research, design & development -...

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Research, Design & Development

Practicum of Construction Management

Lesson Plan

Performance Objective

Upon completion of this lesson, each student will FILL IN SPECIFIC INFORMATION FOR EACH

PRACTICUM.

Specific Objectives

Students will determine the risks and benefits of a given research and development project utilizing knowledge of appropriate codes, standards, etc.

Students will create a detailed budget for the given project.

Students employ appropriate methods (including scientific, technological, and universal systems) to research the given project.

Students will utilize appropriate technological resources during the research, design, and development phases of the given project.

Students will develop a portfolio and presentation delineating steps in the research, design, and development phases of the given project.

This lesson should take 10 class days to complete.

Lesson Plan

TEKS Correlations

This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to

the activities may result in the elimination of any or all of the TEKS listed.

Construction Management Practicum (2) The student applies the appropriate codes, laws, standards, or regulations related to a research and

development project. The student is expected to:

(A) Use an assessment strategy to determine the risks and benefits of a research project.

(5) The student describes the costs associated with research and development activities. The student is

expected to:

(A) Develop a budget for a research and development project.

(19) The student demonstrates ethical and legal practices for careers in construction management. The

student is expected to:


(D) Describe and use the scientific method, technological method, or universal systems model to

conduct a research activity; and

(E) Identify the inputs, processes, outputs, and feedback associated with research, design, and

development activities.

(20) The student selects the appropriate technological resources to conduct research, design, and

development activities. The student is expected to:

(A) Apply technology to individual or community problems;

(B) Describe the factors that affect the purchase and use of items;

(C) Differentiate between research, design, and development; and

(D) Distinguish between adaptation, imitation, innovation, and invention.

(21) The student designs or improves a product using appropriate design processes and techniques. The

student is expected to:

(A) Develop or improve a product or service that meets a specified need;

(B) Identify areas where quality, reliability, and safety can be designed into a product;

(C) Describe the functions and methodologies used in basic and applied research; and

(D) Develop a project portfolio that documents a research and development project.

Cross Curriculum TEKS

110.53. Research and Technical Writing (b) Knowledge and skills.

(1) The student writes for a variety of purposes and audiences. The student is expected to: (A) Write informative and persuasive texts, including essays, reports, and proposals; (C) Write in voice and style appropriate to audience and purpose; and (D) Organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:

(B) Employ precise language and technical vocabulary to communicate ideas clearly and concisely; (C) Use sentence structure, organization, and rhetorical devices appropriate to audience and purpose; (D) Use effective sequence and transitions to achieve coherence and meaning; (F) Edit as appropriate for the conventions of standard written English; (G) Use resources such as texts and other people for editing; and (H) Use available technology for aspects of creating, revising, editing, and publishing texts.

(3) The student writes to investigate self-selected and assigned topics. The student is expected to:


(A) Use writing to formulate questions, refine topics, and clarify ideas; and (B) Organize all types of information from multiple sources, including primary and secondary resources, using available technology such as audio, video, print, non-print, graphics, maps, and charts.

(4) The student applies the conventions of usage and mechanics of written English. The student is expected to:

(A) Use correct capitalization and punctuation; (B) Use correct spelling in the final draft; (C) Demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, and verb forms in final drafts; (D) Use appropriate technical vocabulary; and (E) Consistently use a documentation manual or form consistent with the student's field of study such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

§110.57. Public Speaking I, II, III (One-Half to One Credit).

(b) Knowledge and skills. (3) Invention. The student plans speeches. The student is expected to:

(A) Identify and analyze the audience and occasion as a basis for choosing speech strategies; (B) Select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic; (C) Select and limit purposes for speeches; (D) Research topics using primary and secondary sources, including electronic technology; and (E) Analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

(4) Organization. The student organizes speeches. The student is expected to:

(A) Apply knowledge of speech form to organize and design speeches; (B) Organize speeches effectively for specific topics, purposes, audiences, and occasions; and (C) Choose logical patterns of organization for bodies of speech.

(6) Style. The student develops skills in using oral language in public speeches. The student is expected to:

(A) Distinguish between oral and written language styles; (B) Write manuscripts to facilitate language choices and enhance oral style; (C) Use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect; (D) Use informal, standard, and technical language appropriately; (E) Employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and


(F) Evaluate a speaker's style in oral or written speech models.

(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

(A) Employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas; (B) Rehearse and employ a variety of delivery strategies; (C) Develop verbal, vocal, and physical skills to enhance presentations; (D) Use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and (E) Interact with audiences appropriately.

§110.58. Communication Applications (One-Half Credit). (b) Knowledge and skills.

