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Theory Into Practice Project

This project aimed to enhance 9th-grade students' understanding of U.S. government regulatory agencies through online guided research. With 27 students divided into groups, each was tasked with exploring four agencies among eleven key regulators, including the FDA, EPA, and SEC. Students engaged actively, leading to successful outcomes on assessments. The project underscored the importance of scaffolding information, providing vocabulary assistance, and using specific focus questions to aid comprehension. Future iterations will continue to leverage online resources for enhanced engagement.

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Theory Into Practice Project

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  1. Theory Into Practice Project By: Alex Busick Fall 2011 Towson University

  2. Class profile • 9th grade U.S. Government • 27 total students • 15 girls • 12 boys • 4 African American, 23 White • 5 IEP’s, all ADHD

  3. Content- Regulatory Agencies • Objective: Students will be able to investigate regulatory agencies in order to develop an understanding of what each agency does and how the agency impacts the public. • Focused on explaining the purpose and impact of eleven different government regulatory agencies • Agencies used: FDA, FTC, OSHA, FAA, FCC, SEC, DEA, FBI, CPSC, EPA, CDC

  4. Look for • Coverage of all 11 agencies • All students engaged in the activity • Students not using other websites • Student comprehension of advanced concepts

  5. Content Literacy Technique • Online guided research • Class divided into 3 groups • Each group assigned four different agencies • Four focus questions per agency • Students use links provided to answer the four questions

  6. What went well • All students were actively engaged • Students performed well on two assessments: poster/ gallery walk and open notes quiz • Scaffolding of information helped students focus on most important concepts • Images and examples helped clarify the definitions of difficult vocabulary words

  7. What could have been better • Closure: written instead of oral • General lack of participation • Safety Valve: students finished early • I made students do more agencies= bad idea • Fix: newspaper article for extra credit

  8. Suggestions • Keep eyes on computer screens • Always circulate the room • Do it yourself so you can answer student questions • Check all links before the lesson • Use specific questions that increase in difficulty • Make groups ahead of time

  9. Best Practices • Information is scaffolded to keep students from getting overwhelmed with info • Vocabulary assistance with images and examples • Questions and answers can be used as a study guide • Students performed well on both of my assessments

  10. Other content areas • Science: 10th grade Chemistry, Use with different elements • Link students to websites that have info on various elements • Have students answer questions about the properties/ effects of each element • Have students list examples of things each element is used to make

  11. Future Practice • I would use this type of activity again in a heartbeat • Helps students learn in a way they enjoy= internet • Breaks up monotony of normal book work • Internet literacy is important for this generation of students

  12. What I learned • Use online resources • Get students out of the classroom • Always scaffold using focus questions • Keep a close eye on students in a computer lab

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