41. Types of Feedback Check for understanding Check for completion Do Until Accepted (DUA) Class Brainstorming Peer Editing
- 43. Tips For Successful Groups Teach “functioning in a group” Schedule Time for Group Meetings Determine strengths Assign tasks Write contract Use Technology
- 44. What questions do you have?
- 45. Using Technology
- 46. Wikis Easily editable webpages Multiple contributors Upload files and images Tabs “behind the page” History-who made what edits Discussion
- 48. Editing a Wiki
- 51. Using a Wiki for Grading
- 52. Introduce Google Drive for sharing & collaboration Word Documents Excel spreadsheets Assignments Proposal (Word) Data recording (Excel) Peer Editing
- 53. Poll How do students in your department do science research? A. As part of a course/graduation requirement B. Within an afterschool program/club C. During summer program D. None
- 54. Using Google Docs for Grading
- 55. Google Docs: Revision History
- 56. Google: Data Collection (Excel)
- 57. Social Bookmarking Bookmark-online and share with others Mark up webpages, highlight make sticky notes Photo Sharing Websites Pinterest, Flicker, Picaso Share photos, tag them,
- 58. Competitions Intel, Siemens, JSHS, Google Science Fair Publications JEI The Journal of Emerging Investigators JESS Journal of Experimental Secondary Science
- 59. Think-Pair-Share 1. What will you remember most? 2. What is the main reason you see for not being able to implement student research? 3. TMYKTMYKYDK (The more you know, the more you know you don’t know) What do you now know you want to learn about?
- 60. Classroom Environment Failure Balance Inquiry Totally an option! Learning in Context Poke it vs. Scientific Process
- 61. You Can Do This!
- 62. Connect with Me! http://www.STEMmom.org drdjharland@gmail.com Twitter: djSTEMmom http://www.facebook.com/StemMom Contact Info
- 63. Lita-Lita © 2012 http://www.teacherspayteachers.com/Store/Lita-Lita Phillip Martin © 2012 Flower, technology icons, and STEM Research Graphic from: Harland, Darci J. (2011). STEM Student Research Handbook. Arlington: NSTA Press. Graphics
Hinweis der Redaktion
- So you have a feel for the topic this evening, here is an outline of what I’ll be talking about. While the topic is specifically implementing student research, I think you’ll find sound teaching philosophy that will help you in just about everything you do as a teacher.
- Last night I set the stage for today’s workshop. For those of you who weren’t there, for those who fell asleep, for those who were texting and not paying attention….I will review.
- Leveling inquiry, tweaking labs for varying levels of inquiry. Poke it, vs. sound practices.
- Before we begin the dirty work in figuring out how to implement student research into our coursework, I want you to consider the following expert from the movie, “Meet the Robinsons.” In the first scene, Lewis’ enthusiasm for science and inventing is met with an unwelcome result. The second scene shows how in the right environment, kids can blossom and be free to make mistakes.
- Ask audience for any comments regarding the video, then share these.
- The STEM Student Research Handbook is written directly to the student.Although there is no teacher edition of this text, everything you need to facilitate research with students is found in this book. I have included what I call “teacher cues” throughout the text. These are phrases like, “Your teacher will either ask you to do this, or that.” That way you can take this as your cue to have this discussion with your students. After each chapter there are questions that align with the chapter objectives. You could use these as homework questions or as discussion starters. The Chapter Applications help students take what they just read and apply it to their own research topic. It reminds them what they should be working on. Sample rubrics are included for a research paper, oral presentations, and posters.
- ….I mean science research, not educational research.
- Let’s play word association…when I say “science fair” what comes to mind? I’m here today to talk to you about implementing longer-term student research projects. Although “science fair” is sort of what I’m talking about, I’ll spend my time talking about how to organize students to do their own research. While some of you may have a positive association with science fair, others of you may have been turned off with some aspect of a science fair experience you had in school. I’m asking that you listen with an open mind tonight, and think about the best way to allow your students to experience science as a real scientist does.
- 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 your first inclination is to teach the scientific method by using a graphic such as this…I am going to ask you to refrain. Provide students with activities that help them see these phases in action. Students don’t need yet another lecture about the scientific method. They need a way to make it real! DO something!
- It’s your turn.
- Possible ideas to test: flight time, distance, height, aerodynamics, or loops.
- Depending on your purposes, you can level this activity to meet your students where they are. In the beginning, you may want students to PLAY, first, and lead them to a conceptual understanding of the scientific design terms, and introduce them after the lab. Could we choose to measure success of the same thing, in more than one way? Qualitative and Quantitative.
- I have found that this is the best way to get kids to understand extraneous variables. Its all that stuff that would make the test “not fair.”
- Constants are how we address those “cheaters” or extraneous variables. In scientific terms it what we need to pay attention in order to know whether our IV is what is made the change to the DV.