(4) Presentations. The student makes and evaluates formal and informal professional presentations. The student is expected to:

(A) Analyze the audience, occasion, and purpose when designing presentations; (B) Determine specific topics and purposes for presentations; (C) Research topics using primary and secondary sources, including electronic technology; (D) Use effective strategies to organize and outline presentations; (E) Use information effectively to support and clarify points in presentations; (F) Prepare scripts or notes for presentations; (G) Prepare and use visual or auditory aids, including technology, to enhance presentations; (H) Use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information; (I) Use effective verbal and nonverbal strategies in presentations; (K) Make individual presentations to inform, persuade, or motivate an audience; and (L) Participate in question-and-answer sessions following presentations.

Tasks

Students will determine and implement an appropriate research and design project.

Students will utilize their knowledge of codes, standards, etc. to determine risks and benefits of the project.

Students will create a research, design, and development budget for the project.

Students will create a portfolio that delineates the research and design processes of the project.

Students will utilize appropriate technologies in the research, design, and development phases of the project.

Students will present their project to their classmates.

Accommodations for Learning Differences

It is important that lessons accommodate the needs of every learner. These lessons may be modified to

accommodate your students with learning differences by referring to the files found on the Special

Populations page of this website (cte.unt.edu).


Preparation

Secure the computer lab if you do not have immediate access to one in your classroom.

Copy the handout sheets and rubric for the students.

Have materials ready prior to the start of the lesson.

Instructional Aids

Student handouts

Grading rubric

Internet

Equipment Needed

Computers (for students to complete project)

Projector (for digital presentation)

Introduction

Learner Preparation

Ask students what they think of when they hear the terms research, design, and development.

Discuss how technology is utilized in and/or impacts research, design, and development.

Discuss budgeting practices for research, design, and development.

Ask students what comes to mind when they think of improving a current product or what needs they see for a new product.

Lesson Introduction

Use multimedia presentation and explain the concepts included in a research and design project.

Outline

MI OUTLINE INSTRUCTOR NOTES

Assignment Outline:

I. Introduction

II. Research Basics

I. Use provided materials to introduce practicum.

II. Use provided materials to discuss/review research basics.


III. Research Ethics

IV. Methods/Models

a. Scientific Method

b. Technological Method

c. Universal Systems Model

V. Discuss appropriate research and design

projects.

a. Remind students this can be a

improvement on a current product or

can be a product that meets a specified

need.

b. Note: If desired/ needed, this is an

appropriate time to discuss students’

choices/assignments for their project

and portfolios.

VI. Quality, Reliability, and Safety

VII. Risks and benefits associated with project

a. Remind students to refer to appropriate:

i. Codes

ii. Standards

iii. Laws

iv. Regulations

III. Use provided materials to discuss/review research ethics.

IV. Use provided

materials to

introduce/review

methods/models.

V. Allow students to

spend time

discussing

products that need

improvement or

areas of need. If

needed, work with

students to choose

an appropriate

topic.

VI. Review quality,

reliability, and

safety. Ask

students to

brainstorm how

these can be built

into their products.

VII. Ask students to

discuss risks and

benefits. Focus on

risks/benefits

associated


VIII. Budgeting

a. What are the costs associated with:

i. Research

ii. Design

iii. Development

IX. Technology in Research, Design, and

Development:

a. Use

b. Impact

X. Adaptation, Imitation, Innovation, and Invention

XI. Review Requirements for Portfolio

with/based on

codes, standards,

laws, and

regulations.

Note: Remind

students that they

have previously

covered this

material.

VIII. Discuss costs

associated with

each phase of the

project. Lead

students in a

discussion of how

to best estimate

these costs.

IX. Lead students in a

discussion of

technology

selection, use,

implementation,

and impact.

X. Utilize provided

materials to

discuss adaptation,

imitation,

innovation, and

invention with

regards to

technology. Ask

students to

provide examples

from their own


XII. Review Requirements for Presentation

experience.

XI. Utilize provided

slide and rubric to

review portfolio

requirements.

Allow students

time to ask

questions.

XII. Use the provided

materials and

rubric to review

presentation

requirements.

Allow students

time to ask

questions.

Multiple Intelligences Guide

Existentialist Interpersonal Intrapersonal Kinesthetic/

Bodily Logical/

Mathematical Musical/

Rhythmic Naturalist Verbal/Linguistic Visual/Spatial

Application

Guided Practice

Using the digital presentation, the teacher will go over the requirements of this project. The student will

follow along and make notes on their hard copy.

Ask students to think about how they will create the portfolio. They need to have an idea about

how it will look before they start.


Give some ideas to students during the brainstorming session before they start the project.

Students will complete two guided practice assignments.

Independent Practice

Students will work at their own paces to complete this activity.

All work is to be done in class so the teacher can check for understanding.

Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order to complete it on time.

Students should be prepared to present their projects to the class.

Summary

Review

Why are research ethics and practices so important in today’s world?

How does technology impact research, design, and development?

