My Proposal Funnel

In the world of education, many understand the value of providing students with timely, individual feedback. The BYU School of Music is no exception. At the end of each semester, Vocal Performance students give a performance to a set of jurors to receive feedback on their progress. So far, this feedback has been given through scribbled notes on paper which had to be rushed so they could be completed in the ten minutes allotted to each student. However, as technology comes to play an increasing role in education, alternative methods may now be considered. The purpose of this Development Project is to digitize the Jury process to simplify the feedback process and to make feedback and scores more quickly and easily accessible to BYU Vocal Performance teachers and students.

The Funnel: An Intro leading to your Question

D&C 123:16-17

• Danger is increased as you veer away in any direction
• Remember where we're trying to go allows you to be happy and cheerfully do all things which lie in your power.
• Quoted in Relief Society Broadcast
• A good question and a good introduction (and a good plan!) guide very much in the storm of the Masters Project/Proposal

Music Game
Hearing a song, at the wrong time, going to hit pause, and we have to sing the next note. (Jazz, art song, vocal jazz, classical piano, symphony)

• In most cases, we stopped the music on a V7: By the time the reader gets to the end of the introduction and they come to the part where your quetsion is, they should be able to put their hand over the question and guess, with 99% accuracy, what the question is. "Of course that's what the question is!"
• Duane C. Roberts, Faculty Use of Digital Technology in Teaching: Some Motivational Influences in the Adoptation Process

Bad MovieHave you ever seen a bad movie? What made it bad?

• Too predictable
• Trite
• Didn't end "Right"
• No climax
• No novelty
• "Yeah, right!" - not believable (an interesting topic, because what we don't believe is often a matter of what fits/what doesn't) - Twelfth Knight, Star Trek
• No delivery (A Walk in the Clouds)
• Too repetitive
• Expectation problem

Good MovieWhat makes a good movie good?

• Well-written dialogue
• Delivery (acting)
• Timing, pacing
• Music
• Classic/Timeless
• Danger/Tension
• Resolution

Good Proposal Introduction
Books tend to have things like pacing, diaglogue, can be too predictable, etc. Which of these should we include in our Introductions?

• Pertinent, relevant, important
• Believable
• Timing, pacing- world events, within the document - connection between the macro and micro; have to have emotional buy-in throughout the work! (Meter!)
• Placement of tension
• Urgency
• Passion

The FUNNEL- making sure that when you draw the line, that the path has enough direction that you can guess the end point before arriving there. (Global, Level 1, Level 2, Level 3- most specific)

1. Teacher Quality - Student Achievement (Whats the implication of teacher quality being poor? Your most needy children don't learn to read. <-- data-blogger-escaped-a="a" data-blogger-escaped-backup="backup" data-blogger-escaped-before="before" data-blogger-escaped-further="further" data-blogger-escaped-going="going" data-blogger-escaped-may="may" data-blogger-escaped-need="need" data-blogger-escaped-span="span" data-blogger-escaped-statement="statement">.)
   
2. Identify factors that influence quality (reading)
3. Without research we don't know
4. What are the beliefs?

• What are you passionate about specifically in this topic? In trying to create urgency, sometimes have to let down formal tone.
• Dreams Come True- singer whose songs begin with the chorus
• Can you begin by establishing mutual purpose and mutual respect, the writer and the reader?
• The TENSION is what carries the reader through the page-turn.
• If you want people to read what you produce, make it so the question is worth finding out! Create tension!
  (I believe students learn best with bias.)

1. 
   

Guidelines for Preparing a Proposal

The Structure of Scientific Revolutions - The Lord gives unto us little by little. "There could not be an Einstein without a Newton before him."

• People holding on to the old way of science- from them is taken that which they have, because their generation rejects it. New generation follows new paths, old generation withers and dies.
• Critical to the process that we get to where we are going by steps
• If you pray about things in your life that you need to change, the Spirit will tell me one thing. And as you act on that one thing, the Spirit can lead you in a path that takes me closer to what we're really looking for.
• For our proposals- build on what has already been done, and build on it. NOT jumping five steps. Make room for the next steps.
• Example: Refrigerators- first ice came from trucks. People who delivered the ice knew enough about refrigerating units- people wanted to keep stuff cold, not necessarily have ice delivered to them. Idea: Refrigerating units in everyones' homes
• In IP&T, it's a full-time job just keeping up with technology. If you ever feel that you know enough, you are done, and you'll lose whatever you had before.
• Clay Christiansen - Disrupting Class
• Be relatively certain that what you're doing hasn't been done already

TED.com - Conference for technology innovation, motivation

PopTech - Eastern version of TED conference

Hewlett Foundation - Guidelines for Grant Proposals
If an organization likes your idea, they may ask you to write a proposal, and they will give you something like this document.

