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InTASC Standard 8: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways
Introduction
Introduction
Student-led investigations are critical for long-term student learning. Data demonstrates that if students are invested in their own learning and are the facilitators of their own intellectual development, then they will learn more deeply and will retain this content knowledge in the long-term (Hardiman, 2012). Student-led research allows learners to connect their interests and questions to specific class content and to share this newfound information with their peers. This instructional strategy also supports students in designing their own solutions and in applying their own individual skills, knowledge, and understanding to problems connected with class content.
Student-Led Research Presentations
Student-Led Research Presentations
Throughout the year, students engage in research regarding class content as it applies to our world today. Student-led research empowers students to delve into a topic of their choice and to make connections between the knowledge they have gained in class and the importance of this information in the larger world. Students utilize their own passions when conducting this research and decide the best way to showcase their learning with their peers in the form of presentations. Through research projects based on the intersection between student interest and class content, learners build skills including, how to locate and utilize credible sources of information, how to cite evidence, how to synthesize information and put that knowledge into accessible language, and how to effectively engage audience members on a scientific topic. Thus, as students delve into their own research and deepen their learning on a particular topic, they are simultaneously building skills regarding how to conduct and share accurate scientific research. Two examples of learners engaging in student-led research presentations include the Elements Project and the Earth Day Environmental Issue Project.
Elements Project Presentations
Elements Project Presentations
In the Elements Project, (also shared in the assessment section), students are tasked with choosing an element from the periodic table and deducing this element’s properties as well as its importance in the world. Students conduct research in order to determine the element’s atomic number, symbol, and mass, as well as interesting facts, uses, and characteristics of the element. Students then individually present their findings to their peers. In this way, students gain presentation and research skills while also developing a deeper understanding of elemental properties and how they impact our world.
elements pres example.pptxHere is an example of an Elements Project Presentation from a student in the "high" class. This student "Exceeded Mastery" and demonstrated their ability to synthesize their learning and to make connections between their element and scientific content from class.
elements project ex 4.pptxThis student was also from the "high" class and "Met Mastery" on the Elements Project Presentation. This student did not demonstrate as much depth of understanding as the other student from the high class; however this student still effectively used their research skills to develop their ideas.
elements pres example 2.pptxThis example is also from the work of a student in one of the "low" classes. This student "Exceeded Mastery" on this assignment as they were able to effectively connect learning about their element with class concepts in an innovative and detailed way.
elements pres ex 3.pptxThis student from the "low" class also "Met Mastery" on the Elements Project Presentation. This example has less detail and wording but still demonstrates this student's ability to connect their research with scientific content covered in class.
Earth Day Project Presentations
Earth Day Project Presentations
In the Earth Day Environmental Issue Project, students choose one of the environmental issues we have discussed in order to delve into the significance of this issue in our world. Students use research skills to apply their knowledge of environmental protection and advocacy as they create their presentations. Students then learn from one another and, through listening to their peers, better understand the implications of these environmental issues, the connections between environmental problems and climate change, and are exposed to some innovative solutions to complex dilemmas presented.
environmental issue example2.pptxThis student "Exceeded Mastery" on their presentation. This student effectively used quantitative data to support their argument. Further, this student implemented their own creative images to explain the problem effectively.
environmental issue example.pptxThis student from the "high" class chose poaching as their chosen environmental issue and "Met Mastery" on the project. They effectively explained the implications of poaching and brainstormed innovative solutions.
env pres ex 4.pptxThis student from the "low" science class "Exceeded Mastery" on this presentation. This student chose a topic that they were passionate about - the amount of technology waste polluting our world - and created a detailed argument and presentation explaining why this is a problem and what solutions exist.
env pres example 3.pptxThis student from the "low" science class "Met Mastery" on the Environmental Issue Presentation exercise. Despite being grades behind in reading level, this student was still able to demonstrate their deep understanding of the environmental issue of littering through their presentation.
