Course Syllabus

Advanced Research For Seniors 2011-12 B.Boyer, Instructor bboyer@kasd.org

Course Description:

This course is designed to help learners develop dispositions and skills necessary for understanding and performing higher-level academic research. The course develops conceptual understanding of research and its practical application to school and life. Learners will practice a variety of research techniques, become adept at using research tools, and will develop a topic and thesis that can be used for the senior research paper assignment in Language Arts.

Course Content Categories:

• Concepts and terms related to research such as transliteracy, metacognition, attribution, critical thinking, credibility, aggregators, synthesis, analysis, methodology, etc.

• Advanced research techniques such as keyword search, controlled vocabulary, bibliographic mining, cited reference searching, source evaluation, subject directories use, advanced search limiter use, thesis development, etc.

• Research tool use such as NoodleTools for bibliographic citations, annotations, notecards, and outlines; RSS aggregators and social media for collecting data and information; etc.

  (Detailed content descriptions will appear in each Unit Introduction.)

  Course Competencies: Learners will

• grow in understanding of core research terms

• grow in understanding and performance of various research techniques

• competently use online research tools and resources

• competently evaluate the value of information sources

• develop viable research topics

• develop a research thesis

• competently use online tools for research organization

• ethically use and correctly attribute information resources

• grow in understanding the value of research and transliteracy to both

  education and lifelong learning

• grow in metacognitive ability

  Standards:

  AASL Standards for 21st Century Learners (2007)

  1. Inquire, think critically and gain knowledge

  2. Draw conclusions, make informed decisions, apply knowledge to new

     situations, and create new knowledge

  3. Share knowledge and participate ethically and productively as members of

     our democratic society

  4. Pursue personal and aesthetic growth

  *These 4 standards also coincide with national standards for Reading, Writing, Language Arts, and Reading Literacy for Science & Technology (AASL, 2011).

  PA Standards (2011)
  1.2 Reading, Analyzing and Interpreting Text

  1.2.12.A-E: Critique texts for logic; distinguish facts from opinions; recognize bias and assumptions; evaluate texts to draw conclusions; evaluate and analyze texts, graphics

  1.4 Types of Writing

  1.4.12.B: Write complex informational pieces (e.g. research papers, literary

  analytical essays, evaluations)

  1.5 Quality of Writing

  1.5.12.B: Develop content appropriate for the topic.
  Gather, organize, and determine validity and reliability of information.

  1.6 Speaking and Listening

  1.6.12.A: Listen critically and respond to others in small and large group

  situations.

  1.8 Research

  1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic.

  1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies. Demonstrate that sources have been evaluated for accuracy, bias, and credibility. Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its relevance to the research question. Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page.

  1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research.

  1.9 Information, Communication and Technology

  1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different

perspectives found in each medium.
1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context.

Learner Expectations:

1. Familiarizeyourselfwiththecourseroom.

• Get an idea of where the units are, the deadlines for each unit, discussions, etc.

• Make sure you know how to contact Mrs. B. if you have a question, concern, or problem.

• Read this document and reflect on the state and national standards.

  2. Activelyparticipate.

• This course is conducted entirely online, but you may be asked to check in with me at school occasionally to discuss your needs. You are welcome to see me anytime at school; just stop by!

• Log-in and participate in the course several times each week/unit.

• Manage your time wisely!

• Each unit will require you to spend time reading, viewing, and writing.

• Most units run from Monday to Sunday.

• For discussions, your first response should be posted by midnight

  Wednesday of the unit, and replies should be completed by midnight

  Sunday.

• Assignments are usually due on Sunday (last day) of the Unit.

• Be sure to check the grading rubric for each assignment BEFORE

  completing your work.

  3. Yourdiscussionpostingssuchbethoughtful,substantive,andaddvalue to the discussion.

• Comments like “I agree” or “Good job” are not sufficient for a substantive response. “Substantive” means “having substance,” in other words, you make a statement or comment that includes an example or proof from your own experiences or observations or from other sources you have researched.

• Good practices for replies to other students in a discussion include:

  • -  begin with a positive comment

  • -  add a statement of agreement or disagreement and WHY you feel

    that way

  • -  give an example to make your point

  • -  describe an experience you have had

  • -  give a reason found in a resource

  • -  ask the other student a question, or,

  • -  give them a suggestion of an action to take or a resource to use,

    website to check, etc.

4. Getyourassignmentsdoneontimeandsubmittedinthecourseroom.

5. Understandhowyouwillreceivefeedback

There will be discussions in which I will respond to you individually, or I may pose questions to the group. Please be assured that I will be reading all posts, whether I respond to you directly or not.

Assignments will be graded as soon as possible & scores will be posted in PowerSchool.

I may also contact you within the mail / announcement in Canvas.

6. Contact me when you encounter difficulties, concerns or need clarification. Do not hesitate! bboyer@kasd.org

Grading:

Assignments will be scored according to the rubric provided for each with a basic points to percentage system.
Scores for unit assignments and discussions will be posted as soon as possible to PowerSchool.

I am looking forward to a fun and interesting semester with all of you. The goal of this course is your growth and development as a skilled researcher and lifelong learner. My job is to help you achieve that by providing the resources, information and support you need to achieve these goals. Do not hesitate to ask for help, make suggestions for things you might like to investigate, or activities you think would benefit the group. Thanks! Mrs. B.