• Make sure everyone has read the guidelines!
• Do your homework regarding other organizations studying similar things
• Sample chart- create measurable outcomes--numbers! Include indicators, baselines, and targets.
• Program officers- Hewlett vs. NSF- equally competent, but different ideas of what their roles are; NSF = steward of public funds, monitoring role; Hewlett = partner in research, help you with strategy, write parts of the proposal, etc.

Guidelines for Preparing a Prospectus for a Project or Dissertation

• Have to manage your committee as a group of people
• Write preliminary proposal, then schedule fifteen minutes with each member of your committee to explain it to them.
• Then add detail and keep going with the research, so there are no surprises when you defend.
• Prospectus must be signed before you start the project. It's an agreement, a contract; a guarantee that if you do all the things that you agreed to do, you will graduate.
• Suggestion: Do not have two co-chairs on the same committee.
• When editing document, track changes and print out the document with changes tracked
• When you submit an article for review, make those revisions, but then respond in writing- use bullet points, "I addressed this this way..."
• You don't want any surprises! All along the way, keep communication with your defense. You won't surprise them, and they won't surprise you.

To Create a Proposal

1. For Pre-Prospectus, type up the main points (2-3 pages) of the idea for research and meet with each committee member individually to discuss your idea and get that approved.
2. Have someone to help you write proposal (meet with them often).
3. Meet with each committee member to present your prospectus. Be prepared to give a 30-second spiel, then get any of their questions. Any time you can answer a question within your proposal, do so. If you can't, say, "That's a really good point. Let me see how I can address that," OR "That's really not what I'm trying to answer. That will be in the section of future studies." They can request changes that you choose not to make.

The Proposal: An Invitation to Work Together

2 Nephi 28:30- Line upon line, precept upon precept; hearkening unto His precepts, and lending an ear unto His counsel leads to wisdom.

• As I go through my thesis project, I will approach new ideas. If I will lend an ear unto the Lord's counsel and pray about it, I believe I can learn wisdom through this project, and learn more.

Project Proposal Example

• Look carefully for requirements. No matter how hard you work on it, if it doesn't have the requirements, it's not going to help.
• Watch for "must," "should," "could," and "might." Highlight them.
• Find out requirements for the University before going through the Proposal.
• I think it's neat how the Proposal is presented. Even before they go through the requirements, they state what the main purpose and goal of the foundation is, saying, "If you are interested in what we're interested in, let's work together." This is why it is so important to know what you're passionate about; what your interest is before you look into proposals.
• The bullets in the outline of your proposal can come exactly from your highlighted passages of the Request For Proposals (RFP), even to the extent that if there is a citation in the Proposal, that citation should show up in your proposal as well.
• When you make a phone call to the person who is directing the RFP, he or she will only be able to tell you whether or not the project is within the scope of what the sponsor is looking for.

Getting to my Question

My question for this project is:

Getting to your question:

1. Think of a question:
   
   What are the advantages and disadvantages to creating an online jury form to replace the traditional, paper jury form?
   
2. What are the pieces of the question that are spots where we could use different words? *This can also be a place to find different topics for follow-up research, for articles/journals, etc.
   
   What are the ((advantages) and (disadvantages)) to (creating) an ((online) ((jury) (form))) to (replace) the (traditional), ((paper) ((jury) (form)))?
   
3. Replace these with other words. Substitute variables. Look at synonyms. Consider phrases/terms/etc. (especially terms with a particular history/connotation). Be careful and conscious about the politics of your word choices. Zoom in and zoom out.Remove parenthesis as you feel more certain about your word choices.
   
   What are the ((advantages) and (disadvantages)) to (implementing) a ((computer-based) ((assessment tool))) in a context formerly dominated by hand-written assessment?
   
   What are the design principles behind designing a computer-based assessment tool in a context formerly dominated by hand-written assessment?
   
   What are the benefits of implementing a computer-based assessment tool in a context formerly dominated by hand-written assessment?
   
   What are the advantages and disadvantages of analog vs. digital feedback regarding Vocal Performance at Brigham Young University?
   
   How do you optimize the value of feedback for Vocal Performance students at Brigham Young University?
   
