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Micro-Research Project

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Monti Tanner

on 22 April 2010

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Transcript of Micro-Research Project

Micro-Research Project Purpose Research Question BaCKGROUND Literature Review Research Design Population Methodology and Data Collection Analysis / Discussion Concerns / Possible Problems Conclusions Alberta Teachers’ Association (ATA). (2007). Leading professional development for school renewal. Presented by the Alberta Teacher’s Association, October 17, 2007. Calgary AB.
CBe-learn. (2008). CBe-learn School Development Plan 2008 – 2011. Calgary: CBe-learn.
Christensen, C., Horn, B. & Johnson C. (2008). Disrupting class: how disruptive innovation will change the way the world learns. New York, NY: McGraw Hill.
Clemmer, J. (1995). Pathways to performance: a guide to transforming yourself, your team, and your organization. Toronto: Macmillan Canada.
Dalla Costa, J. (1995). Working wisdom. Toronto: Stoddart Publishing Co. Limited.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, Virginia: Assoc. for Supervision and Curriculum Development.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Institute for the Advancement of Research in Education. (2004). Review of the research: nine components of effective professional development prepared for Texas Instruments Educational and Productivity Solutions Division. Retrieved September 26, 2009, from http://education.ti.com/sites/US/downloads/pdf/T3PDLiteratureReview.pdf
Killion, J. (2002). What works in the high school: Results-based staff development. Retrieved September 26, 2009, from http://www.wested.org/stratlit/pubsPres/hswhatworks.pdf
National Staff Development Council (2009). NSDC’s standards for staff development. Retrieved October 2, 2009, from http://www.nsdc.org/standards/index.cfm
North Central Regional Educational Laboratory (2000). Providing professional development for effective technology use. Retrieved September 26, 2009, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm
Reeves, D. (2006). The learning leader: how to focus school improvement for better results. Alexandria, Virginia: Assoc. for Supervision and Curriculum Development.
Can a face-to-face Professional Development session be of benefit to teachers at an online High School? Start Again
New Question
New Method
New Research Internal Expertise vs. External Expert
Portfolios Technical Pedagogical 37 High School Teachers Pre-Survey
Workshop
Post-Survey Anonymous Results
ELA Teachers
Voluntary Workshop
Survey Planned separate from Workshop YES! BUT... monti tanner - EDUC 4500 quantitative qualitative Whether they apply to the life outside of the highschool
If it can't fit on a social networking site, it's probably not going to be useful to students for any real purpose.
Reflection
Make work
How can I ensure that the goal, format, and use of the portfolio best serve my individual students?
sharing
I hate questions like this. I don't have an answer. I like using portfolios because it offers students a chance to view their educational journey... on the previous page... there should be a comment box, because I checked off the things that are most important to my work currently, so I don't necessarily need to learn anything about those areas.
Portfolios could provide wonderful opportunities for assessment for learning.
student driven
That it is a meta-cognitive project and is a unique creation by the student.
What is the purpose of this? Is it a purposeful activity?
show case
Portfolios brings relevancy to student work, both in using the student's strengths in their course work and in bridging the gap between the real world and school work as a concrete end product that students may leave school with.
The students I have seen with portfolios put in less effort than the teachers involved and most ended up in the garbage at the end.
Why use them?
The real, valuable use for the senior high student
Concrete examples of the ways e-portfolios are being used at the sr. high level.
What portfolios should look like specifically (to suit different purposes).
more exemplars in different subject areas
How to explain the purpose to the students to engage them in the process. As in, why are we doing this, is it for "marks"?
Still not 100% on why we need to do this?
Pre-Survey Post-Survey
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