Evaluation

Informal Assessment

Instructor will observe students during Independent Practice.

Instructor will assist students as needed.

Formal Assessment

Use the Construction Management Research Practicum Rubric to evaluate student portfolios.

Use the Individual Presentation Rubric to evaluate student presentations.


Construction Management Research Practicum Grading Rubric Portfolio Title: ____________________________________________________________________________________________ Name: ____________________________________ Teacher: _______________________________________ ID#: ______________________________________ Date of Presentation: ____________________________

Needs Improvement 1

Satisfactory 3

Good 5

Excellent 7

Title The title is missing or

difficult to locate. The portfolio has a title that is easy to locate.

The portfolio has an effective title that

accurately describes the material and is easy to

locate.

The portfolio has a creative title that

accurately describes the material and is easy to

locate.

Research/Design

Project The discussion of

research and design is missing or lacking.

The portfolio contains a discussion of research

and design but does not relate it to the selected

product.

The portfolio adequately defines a research and

design process related to a selected product.

The portfolio thoroughly defines a research and design process related to a selected product.

Risk/Benefits

The portfolio does not contain a discussion of risks/benefits, or the

discussion is incomplete.

The portfolio contains a discussion of

risks/benefits associated with the project;

however, appropriate codes, laws, etc. aren’t

included.

The portfolio contains an adequate discussion of

risks/benefits associated with the project.

The portfolio contains a thorough discussion of

risks/benefits associated with the project.

Budget The portfolio does not contain a budget.

The portfolio contains a partial budget for

research, design, and development of the

product.

The portfolio contains a budget for research,

design, and development of the product, but

documentation/discussion is lacking.

The portfolio contains a well-documented

budget for research, design, and

development of the product.

Technology Technology usage and implementation is not

discussed in the portfolio.

Technology usage and implementation is mentioned in the

project, but not well defined.

Technology usage and implementation is

discussed in at least two phases of the project

(research, design, and/or development).

Technology usage and implementation is well integrated throughout

the portfolio.

Sentence Fluency

Events are described using vague language or inaccurate information.

Events are not described well and language is often vague or inaccurate.

Events are described well, but language is sometimes vague or inaccurate.

Accurate and vivid language is used throughout the portfolio.

Style & Organization

The portfolio was not set up to cover the

appropriate material.

The portfolio was set up to cover most of the

appropriate material. It contains some

The portfolio was set up to cover the appropriate

material. It contains adequate information.

The portfolio was set up to cover the appropriate

material. It contains relevant, descriptive


descriptive information. information.

Mechanics There are many punctuation, spelling,

and capitalization errors.

Punctuation, spelling, and capitalization are somewhat correct and may or may not have

been checked.

Punctuation, spelling, and capitalization were

checked and are mostly correct.

Punctuation, spelling, and capitalization were checked and are correct

throughout.

Student Handout

Research, Design, and Development Practicum

As you prepare for your Research, Design, and Development Practicum, keep in mind that research is an iterative

process. As you research and look for information, know that one piece of information can lead you to another.

Please refer to the rubric as you work through this practicum.

As you compile your report:

Give your report an engaging, effective title.

Clearly define the research and design process for your selected product. (Note: You’ll want to clearly

define the product for the reader as well!)

Thoroughly discuss the risks/benefits that are associated with your process/product.

Appropriately utilize and integrate technology in all aspects of your practicum.

Create a budget for all aspects of your project.

Use accurate and vivid language.

Organize your material so that it flows in a logical manner.

Use appropriate spelling, punctuation, and capitalization. (In other words, proofread your work!)


Individual Presentation Rubric

Presentation Title: ____________________________________________________________________________________________ Name: ____________________________________ Teacher: _______________________________________ ID#: ______________________________________ Date of Presentation: ____________________________

Criteria

Points

Needs Improvement

1

Satisfactory 3

Good 5

Excellent 7

Organization Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence that audience can follow.

Student presents information in logical, interesting sequence that audience can follow.

Visuals Student used no visuals.

Student occasionally used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

Mechanics Student’s presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation had no more than two misspellings and/or grammatical errors.

Presentation had no misspellings or grammatical errors.

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able only to answer rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required) with explanations and elaboration.

Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student’s voice is clear. Student pronounces most words correctly.

Student used clear voice and correct, precise pronunciation of terms.

Total

Teacher Comments:


Student Handout

Individual Presentation

Use the materials and resources from your report to create a multimedia presentation. Use an

appropriate presentation software.

As you create your presentation, keep the following in mind:

Present your topic is a logical, easy-to-follow sequence.

Use visuals to reinforce main points.

Review your work to ensure there are no misspellings or grammatical errors.

Be prepared to answer questions.

Speak in a clear, precise manner – enunciate.

As always, please review the rubric as you prepare.

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