Student-Led Design Projects
Student-Led Design Projects
In addition to student-led research projects, another instruction strategy I employ that capitalizes on student-generated knowledge and ideas are student-led design projects. These projects allow students to investigate design solutions to topics of their choice based on classroom content. Design projects engage students through the application of design and engineering practices, an important foundational component of the Next Generation Science Standards (NGSS). To support students in these individual design projects, I scaffold projects over time and give clear directions and accountability measures. Thus, students are able to create designs that are innovative but, at the same time, based in rigorous science content. Design projects ultimately allow students to take ownership of their own learning, deepen their understanding of scientific content, and apply their science and engineering design skills to important problems. Two student-led design projects that my scientists perform in 7th grade include the Renewable Energy Design Project as well as their individual Science Fair Projects.
Renewable Energy Design Project
Renewable Energy Design Project
This project occurs during our final unit of the year, where we discuss how the Earth and climate are changing and what solutions currently exist to mitigate negative human impact on the environment. Students are introduced to various renewable energy types including, solar power, wind power, hydropower, and biofuel. Following, students embark on their own explorations. Students perform research to understand what designs currently exist for their chosen renewable energy; then, scholars work to improve or alter a renewable energy design. I support students in their research, making sure that they have credible resources as inspiration for their design. However, ultimately students own the design process themselves. The renewable energy design project allows students the opportunity to simultaneously deepen their comprehension of renewable energy solutions, broaden their understanding of human impact on the world, and develop skills that allow them to be innovative in science and engineering.
Renewable Energy Design Project Examples
These pictures show student-created models of houses that use different sources of renewable energy. In this project, students were introduced to various renewable energy types including, solar power, wind power, hydropower, and biofuel. Students then conducted research to understand what designs already exist for their chosen energy type. Following, they developed design solutions intended to improve or alter this renewable energy, thus deepening their own comprehension while applying their learning.
In these examples above, all students "Exceeded Mastery." Students created renewable energy projects that used multiple sources of power. Students deepened their understanding and were innovative in their energy solutions.
Science Fair Project
Science Fair Project
In addition to the Renewable Energy Design Project, students complete a months-long Science Fair project. I work with students to support them in creating a testable question of their choice and then, in following the scientific inquiry process to implement their experiment and analyze their data. Science Fair projects are completely student-run. I facilitate check-ins with students and utilize a tracker with due dates to ensure that students do not fall behind on their experiments. However, students truly implement the experiments themselves and draw conclusions from their own data collected. In this way, students have the chance to act as real scientists, connecting their questions and passions with their chosen topic of scientific inquiry.
Science Fair allows students to deepen their understanding by engaging in asking and answering their own inquiry questions. Through this strategy, students take ownership of their own investigations, build their analytical and scientific inquiry skills, and lead and carry out their own investigations. This approach enables students to take charge of their learning, improve their inquiry skills, and develop a deeper understanding of the scientific content behind their project.
Science Fair Project Examples
Science Fair projects are student-led experiments and investigations that occur over the time period of several months. Students create testable questions, analyze their collected data, and draw conclusions. Students are in charge of their own learning and must apply their content knowledge to this challenging, individualized project. Further, they must present their work to others.
As seen in the boards above, students are provided with time to perform their background research and analyze their data in class. I circulate to support students, but students ultimately own their own learning and opportunity to deepen their understanding of a scientific topic.
Students present their projects that they designed to a panel of guest judges who are professionals in the field. Students must explain their design and engineering practices. Student-led investigations help students deepen their own understanding of science content in a way that allows them to apply their knowledge through their own designed experiments as they relate to problems they personally care about. Further, they must convey their work in multiple formats and be open to receiving feedback that will further their learning.
Students are encouraged to connect their science fair projects to their own interests and questions such that they are more invested in the content and so that the learning sticks. In the long run, it is less the particular topic they choose but moreso the investigatory process and ultimate delivery of the work that serves to energize and motivate students, and propel their learning forward.
References
References
Hardiman, M. M. (2012). The Brain-Targeted Teaching Model for 21st-century schools. Thousand Oaks, CA: Corwin.
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