- I like to use this lab to introduce mean/median/mode and range, which is descriptive statistical data. Range in particular, leads into great discussion about the reliability of the data set. If a group of trial has a large range, You can find myversion of this lab on my blog, and a free download
- This chapter excerpt has three handouts that walks students through the thinking very meticulously. Using this much guidance may be ok for some students, but I find that the more “stuff” they have to write down, the less fun it becomes. And worse the less conceptual understanding students have.
- Here is another activity that will show you how you not TEACH the scientific process, but allow students to experience it. Again, depending on your goals, you may want to encourage students to track their progress, writing down observations, predictions, and questions. Maybe even mention a “data table.” This is another activity that allows for some RICH discussion afterward.
- Depending on whether you want students to work together or compete against one another, you may want to use that community chart I showed you yesterday. If you want to encourage collaboration, I would set up a scenario where the students in your class are competing against another class. This way have students working in pairs, but also sharing what they’ve learned with other in the class.
- Embedded within an existing courseAfter school clubSemester course
- There are a variety of ways to get students involved in student-initiated research
- First determine how you might best implement some sort of student-research for your students. This is the method I use when organizing the year plan for my courses. I use posterboard and post-it notes. I’m going to provide several ways you might do this.
- 1st Quarter: Having students experience the scientific method and learning the terminology. 2nd Quarter: Work through my book as a class, designing an experiment together (maybe based on a topic related to a topic in the course). Have everyone keep a lab notebook, and share them often, so each can improve. 3rd Quarter: Have students work in pairs or 3’s and design and implement an experiment together4th Quarter: Have students show off their work; write papers, present their findings at fairs or symposiums.
- This is an example of what you might be able to do with students, embedded in a course in which students have previously done research .In this example, students are working on a single project for ¾ of the year and presenting their findings at the end of the year. This allows students to conduct in depth research. A variation on this one is to have students complete two projects during the year.
- Process the same as if it were integrated into another course, only projects are more in depth, and maybe students are paired with a mentor in a lab or an e-mentor, and work on their research project throughout the year.
- Once you have a big idea of what you might do for the overall year, you can break it down further into deadlines, aligned with the stages of the scientific method. This is where my book may be a big help to you.
- I suggest that your deadlines align, at least loosely, with these stages. You will have a minimum of one deadline per stage, and you could have several in others. The STEM Student Research Handbook, contains handouts that could be used for deadlines. (pg. 3 of my book)
- Research is a PROCESS! And deadlines are not meant to interrupt the process, only provide structure for students as they move through the process, many of them for the first time. Deadlines accomplish several things. 1. You and your student to feel organized Deadlines will also keep students from being overwhelmed by keeping them focused on one task at a time It also provides accountability; to make sure students are accomplishing the tasks they’ve said they needed to accomplish4. Deadlines become checkpoints at which they receive feedback from you and/or their peers. By having common deadlines that all students meet, they are able to help one another through the process.
- Earlier this year, I I had an article published in the Science Teacher where I provide more details about how to develop deadlines for long-term research Project.
- Story: Student who did a project with mold without introducing moisture. I knew then, I had to be more involved in the process. Hence more deadlines and feedback.Focusing preliminary ideas is often a difficult step. Students either think too grand, or not grand enough. While you can provide a list of topic ideas, I actually prefer to share with them tools they may have available to them. On pages 6-8 of my book, I list a variety of basic tools and equipment that you probably have in your building. There is just something about students learning about tools or methods that may open up all kids of research ideas for them. For example, students may not know that turbidity of water can be measured. That may jump start a great research project. Research Design Table. This table organizes students independent and dependent variables, background questions,, constants as well as what the experimental groups will be. In a very short, one page, visually appealing manner, you know whether or not students have a sound research design. Background Questions: Library Research Questions:
- Evidence of Data Collection: Bring in their Lab Notebooks, share with the group, photos etc.
- I’m not going to kid you, implementing student-initiated research is a juggling act for you! And providing feedback is an important aspect, if you and your students are remain sane! Depending on how you decide to have it set up, its possible that you have students are varying parts of the research process, and the research topics are as varied as your students! So, next I’d like to share some tips on how to make the feedback process as easy as possible for you, and helpful as possible for your students. And then I we’ll talk about tips for how to manage groups.
- Its not all roses! I want to be upfront with you, if students aren’t used to independent learning, you’ll be doing a lot of hand-holding in the beginning. They’ll complain, they’ll ask you to just “tell them what to do.” And for you, You’ll need to know what each kid is doing, and deadlines and feedback keep you involved with what kids are doing. And the grading load isn’t easy.
- While talking about deadlines, you have to talk about assessment. It is critical to provide meaningful feedback. Again….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 abilities If 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 havesince 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 hypotheses 2) Checking 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.
