TPSP RESEARCH PROPOSAL

TPSP RESEARCH PROPOSAL

These tasks are completely student driven and based on a student-chosen topic of interest that may be outside the traditional high school curriculum. Tasks include a TEKS alignment guide, adaptable activities, and other resources. Teachers may want to provide instruction to help students build their research skills, including lessons on the following topics: Using organizers or research journals Setting weekly goals and keeping records Conducting structured activities to reflect on and revisit project goals Developing calendars with deadlines and deliverables Holding individual student conferences Implementing flexible grouping as appropriate. See the Assessments grade level TPSP pages for more information on the scoring dimensions and to access assessment rubrics. Extended Research High school level tasks can be extended independent research projects. Phase I, Learning Experiences, involves teacher-driven instruction.

Using organizers or research journals Setting weekly goals and keeping records Conducting structured activities to reflect on and revisit project goals Developing calendars with deadlines and deliverables Holding individual student conferences Implementing flexible grouping as appropriate. Teachers may wish to check student journals periodically to ensure that students are progressing appropriately. Tasks include a TEKS alignment guide, adaptable activities, and other resources. Teachers should introduce the scoring dimensions at the outset of the project so that students can understand the scope of the TPSP and the expectations for quality work. Wide variety of choices for student learning Flexibility to pursue topics of student interest Real-life research experiences Focus on a high-quality product and presentation. Projects should allow students to demonstrate sophisticated and advanced research methods and the use of technology appropriate to the field of study. For formative, ongoing evaluation, students and teachers should regularly evaluate progress and revise plans as necessary using the language of the scoring dimensions.

Teachers can reinforce the idea that documentation of learning is researcj of scholarly behavior. Wide variety of choices for student learning Flexibility to pursue topics of student interest Real-life research experiences Focus on a high-quality product and presentation. Teachers may wish to check student journals periodically to ensure that students are progressing appropriately.

  INNOVATIVE TECHNIQUES OF PROBLEM SOLVING AND DECISION MAKING IN THE WORKPLACE MDIS

Identifying and defining the research problem or question Reviewing the existing evidence Refining the research question s Developing a research tspp and proposal Carrying out the research design Analyzing the results Reporting the findings through a product or performance.

tpsp research proposal

Submission requirements are listed within each task summary. The tasks are open ended and can be extended and adapted.

Sample Forms

All tasks have a presentation component to accompany the final product. High school level tasks can be extended independent research projects.

In the lower grades, tasks require more teacher guidance than in the upper grades. Tspp the Assessments grade level TPSP pages for more information on the scoring dimensions and to access assessment rubrics.

Assessment Tasks at all grade levels are aligned with a standards-based assessment system that allows students and teachers to evaluate student performance in the following six domains: Reswarch organizers or research journals Setting weekly goals and keeping records Conducting structured activities to reflect on and revisit project goals Developing calendars with deadlines and deliverables Holding individual student conferences Implementing flexible grouping as appropriate.

Research Skills The student research process should consist of the following steps: Phase II, Independent Research, allows students to immerse themselves in a project and develop a high- quality end product that demonstrates their knowledge and skills. Projects should allow students to demonstrate sophisticated and advanced research methods and the use of technology appropriate to the field of study.

The journal will allow students to review their experiences and findings from Phase I and apply them in Phase II. Documentation of Learning Students using TPSP resources are required to document their learning throughout proosal research propoal.

tpsp research proposal

Please note that each task lists options for product developmentā€”students do not need to complete all reseacrh the options. An effective way for students to document their learning is with a journal. Each task has unique requirements. Tasks at all grade levels are aligned with a standards-based assessment system that allows students and teachers to evaluate student performance in the following six domains:. For example, teachers can extend tasks into community service projects if appropriate.

  CONTOH SOAL ESSAY PRAKARYA DAN KEWIRAUSAHAAN

Upon completion of the project, the teacher scores the final product according to assessment rubric. Phase I, Learning Experiences, involves teacher-driven instruction. For formative, ongoing evaluation, students and teachers should regularly evaluate progress and revise plans as necessary using the language of the scoring dimensions.

How to Use TPSP

Conducting research and surveys Asking guiding questions Developing computer skills Using library resources Using a variety of primary and secondary sources Writing a research proposal, paper, and bibliography Developing tables, charts, and graphs. Students using TPSP resources are required to document their learning throughout the research process. Tasks include a TEKS alignment guide, adaptable activities, and other resources.

Teachers may want to provide instruction to help students build their research skills, including lessons on the following topics:.

Teachers should introduce the scoring dimensions at the outset of the project so that students propposal understand the scope of the TPSP and the expectations for quality work.

The structure and content of the tasks provide the following:. These tasks are completely student driven and based on a student-chosen topic of interest that may be outside the traditional high school curriculum.

How to Use TPSP

The tasks provide teachers with a structured curriculum, but teachers still have the freedom to make appropriate adjustments and enhancements. The structure and content of the tasks provide the following: Students may wish to keep their research journals in a binder or spiral notebook.

During product development, teachers may also wish to encourage students to use self-evaluation and peer-evaluation techniques using the scoring dimensions as a guide.

Extended Research High school level tasks can be extended independent research projects.