12-Step Program for Preparing a Conference Proposal & Presentation
Created by Dr. Krista Glazewski
• Step 1. Select Your Topic & the Authors o Class projects
o An extensive literature review
o A research study or preliminary research study
• Step 2. Select a Conference
• Step 3. Select the Presentation Format
• Step 4. Write Your Presentation Proposal to the Conference Specifications (usually no more than 2,000 words). Generic outline for a research / project evaluation proposal:
o Title
− Example:
The Design, Development, and Implementation of [Insert Project Here]
o Abstract / Description / Purpose (sometimes submitted separately) o Introduction (include related literature)
o Research Questions o Method
− Participants
− Materials (include theoretical models, if applicable)
− Procedures o Results
o Implications / Discussion o References
• Step 5. Obtain Feedback & Revise
• Step 6. Edit, Edit, Edit
• Step 7. Submit Your Proposal
• Step 8. Wait… (and Don’t Give Up!!)
• Step 9. Secure Funding
o Graduate College: http://www.purdue.edu/GradSchool/Funding/funding.html (for doctoral students only)
o Student Government: http://expert.ics.purdue.edu/~pgsg/ ($100 - $500) o C&I Department ($100 per conference) – see Jim Lehman
o Your program area
o Be a conference volunteer (usually the conference fee will be waived) o Be that squeaky wheel
• Step 10. Write the Paper (if applicable)
• Step 11. Develop the Presentation
• Step 12. Practice the Presentation & Relax!!
The Role of Scaffolds in Support of Novice Teachers Within Problem Based Learning Environments
Submitted 8/2000
(Provided by Dr. Krista Glazewski and with the permission to showcase)
by
Krista Glazewski Jonathan Brinkerhoff
Background
Changing perspectives in curriculum and instruction over the last decade have focused
increasingly on the need to revitalize K-12 instruction through a greater focus on understanding of concepts within a real-world context (Gallagher, Sher, Stepien & Workman, 1995). One means suggested for achieving this is problem-based learning (PBL). PBL advocates maintain that students engaged in such learning environments develop more positive attitudes toward learning (Sobral, 1995; Kaufman & Mann, 1997), tend to focus on meaning rather than recall, and achieve essentially the same knowledge level as those receiving traditional instruction (Gallagher & Stepien, 1996). These findings suggest that PBL environments could contribute to improving student understanding of content in K-12 settings.
Implementation of PBL instruction requires an advanced lesson design and classroom management skill set capable of creating and maintaining an effective learning environment characterized by less teacher direction and greater flexibility (Brush, in press). The possession of such a skill set may be influenced by teacher experience. Research comparing novice and expert teachers suggests experts demonstrate superior abilities for dealing with multiple classroom details simultaneously, solving instructional problems effectively, employing a greater variety of techniques, and examining their own teaching behavior (Borko & Livingson,1989; Sabers, Cushing & Berliner, 1991; Sato, Akita, & Iwakawa, 1993). In addition, Clark & Peterson (1986) suggest expert teachers have more well-developed pedagogical knowledge structures concerning understanding of both methods and content. Such knowledge structures could enable expert teachers to approach implementation of PBL environments in a manner different from novices.
Scaffolds represent one means for supporting novice performance (Hannafin, Land, & Oliver, 1999). Studies have documented the efficacy of scaffolds for enhancing student performance (Roehler & Cantlon, 1997; Ro senshine & Meister; 1992). However, the role of scaffolding for teachers, particularly as it applies to the effective implementation of PBL environments, has received little attention.
The purpose of this study was to examine the role of scaffolds with novice and expert teachers during implementation of a problem-based learning unit. Specifically, this study was designed to answer three questions:
(1) How do novice and expert teachers approach teaching in PBL environments?
(2) What is the role of scaffolds for novice and expert teachers?
(3) How do students’ attitudes and achievement differ by teacher expertise in PBL environments?
Method Participants
Participants were two sixth grade teachers in a large, urban, southwestern city. One teacher was a novice in his first year of teaching; the other was an expert with sixteen years of experience.
Materials
Materials used in this study included “Up, Up & Away!”, an original, interdisciplinary,
hypermedia-based PBL unit developed in accordance with the guidelines provided by the Center for Problem Based Learning operated by the Illinois Mathematics and Science Academy. The unit asks students to plan an around-the-world balloon flight. In the process of completing this assignment, students compile a project portfolio that includes a balloon design, supply list and travel plan. The teacher guide provides direction for implementing the unit, including two types of scaffolds, procedural and strategic (Hannifin, Land, & Oliver, 1999). Procedural scaffolds include guidelines and materials for implementing the unit effectively (Hannafin et al., 1999).
