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Introducing the Course: Power Up Your Students’ Research Projects

Introducing the Course: Power Up Your Students’ Research Projects. Judith Zorfass and Tracy Gray American Institutes for Research September 17, 2015. Welcome and Introductions. Representing AIR Projects PowerUp What Works Center on Technology and Disabilities Please share in the chat box

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Introducing the Course: Power Up Your Students’ Research Projects

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  1. Introducing the Course:Power Up Your Students’ Research Projects Judith Zorfass and Tracy Gray American Institutes for Research September 17, 2015

  2. Welcome and Introductions Representing AIR Projects • PowerUp What Works • Center on Technology and Disabilities Please share in the chat box • Your grade • Role • Interest in the topic Judith Zorfass • Tracy Gray

  3. Today’sObjectives Set your own goals for taking the course Learn about PowerUp Your Students’ Research Projects Begin to explore the content and tools included in the course

  4. Agenda • The Three Lessons in the Course • About the Lessons • Guiding principals • Phases of the research process • The consistent format • Overview of Each Lesson • Additional Design Features • Evidence-based practices • Integration of technology tools • Resources • Next Steps

  5. The Three Lessons 1 • Conducting Research 2 Writing Informational Summaries 3 Creating and Presenting Digital Stories

  6. Guiding Principles of the Research Process What would you add ?

  7. Phases of the Research Process

  8. Phases of the Research Process

  9. Phases of the Research Process Do you divide the research process into phases? If so how many? What are they?

  10. Consistent Format Across the Lessons 1 Listen in as a team of teachers plans each phase of the research project. 2 Select days to “visit” the classroom to see technology-supported instruction in action. Return to follow the team’s debrief. 3

  11. Meet the Team of Teachers

  12. 5th Grade Research projects on the American Revolution Includes struggling students and those with disabilities Use of tablets and laptops

  13. Overview of Each Lesson

  14. Lesson 1: Conducting Research The Teacher’s Challenge What is your challenge?

  15. Lesson 1: Conducting ResearchThe Instructional Plan

  16. Lesson 2: Writing Informational Summaries The Teacher’s Challenge What is your challenge?

  17. Lesson 2 Conducting Research: The Instructional Plan

  18. Lesson 3: Creating and Presenting Digital StoriesThe Teacher’s ChallengeThe Teacher’s Challenge What is your challenge?

  19. Lesson 3: Conducting ResearchThe Instructional Plan

  20. Additional Design Features

  21. Teacher Uses Evidence-based Practices • Direct instruction • Strategies, Models, and Tools • Ongoing formative evaluation

  22. Direct Instruction

  23. Strategies, Models, and Tools

  24. Strategies, Models, and Tools

  25. Ongoing Formative Assessment: Peer Conferences

  26. Ongoing Formative Assessment: Teacher Feedback

  27. Technology Integration

  28. TechnologyIntegration

  29. Resources

  30. Next Steps • Register for the course • Invite colleagues to register • Set your intention for taking the course. What are your initial ideas? • Use embedded tools to capture ideas and reflect • Participate in the Mid-course Check In: September 30, 2015 at 3:15 PM/ETHave your comments and questions ready!

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