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Engaging Research Strategies for Effective Teaching: Insights from "First Grade Takes a Test"

Join us for Day 3 of our professional development agenda, focusing on research strategies to enhance teaching practices. This session will cover key elements of Chapter 5, including the 40-20-40 rule of research: planning, collecting, and analyzing data. We will explore the significance of forming strong research questions and discuss strategies for effective presentations. Participants will engage in base group discussions, share insights, and prepare for final poster board presentations. Join us to deepen your research understanding and apply it to your teaching experiences.

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Engaging Research Strategies for Effective Teaching: Insights from "First Grade Takes a Test"

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  1. Education 505 Day 3

  2. Day 3 505 AGENDA • Base Group Q-cards Discussions • Chapter 5 • Research: “First Grade Takes A Test” • Note: Wendy’s last lunch in 128 XH • Research/Researcher Précis Presentations • Base Group Follow up Discussions • Circulate • Sign up for Final Poster Board Presentations (individually or in Pairs) • Community Circle

  3. Q-Card Discussion in Base Groups • Whatdid I connectwith in the text? • Whatwasproblematic? Difficult to understanding? (if any) • How do I applythis to everydayteaching / life experiences?

  4. Chapter 5The 40-20-40 Rule • In preparing to undertake research: • 40% is planning to collect the information • 20% is collecting the information • 40% is making sense of and writing about the information collected

  5. Seven Key Planning Decisions • 1)establish the research question • 2)design the study • 3)select research methods for collecting information • 4)decide how much information is needed • 5)decide how to analyze the information • 6)consider practicalities • 7)incorporate collaborative processes

  6. The Research Question • Investigators place signposts in their research to guide the reader • The research question is the first signpost; this is a broad question that asks for an exploration of the central phenomenon or concept in a study (sometimes called the grand tour question) • The research question is the anchor

  7. One or Several Research Questions • In addition to the grand tour question, researchers sometimes employ secondary questions to help structure what they are addressing • In developing a research question, remember the importance of funnelling―going from the broad to the narrow

  8. Are the following questions too broad, narrow, or just right? • 1.What marketing strategies does the Coca-Cola company currently apply? • 2. What is the Coca-Cola company's future marketing plan? • 3. What marketing strategies has the Coca-Cola company used in the past?

  9. Are the following questions too broad, narrow, or just right? 1. Do children sent to daycare or pre-school start kindergarten with more developed skills?2. Do children sent to daycare or pre-school start kindergarten with more highly-developed language skills?3. Do children sent to daycare or pre-school start kindergarten with larger vocabularies?

  10. Additional Points to Consider • 1)Does your question capture exactly what you want to know? • 2)Is the question specific enough to be manageable with the resources available? • 3)Is the project likely to gain the necessary ethical approval? • 4)What is the practical importance of this question? • 5)What is the theoretical importance of this question? P.78 Robinson and Lai

  11. “First Grade Takes a Test”

  12. “First Grade Takes a Test” • The Text is your springboard for your research • Decide on who and or what you will research • Go through the 9 steps… • Be as creative as you want (Approx. 2 hours) • Main points on no more than 2 poster board papers • Meet the artists gallery walk

  13. “First Grade Takes A Test”: Research Topic

  14. Research/Research Presentations • Each community member will have 3-5 minutes to present • During the presentation, each base group table is responsible to provide at least one comment (on a sticky note) to each presenter, though you are free to respond to any individual presentation • Base Group Debrief and Feedback (5 minutes per person) • Circulate & Connect

  15. Upcoming (Week 2) • Reminder, Next Week Room Change: 342 Coady • Read: Chapters 6-7 • Q-Card #4 (Chapters 6 and/or 7) • Next Week: Tuesday, Working through the Steps, time to work in class, (optional q-card 8, be prepared to discuss though) • Thursday, Last Class, Poster Sessions • Thanks for snacks, clean up and community spirit!!

  16. 505 Community Circle

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