Procedural scaffolds incorporated within Up, Up & Away! include suggested teaching strategies, handouts and forms for establishing and maintaining student inquiry as they move through the problem-solving process. Strategic scaffolds provide alternative approaches that might prove helpful (Hannafin et al., 1999). Strategic scaffolds incorporated in the teacher guide include various options for the unit’s implementation, as well as a selection of enrichment activities.
Additional materials included a student attitude survey, a unit posttest, and three grading rubrics for assessing student final projects
Procedures
Both teachers implemented “Up, Up & Away” within their classrooms. Multiple methods were utilized to achieve triangulation of data sources (Miles & Huberman, 1994). Researchers
assumed a qualitative, phenomenological approach for questions one and two in an effort to more fully understand fundamental teacher beliefs and practices (Van Manen, 1990). Question three was approached from a quantitative perspective.
Question One: How do novice and expert teachers approach teaching in PBL environments?
Both teachers were observed and interviewed prior to implementing “Up, Up & Away!” in an attempt to understand their beliefs regarding teaching within PBL environments. They were asked to detail the processes they would invoke in their approach to the unit.
Question Two: What is the role of scaffolds for novice and expert teachers?
Throughout the implementation process, teachers were observed. Observations focused on such things as utilization of the teacher scaffolds, student engagement, and the role assumed by the teacher. Teachers were interviewed after the observations in an attempt to uncover their perceptions of student progress and their performance.
Question Three: How do student attitudes and achievement differ by teacher expertise in PBL environments?
Students from both classes completed a student attitude survey. Student achievement was measured through culminating projects.
Data Analysis
Observations
All observation notes were analyzed to produce a coding scheme based on the emerging themes (i.e. utilization of the teacher scaffolds, creation of new scaffolds, role of guide versus role of instructor, etc.). The observation notes were then analyzed a second time and all classroom events were classified according to the codes.
Interviews
Teacher interviews were transcribed. The interviews were first analyzed for the purposes of discovering taxonomies and themes (Spradley, 1979). A coding scheme was then developed according to the emerging themes. The interviews were subsequently analyzed a second time and classified according to the codes to achieve data integrity.
Codes from the observations and interviews were examined. Overlapping codes were collapsed into larger families and several truth statements emerged (Miles and Huberman, 1994).
Student Projects
Student projects were independently graded by both researchers according to three grading rubrics, one each for balloon design, supply list and travel plan. In those instances where a grade determination differed, the two scores were averaged. A t-test for independent means compared scores for the two classes.
Student Attitudes
The student attitude survey was comprised of ten items. Seven Likert style questions using a four point scale from strongly agree to strongly disagree included questions such as “I enjoyed working on the Up, Up & Away! unit” and “I would enjoy working on another project like Up, Up & Away!”. The remaining three items were free response and solicited student attitudes as to what they liked best about the unit as well as what they thought might improve the unit.
Results
Question One: How do novice and expert teachers approach teaching in PBL environments?
Preliminary data analysis suggests that expert and novice teachers implemented the PBL unit in markedly different fashions. For example, the expert teacher approached the implementation of the PBL unit with student learning goals in mind (i.e. “I really want students to gain a clear understanding of …”) and had a clear plan for achievement of the learning goals. As a result, students became engaged in the process. The novice teacher approached the implementation with “event” goals in mind rather than learning goals (i.e. “Students will have the first section of the unit completed by…”). Students of the novice teacher became focused on accomplishing tasks rather than solving problems.
Question Two: What is the role of scaffolds for novice and expert teachers?
The expert teacher read through the entire manual, selected many of the teacher scaffolds, and created additional scaffolds for her students before beginning implementation. In contrast, the
novice teacher did not appear to know how to begin teaching the unit, did not print the teacher manual, and read only the first few lesson ideas prior to beginning implementation.
Question Three: Ho w do students’ attitudes and achievement differ by teacher expertise in PBL environments?
Preliminary data analysis suggests that students in the novice teacher classroom showed both lower levels of achievement and attitudes than those in the expert teacher class.
Implications Results from this case study suggest the following:
-- Effective implementation of problem-based teaching strategies may require an advanced skill set that exceeds the abilities of some novice teachers.
-- The expert teacher’s use of unit scaffolds suggests they are likely to be effective and should be included in teacher materials for problem-based learning instructional units.
-- While scaffolds appear to be effective for the expert teacher, novice teachers may not possess appropriate discrimination skills necessary to assess students’ needs and select from a variety of scaffolds to meet those needs.
