From Session 2 iCARE: Having reviewed the IRB, what do you need to know to address your DQ? Why? How would you measure your “need to knows”?
Preparing for the Study:
Okay, this is really simple but: What will my title be?
Subquestions: The Falk book mentioned subquestions. Should I be including those subquestions in this form- maybe in Question 2? If so, then in the context of teaching high-quality PBL, I would also be looking at:
Timeline: In general, for how long should this study be conducted? When is best to do this study, so that all deadlines can be met?
Lesson Plans: What will I be teaching during the time of year that's best to conduct this study? That will help shape the way I'm answering my driving question. In particular I wonder if I will need to conduct this study in October/November, while I'm piloting a textbook in my class; piloting takes my focus away from inquiry. This would mean I need to modify my lesson plans.
Disclosures: Do I need to advise students and parents of the study, or are we exempt because this proposes no more risk than the average school day?
Regarding the content of study:
Students: Will I collect data from all students? I have SPED, regular, and Accelerated classes- with SchoolCity data to demonstrate student proficiencies. I think I would like to measure effectiveness across all classes, since collectively each class represents a certain type of learner.
Specific Data: What data will best lead to answers to my driving question? Will it be assessment scores, writing samples, my own experience observing students, or student reflections? My question is so broad, I will need to identify a few specific goals that could be measured quantitatively, alongside qualitative data.
Preparing for the Study:
Okay, this is really simple but: What will my title be?
Subquestions: The Falk book mentioned subquestions. Should I be including those subquestions in this form- maybe in Question 2? If so, then in the context of teaching high-quality PBL, I would also be looking at:
- Meaningful technology
- Engagement for ELs, those with IEPs/504s, "regular" students, and gifted students
- Promoting inquiry
- Common Core Standard integration
Timeline: In general, for how long should this study be conducted? When is best to do this study, so that all deadlines can be met?
Lesson Plans: What will I be teaching during the time of year that's best to conduct this study? That will help shape the way I'm answering my driving question. In particular I wonder if I will need to conduct this study in October/November, while I'm piloting a textbook in my class; piloting takes my focus away from inquiry. This would mean I need to modify my lesson plans.
Disclosures: Do I need to advise students and parents of the study, or are we exempt because this proposes no more risk than the average school day?
Regarding the content of study:
Students: Will I collect data from all students? I have SPED, regular, and Accelerated classes- with SchoolCity data to demonstrate student proficiencies. I think I would like to measure effectiveness across all classes, since collectively each class represents a certain type of learner.
Specific Data: What data will best lead to answers to my driving question? Will it be assessment scores, writing samples, my own experience observing students, or student reflections? My question is so broad, I will need to identify a few specific goals that could be measured quantitatively, alongside qualitative data.