Practical Research Planning And Design 10th Edition

[Camie Fons]

Researchis a term with many connotations. Many people think that research is easy: pick a topic, look it up on the Internet, and write a paper. This process is far from the truth. Understanding the fundamentals of research is important because those fundamentals will serve as a foundation for the research. Researchers must think critically and logically during the research process to help to ensure that the research is both valid and reliable.

Research has to integrate the concepts of validity and reliability and the function of critical thinking in the research process. Validity refers to the degree to which an instrument measures what it is expected to measure (Leedy & Ormrod, 2013). A researcher needs to be concerned with two types of validity: (1) internal validity and (2) external validity. Internal validity and external validity ensure that the study has sufficient controls to ensure warranted conclusions.

External validity refers to a researcher's contribution to knowledge in society. The magnitude to which the results of a study apply to situations outside the study are referred to as external validity (Leedy & Ormrod, 2013). Internal validity is the extent to which the design of the study and the data yielded allows the researcher to draw accurate conclusions regarding the relationships within the data (Leedy & Ormrod, 2013). To ensure internal validity, researchers have to take steps to eradicate other conceivable reasons for the outcomes, such as using a controlled laboratory study, a double blind experiment, unobtrusive measures, or triangulation (Leedy & Ormrod, 2013)

Validity is important to determining the accuracy of data in a research study, and researchers have to consider internal and external validity in planning a research study to ensure that the results are valid and meaningful. Researchers can influence the outcome of a study in many ways, and must design the study to minimize external and construct threats. In order to build a viable study it must include the concepts pertinent to research with an understanding of the effect of validity issues.

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But not really. Asking a person to develop a model is a much higher-order task than asking them to copy a model. Describing systems and patterns is way more challenging than selecting the correct description.

Like I did, you probably also have some favorite lessons and activities. Some of these might turn out to be not just fun to teach, but also solid in terms of equipping students with knowledge and skills that will last.

Totally agree, I came to the comments to say exactly that same thing! An addendum or follow-up post, imagining what the new assessment for The Outsiders would be and a specific sequence of activities to build up to it, would be super!

Thank you so much for this post. I struggle with what my end goal should be when planning based on a topic and I think that this way of thinking will make my life a heck of a lot easier go forward. I plan on trying it out with my juniors next year!

Knowing the phases of the moon may not be of any obvious use to some students, so some scaffolding about how it ties into the real world is important. For example, for me this knowledge has been important in planning stargazing (prefer no moon) or night hikes (prefer full moon). Other fields could be brought in, such as reading literature that mentions the phases of the moon and thinking about why. Or how nocturnal animals hunt or avoid predation. In my experience, students are MUCH more motivated and engaged when they can easily see the relevance of a lesson to things they care about in the real world.

USE the current model of the Earth-sun-moon system to describe yada yada yada would be a fine standard, and a great goal to accomplish for a 7th grader. Heck, it would be a fine goal for anyone to remember 25 years after middle school when they have to explain it to their kids.

I really appreciate this post about backwards planning. It is so essential that learning be intentional and I think it can be easy for teachers to slowly ebb away from that, especially when we have been teaching for a long period of time and have habits of mind. By starting with assessment it ensures that our students will acquire lasting value in their learning, and application practice. It does take time and thought in the beginning of the planning process but so worth it to help facilitate durable and purposeful learning. Thank you so much for this post!

I really appreciate this post about backwards planning. It is so essential that learning be intentional and I think it can be easy for teachers to slowly ebb away from that, it ensures that our students will acquire lasting value in their learning, and application practice.

Hi Jennifer,

Thanks for your detailed overview of backwards design here. There are many benefits to planning this way. Backwards design allows for the teacher to have clear learning goals that are shared with the students (and better yet, developed with the students). When students have a clear understanding of what the learning goals are, we can increase student agency and choice in the pathways taken to achieve those learning goals. This in turn affords us to teach through the Universal Design for Learning (UDL) framework. UDL is an opportunity to remove barriers for all learners to fully engage in their learning and become self-regulated learners. When students have agency and choice, they can access their strengths to support learning. This learner-centered design is consistent with Self-Actualization conceptions of curriculum. Self-Actualization asserts that the instructional goals are to promote the growth of the individual learner through creativity, problem-solving, and innovation.

Clearly established learning goals also affords teachers opportunities to conduct assessment for learning throughout the learning process. Students can be redirected to learning goals throughout the duration of their learning activities to reflect on their work and alignment with the learning goals.

Thank you for your insightful ideas. Working backwards from what we want students to know and planning the unit to achieve this makes our teaching more intentional. Knowing at the planning stage enables us to make the learning relevant. Small steps as you suggested to build our less assigned lessons is a great idea. Time is so important for Teachers. Working backwards seems to support better student engagement

So clearly and beautifully described. I loved it so much. I wonder if you can also give an example on how you adapted your lesson with the novel Outsiders. As I can imagine with scientific topics in more practical ways than with literature and language. Please help me get inspired.

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