- The next topic I’d like to discuss is how to support students who are doing research in pairs or in groups. While having students complete projects in groups may reduce the amount of projects you manage, allowing students to work in groups introduces another set of issues that you will need to manage. These issues include: The roles students have within the groups. Personality conflicts may abound, and individuals may not feel appreciated for what they bring to the group. The division of labor; as teachers we want to make sure all students are active within the research process; that one students isn’t able to highjack a project or another sit back and do nothing.Communication: helping groups to communicate with one another to manage a project of this size is important to their success. Evaluation: Deciding on how a group should be assessed.
- Throughout the handbook, I address issues that apply to groups, highlighted by the group graphic shown here. You’ll need to view “functioning as a group” as part of the curriculum. If you address teaching group work like you do your content, you’ll be less likely to be annoyed with the issues that will inevitably come up. This means you need to TEACH them how to work with one another. Don’t assume they know how! Therefore, regularly schedule time for groups to get together, not to talk about the project, but to talk about how the group is functioning. Encourage each of them to talk about how they feel they are helping the group; to evaluate their own, and maybe their peer’s contributions to the tasks so far. There are many technology (Web 2.0 tools) that can help coordinate group work. Several times throughout the research process; in order to meet the next big deadline, have them break the large task into smaller tasks, and assign each group member a task. After they agree on tasks, they turn this in for your approval…and we call this our contract. Make it a big deal…an important official, grade. But remain flexible, and allow students to make changes to task assignments if they have good reason to request these modifications.
- The next topic I’d like to address is how Technology can be used to streamline the process. There are a lot of web 2.0 tools that can help your students organize themselves, as well as organize you as you monitor and assess student projects.
- Wikis are websites that allow their members to have webpages that are easily edited. Then for each page within the wiki there are “tabs” that allow members to see the history which shows the time, date, and what edits each member has made. Another tab is a discussion tab which allows members to talk about the page as they are constructing it.
- Here is a sample Wiki page I put together for students completing semester-long research projects. (I actually use a wiki as a course management system, so research projects are only a part of what I put on the wiki.) The organization for the wiki is along the left hand side of the page. The wiki name is TeachingBiologyLabs, and the name of this particular page is “IRP” which stands for Independent Research Project. At the top of the page you’ll notice various tabs. The on on the far left is the title of the page you are currently looking at. The next is the discussion tab, which is where members of the wiki canThe edit tab, on the far right is how members edit the page.
- Clicking on the editing tab, pulls up a page that looks similar to word document. You can insert links, embed videos, upload images and files. My students each post links to everything they do for their project here in our class wiki.
- This is in my course wiki page, and helps me to manage where students post their assignments. It also encourages students to look at one another’s work.
- After clicking on the discussion button, you get a page “behind the page” that allows for interaction about the content on the “front page.” For students working in groups, it allows them to talk about the PROCESS.
- Here is a student example of a student group who posted their Library Research Questions to a wiki. They had to add me as an “editor” so that I could add my comments. You’ll see mine in red.
- Google Docs is a place where students can keep documents up in the “cloud.”For those of you not familiar with this service, it is a place where files (not just Word documents) can be saved online, and then “shared” with others. For example a student working on a research project can post their proposal, and then add you, the teacher, as an editor. This allows you to view the document at any time and insert comments, highlight using colors and “mark up” the document like you would if you were grading a paper copy. This is especially great for groups because you can see which students are doing a lot of the work, you can see which students add what content etc.. It is invaluable to see how a group is functioning.I found that during the proposal process, having students post to Google Docs was very helpful.
- Ok, this is an example of how I use Google docs for grading. Sometimes I insert my comments right in the student work, in red text, or if my comments are more general, I insert a comment. Students can then delete them after they see them (however they can always be seen again by going to revision history.)
- By going to “File” then “View Revision History” you can see the time, date, and actual changes made by each editor. This is particularly good for group work.
- Google docs is also a great place for students to post their data.
- Think about answers to the following three questions, then I’ll have you pair up with someone to share those answers, then we’ll talk as a group about these answers.
- After our time together, you may know a bit more about the philosophy behind the importance of inquiry, and may even be convinced of this. I hope I’ve inspired you to consider the ways in which you can help increase the inquriy levels in student learning. Armed with some of the philosophy, and the practical advice I shared with you today, you should be ready to knock the socks off the any administrator or department head. In closing, I want to say that this is worth doing. It is hard, but I believe it is what prepares students to become critical thinkers, and allows them to learn content in context of something they really care about. I have former students telling me all the time how well this project prepared them, not only because of content, because of all the organizational, and literacy tools they learned while completing this project. I will say that when you must manage large number of projects, you can not be the expert on all of the topics. You need to be ok with that. Students will respond favorably to your openness to learn along side of them. Consider the STEM Student Handbook as a resources for you and your students in this endeavor.
- I would be honored if you would leave a comment on my blog, like me on facebookpage,Google +, or become a follower on twitter. When you leave a comment, let me know that you attended this workshop, and share what helped you the most. I also offer an online professional development course that can guide you through the curricular development of a student research course. The course is a good idea for teachers who want to make a systemic change in how students learn STEM. You can find more information about my online course at STEMmom.org under the tab, professional development.