   How can using technology optimize the value of feedback for Vocal Performance students at Brigham Young University?
   
   How can using computers during the Jury experience optimize the value of feedback for Vocal Performance students at Brigham Young University?
   
4. Compare with original. Have you improved the question? Is what your going to study going to be helpful or interesting to others in the field?
   New:
   How can using computers during the Jury experience optimize the value of feedback for Vocal Performance students at Brigham Young University?
   
   Original:
   What are the advantages and disadvantages to creating an online jury form to replace the traditional, paper jury form?

Working with a Partner or Committee

Mosiah 23:13-14

• Trust no man to be a king over you-- worldly accredidation should and must not determine what or how we do things.
• Teachers and ministers as influential as kings; kings physically (laws, labor, etc) and teachers/ministers mentally & physically (beliefs) --> I must remain free to choose to do the will of the Lord.

Working with a Partner/Committee

• The Shopping Mall Test (for choosing a partner)- If walking through a mall and you see a person and they haven't seen you yet, do you go up and talk with them, or do you run the other way and hide?
• Make sure you work well with the people on your committee, and make sure they work well together as well. Do your homework to know their interests.
• If you change your committee, it is courteous to let the former committee members know.
• Difference between a Contract and a Grant:
  - Contract = you do what we say. More micro-managing.
  - Grant = much more on trust. You get the money, do what you feel is good for the project.
  There are federal guidelines on how money should be spent, but overall, a grant is more flexible than a contract relationship. Also, if you do a project with a grant, and the grant provider likes your work, they will be more likely to support you in the future.
  - Gift = donor gives money with very few strings attached. In this case, keep them involved, and they may be able to help you in the future. Not subject to FNA.
• NSF.gov - For IP&T: Crosscutting, NSF-wide, Integrative Activities, Education (EHR)--
• FNA- 45% of grant goes to this organization to run paperwork, Facilities, and Administration, etc.
• When a BYU student submits a Proposal for a grant, it goes through ORCA, and grant stays with the school.
  
• Applying for these is for when there are questions you want to research that are so big, you can't do them alone.
• RFP- Request for Proposal

Guy Kawasaki- Art of the Start

Be Thou Humble

Ether 12:27- If men come unto me I will show unto them their weakness. I give unto men weakness that they may be humble; and my grace is sufficient fora ll men that humble themselves before me; for if they humble themselves before me, and have faith in me, then will I make weak things become strong unto them.

• Often our passions are our weaknesses.
• Weaknesses are a gift from God to help us to be humble.
• As we humble ourselves and rely on the Lord, He can use our weaknesses as strengths.

Hubble Telescope Ultra Deep Field: Hubble Telescope image of an area in space that was totally black as far as we could tell, but with 11-day exposure, it came up with this image.

• There is much we do not know and cannot tell.

Blog Post: 682 Question

1. Think of a question.

    What makes the BYU Music Preschool work?

 

2. Section off the question.

    (What) (makes) the BYU Music Preschool (work)?

 

3. Ask the question in differnet ways.

    What does the BYU Music Preschool accomplish?

    What is the BYU Music Preschool culture?

    What are the observed operational principles behind the BYU Music Preschool?

    What are the observed objectives of the BYU Music Preschool?

    What do parents of the BYU Music Preschool take home from their experiences?

    What do students of the BYU Music Preschool take home from their experiences?

    What does the BYU Music Preschool teach parents to do?

    What does the BYU Music Preschool teach students to do?

 

 

Constructing a Research Question

Alma 38:12- "Bridle all your passions that you may be filled with love." Direct my passion for something good and useful.

For research and experimentation, the question is everything.

Getting to your question:

1. Think of a question:
   
   What are Pre-service special education teachers' beliefs about effective reading instruction for students with mild to moderate disabilities when they enter teacher preparation programs?
   
2. What are the pieces of the question that are spots where we could use different words? *This can also be a place to find different topics for follow-up research, for articles/journals, etc.
   
   What are (Pre-service) (special education) (teachers') (beliefs) about (effective) (reading instruction) for students (with mild to moderate disabilities) (when they enter) (teacher preparation programs)?
   
3. Replace these with other words. Substitute variables. Look at synonyms. Consider phrases/terms/etc. (especially terms with a particular history/connotation). Be careful and consciuos about the politics of your word choices. Zoom in and zoom out.Remove parenthesis as you feel more certain about your word choices.
   
