Read and study Chapter 13, “Planning and Preparing a Final Research Report,” pp. 372-397, before proceeding to the rest of the material in the Content section.

Culminating Assignment

Final Study Guide Proposal

We have been working throughout the semester toward a final, culminating research project.  Each module and assignment have been designed to assist in this process.  As you write your final research proposal, use the resources you have developed throughout the semester.

You have already completed the Literature Review.  You will need to write Chapter 1, the Introduction, and Chapter 3, the Research Methodology.  Combine the three chapters into one document complete with a title page, Chapter 1 Introduction, Chapter 2 Literature Review, Chapter 3 Research Methodology, and a Reference page. You will not actually collect data and perform data analysis for this project.  You will submit only the first three chapters of the proposal.

The following outline will be helpful as you organize your research proposal:

Chapter 1:  Introduction

• Brief introductory paragraph
• Statement of the problem
• Research questions
• Significance of the study – why is it important?
• Limitations and delimitations
• Definitions of terms
• How the study is organized
• Concluding paragraph

Chapter 2:  Literature Review

• The literature review is organized by topics, and you may use headings if needed

Chapter 3:  Research Methodology

• Introduction to the chapter. You should provide a brief overview of the study.
• Research design (refer to the text for details)

You may use the APA manual as a guide if needed.

Lesson plans require careful planning. To create a meaningful and relevant learning experience for students, teachers must consider the standards and learning objectives, the needs of the students, effective methods and strategies, and appropriate assessment strategies.

Based on your discussion and collaboration with your mentor teacher during your first field experience, incorporate his or her feedback to create a lesson plan for your content area.

For this benchmark, you will use the “COE Lesson Plan Template” to create a cross-disciplinary humanities content area lesson plan, aligned to your state standards.

Be specific when including the following:

· Theme and description in the Lesson Summary and Focus section

· State standards, across content areas, that support the theme of the lesson and unit in the National/State Learning Standards section

· Strategies to develop cross-disciplinary skills, encourage inquiry, and engage students in applying the central concepts within social studies, ELA, and the arts in the Multiple Means of Engagement section

· Resources, materials, technology to guide students to access, interpret, evaluate, and apply information in social studies, ELA, and the arts in the Resources, Materials, Equipment, and Technology section

With the approval of your mentor teacher, implement this lesson in Clinical Field Experience C.

In addition, write a 250-500 word reflection on the process of creating a humanities content area lesson plan. Include in your reflection:

· How you integrated feedback from your mentor teacher.

· Explanation of your collaboration with the librarian or media specialist.

· Who else, either at the school site or in the community, might you be able to collaborate with in developing this lesson?

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Secondary Education-STEM ITL/NITL

2.1: Apply content knowledge by engaging students in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [InTASC 4(b), 4(c), 4(d), 4(p), 4(r), 5(d), 5(g), 5(m), 5(o), 8(f), 8(j); ISTE-T 1a; MC2] 3.6: Plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. [InTASC 2(f), 6(h), 6(p), 7(e), 7(m), 7(o), 8(p), 9(c), 10(a), 10(b); MC1] 3.7: Guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. [InTASC 6(i), 7(k), 8(g), 8(n), 8(o), 8(r); ISTE-T 3d]

MEd in Secondary Education-STEM (Nevada)

2.1: Apply content knowledge by engaging students in diverse perspectives that question and challenge assumptions and approaches in order to master content and foster metacognition, innovation, and problem solving. [InTASC 4(b), 4(c), 4(d), 4(p), 4(r), 5(d), 5(g), 5(m), 5(o), 8(f), 8(j); ISTE-T 1a; MC2] 3.6: Plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. [InTASC 2(f), 6(h), 6(p), 7(e), 7(m), 7(o), 8(p), 9(c), 10(a), 10(b); MC1] 3.7: Guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. [InTASC 6(i), 7(k), 8(g), 8(n), 8(o), 8(r); ISTE-T 3d]