Getting started: Information for Students and Teachers Prepared by Mr. A. Fitzgerald Research Project Teacher / Teacher Librarian Updated Dec 2013.

Research Project What do you know about the Research Project? What are your current feelings and concerns about the RP ? Exciting unlimited opportunities! Less other Year 12 Subjects Too hard or too easy ?. It won’t last – Aust. Curriculum? Not a ‘real’ subject 21 st Century individual (i) learning.. Apathetic ? It’s challenging students and teachers to think differently.

A different type of teaching and learning… Research Project: Teachers and students think differently Process Orientated Constructivist Content is driven and controlled by the student Inquiry based Teacher suggests tools / coaches Teacher and student learn together Relationships between students and teachers are mutual Problem solving in encouraged

What are the critical skills for 21 st Century life beyond school? 1. Problem solving 2. Creativity 3. Think Analytically 4. Collaborate 5. Communicate 6. Ethics, Action and Accountability From Lee Crockett NASSSA Conference 2011: Workshop: Literacy is Not Enough: 21st Century Fluencies for the Digital Age

SACE 5 Compulsory Stage 1 Compulsory Stage 2 PLP 10 Credits Numeracy 10 Credits Literacy 20 Credits Stage 2 Subjects & Courses 60 Credits Stage 2 Subjects & Courses 60 Credits 40 Credits 70 Credits Compulsory Stage 1 = 40 Credits Compulsory Stage 2 = 70 Credits Additional choices = 90 Credits SACE = 200 Credits ‘C’ Grades or better Grades A to E Modified subjects for students with significant disabilities

Have you ever had to learn anything new? Was it a Passion? Was it just for Interest? Was it a Need? Why RESEARCH or INQUIRE? Why did you learn something new? Was it for the Challenge?

1. DEFINING (Brainstorming, Planning, Initiating) 2. LOCATING (Keywords, Searching, Interviewing, Surveying, Communicating) 3. SELECTING (Appropriate information) 4. ORGANISING (Plans, Headings etc) 5. PRESENTING / ACTIONING (Essays, PowerPoint, Making or doing, Synthesising). 6. EVALUATING / ASSESSING (Meta-cognition, Reflecting on the ‘process’). * This a commonly called the ‘Big 6’ Inquiry Process or something similar. SOME INQUIRY RESEARCH PROCESSES

Assessment Type 1: Folio Planning P1 Thorough consideration and refinement of a research question. P2 Thorough planning of research processes that are highly appropriate to the research question. Development D1 Thorough and highly resourceful development of the research. D2 In-depth analysis of information and exploration of ideas to develop the research. D3 Highly effective development of knowledge and skills specific to the research question. D4 Thorough and informed understanding and development of one or more capabilities. Assessment Type 2: Research Outcome Synthesis S1 Insightful synthesis of knowledge, skills, and ideas to produce a resolution to the research question. S2 Insightful and thorough substantiation of key findings relevant to the research outcome. S3 Clear and coherent expression of ideas. Assessment Type 3: Evaluation Evaluation E1 Insightful evaluation of the research processes used, specific to the research question. E2 Critical evaluation of decisions made in response to challenges and/or opportunities. E3 Insightful evaluation of the quality of the research outcome

Assessment Type 1: Folio Planning P1 Some consideration of a research question, but little evidence of refinement. P2 Satisfactory planning of research processes that are appropriate to the research question. Development D1 Satisfactory development of the research. D2 Satisfactory analysis of information and exploration of ideas to develop the research. D3 Satisfactory development of knowledge and skills specific to the research question. D4 Satisfactory understanding development of one or more capabilities. Assessment Type 2: Research Outcome Synthesis S1 Satisfactory synthesis of knowledge, skills, and ideas to produce a resolution to the research question. S2 Substantiation of some key findings relevant to the research outcome. S3 Generally clear expression of ideas. Assessment Type 3: Evaluation Evaluation E1 Recount with some evaluation of the research processes used. E2 Some evaluation, with mostly description of decisions made in response to challenges and/or opportunities. E3 Satisfactory evaluation of the quality of the research outcome

Developing a Research Project question and capabilities. 1. Choose a broad topic / subject area 2. REFINE your topic – what THINKING is required? 3. Think about the capabilities that you will be developing whilst researching this topic: How might you develop this topic further? History of Car Racing? Careers in nursing ?

Assessment Type 1: Folio -More ideas… Research Development 30 % School (Teacher Assessed) – Externally moderated. In the research development stage : Ask for help from your teacher, another student, parents, relatives, community members to use: , Excel (Data management), Locating and analyse information (Websites, books, experts), Conduct Interviews, Survey, Build, Sew, whatever it takes to complete your research… Seek help where-ever you can (other students, siblings etc). This will be a learning experience for everyone. Begin writing, making, planning, preparing your research outcome (or product) – be careful that they ‘record’ all their learning (drafts, phone call, note). Get them used to recording their learning (“It’s ok to make a mistake, it’s not ok not to learn from the mistake – or record it in your folio”). Begin to collect evidence for moderation – items that show real learning (Interview or substantial book) Schedule ‘formal discussions’ with your teacher.

EXAMPLES OF RESEARCH DEVELOPMENT EVIDENCE Examples of evidence that could be included in the Folio (not a prescriptive list) EXAMPLES OF RESEARCH DEVELOPMENT EVIDENCE Examples of evidence that could be included in the Folio (not a prescriptive list) letters survey designs and results future directions planning relevant s and texts models interview notes or recording record of peoples’ feedback record of conversations list of questions film clips highlighted and annotated written material thoughts and ideas record of fieldwork, observations and visits translations and interpretations lists diagrams and charts reflections and judgements dockets data colour schemes sketches, plans, designs drafts or written material photos and pictures notes from reading references or bibliography mathematical and scientific calculations and formulae

Assessment Type 2: Research Outcome 40 % School (Teacher Assessed) – Externally moderated. Production and substation of key findings 2000 words max or 12 minutes if oral or multimodal

Assessment Type 3: Evaluation This is EXTERNALLY ASSESSED, 30 %. Either… - Research Project A (Cannot count for ATAR): Presented in written, oral or multimodal forms words (max.) or 10 minutes equivalent - Research Project B (Can count for ATAR): A written report 1500 words (max)

Assessment Type 3: Evaluation Discuss this throughout the Research Project Keep a ‘running record’ of key learning experiences to be later in their evaluations. Use the Performance Standards to discuss your learning (aim for a standard, and seek opportunities to reach these standards, A, B or C?). Use scaffolded and structured sentences (if written or spoken) Begin the evaluation with enough time to finish. More information will come on this as required.

Th e development of your Research Project begins with you! Where will you begin? What do you need to do next? Where will you begin? What do you need to do next? Developing and doing research.

Resources: Research Project teacher Ms Cheryl Watt (Research Project Coordinator) GGHS Research Project Moodle page: (Log- in as Guest or via Learnlink portal) SACE Board – Research Project website and Moodle: Thiele Library, Smart Library and Data bases etc/ / Teacher – Librarians. Tea Tree Gully Library, including data-bases (with OneCard Membership Access) Family, friends, other teachers, experts on your topic.

Issues, Concerns and Questions Who? What? When? Why? Where? How?