TPSP RESEARCH PROPOSAL

Documentation of Learning Students using TPSP resources are required to document their learning throughout the research process. See the Sample Forms on the relevant grade level TPSP pages for examples of forms that students can use to document their learning, including recording research findings and documenting primary and secondary sources. Please note that each task lists options for product developmentā€”students do not need to complete all of the options. Submission requirements are listed within each task summary. High school level tasks can be extended independent research projects. 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: Students using TPSP resources are required to document their learning throughout the research process.

Research Skills The student research process should consist of the following steps: 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:. Students may wish to keep their research journals in a binder or spiral notebook. These tasks are completely student driven and based on a student-chosen topic of interest that may be outside the traditional high school curriculum. 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.

tpsp research proposal

For example, teachers can extend tasks into community service projects if researc. Each task has unique requirements. 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: All tasks have a presentation component to accompany the final product.

Organizational and Time Management Support Teachers may want to consider use of the following to support student work: For formative, ongoing evaluation, students and teachers should regularly evaluate progress and revise plans as necessary using the language of the scoring dimensions.

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How to Use TPSP

Students may wish to keep their research journals in a binder or spiral notebook. 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.

Tasks include a TEKS alignment guide, adaptable activities, and other resources. 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.

The tasks provide teachers with a structured curriculum, but teachers still have the freedom to make appropriate adjustments and enhancements. Upon completion of the project, the teacher scores the final product according to assessment rubric.

Extended Research High school level tasks can be extended independent research projects. Submission requirements are listed within each task summary. High school level tasks can be extended independent research projects.

tpsp research proposal

The journal will allow students to review their experiences and findings from Phase I and apply them in Phase II. Research Skills The student research process should consist pdoposal the following steps: 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.

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.

How to Use TPSP

Please note that each task lists researcu for product developmentā€”students do not need to complete all of the options. Documentation of Learning Students using TPSP resources are required to document their learning throughout the research process. See the Sample Forms on the relevant grade level TPSP pages for examples of forms that students can use to document their learning, including recording research findings and documenting primary and secondary sources. In the lower grades, tasks require more teacher guidance than in the upper grades.

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Sample Forms

See the Assessments ypsp level TPSP pages for more information on the scoring dimensions and to access assessment rubrics. These tasks are completely student driven and based on a student-chosen topic of interest that may be outside the traditional high school curriculum. Students using TPSP resources are required to document their learning throughout the research process.

An effective propossl for students to document their learning is with a journal. 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. Teachers may wish to check student journals periodically to ensure that students are progressing appropriately.

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

The structure and content of the tasks provide the following: The structure and content of the tasks provide the following:. Teachers can tpspp the idea that documentation of learning is evidence of scholarly behavior.

Phase I, Learning Experiences, involves teacher-driven instruction. 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.

Projects should allow students to demonstrate sophisticated and advanced research methods and the use of technology appropriate to the field of study.