   What are (Pre-service teachers who haven't started special education coursework) (special education) [(teachers') (beliefs)] about (effective) (reading instruction) for students (with mild to moderate disabilities) (when they enter) (teacher preparation programs)?
   
   What are (Pre-service teachers who haven't taken their methods courses) (special education) [(teachers') (beliefs)] about (effective) (reading instruction) for students (with mild to moderate disabilities) (when they enter) (teacher preparation programs)?
   
   What are pre-service special education teachers who haven't taken their methods courses beliefs about (effective (will need objective definition) (reading instruction) for students (with mild to moderate disabilities) (when they enter) (teacher preparation programs)?
   
   What are pre-service special education teachers who haven't taken their methods courses beliefs about (effective (will need objective definition)) reading instruction) for students (with mild to moderate disabilities) (when they enter) (teacher preparation programs)?
   
   What are pre-service special education teachers who haven't taken their methods courses beliefs about (effective (will need objective definition)) reading instruction for students with mild to moderate disabilities (when they enter) (teacher preparation programs)?
   
   What are pre-service special education teachers who haven't taken their methods courses beliefs about (effective (will need objective definition)) reading instruction for students with mild to moderate disabilities?
   
   What are pre-service special education teachers' beliefs about effective reading instruction for students with mild to moderate disabilities?
   
4. Compare with original. Have you improved the question? Is what your going to study going to be helpful or interesting to others in the field?
   New:
   What are pre-service special education teachers' beliefs about effective reading instruction for students with mild to moderate disabilities?
   
   Original:
   What are Pre-service special education teachers' beliefs about effective reading instruction for students with mild to moderate disabilities when they enter teacher preparation programs?

* Take my topic and find the question.

Removing technology from a classroom.

Karl Fisch on education.

Step 1. Identify Your Passion

In IP&T 682, we were challenged to blog about our passions. We were told that we could discover our passion by going through the Shower Test, which is the question of what we think about, related to IP&T, when our hands are busy but our minds are free.

For me, I've realized that due to my experiences this past summer learning about work cultures and the Carrot Culture, my mind often turns to the challenge of creating, sustaining, maintaining, and teaching a culture.

From what I've learned, our experiences lead us to certain beliefs, which in turn lead us to action, which give us desired results. So it is ultimately our personal experiences that cause us to change our actions. And what is teaching or learning, if it does not change our actions?

In a particular instance of the BYU Early Childhood Music Academy, Susan Kenney seeks to create experiences in her music classroom for 2, 3, and 4-year olds and their parents that will change the music culture of their homes. Experiences include both exploration and instruction periods, with homemade and store-bought instruments. Children are also encouraged to check out CDs of a variety of music to listen to with their families throughout the week, and are often given new musical instruments to take home for the week. The experiences there are part of a unique music culture. My questions concerning this method of instruction include:

• What is the culture being taught?
• What parts of the experience in the Academy can only be repeated, rather than modified, in order to maintain the culture learned within the home?
• What sub-cultures have arised as a result of experiences with this music culture?
• Does the music culture transfer to the home?
• If so, how?
• What is the main purpose/vision of this particular culture?

My thoughts of culture have an interesting connection with unity. It seems that in order to create and sustain any organization of unity, there must be an established culture in which to create experiences that will lead any member of that organization to act in a similar, distinct way. I think this might just suggest that unity comes from common experiences.

Some other complexities with this riddle include the idea that people internalize different experiences differently because of their previous experiences. This may suggest that we need to come up with a way to understand individuals' previous experiences in order to create experiences that will best express to that individual the desired culture. Though the technology to be able to do this may be way down the road, I believe it will be possible to individualize experiences so that individuals may come to a common understanding of a culture.

My mind grazes through these sorts of questions. It is important to me because I want education to be more than memorizing facts; I want it to be an experience that teaches people to make their own decisions and take initiative and authorship of their lives.

The connection between this passion and the gospel is the idea of sharing a culture of the Kingdom of God. I believe this culture is taught in sacred temples and even in our homes around the world. My questions for this culture are similar to my questions concerning the BYU Music Academy:

• What is the culture being taught?
• What parts of the experience in the temple can only be repeated, rather than modified, in order to maintain the culture learned within the home?
• What sub-cultures have arised as a result of experiences with the temple?
• Does the culture of Zion transfer to the home from the temple?
• If so, how?
• What is the main purpose/vision of this particular culture?

I believe that as our ability to share a culture is expanded, we can improve those processes to lead to better morals, better ethics, a happier people, and a better-informed, more unified public.

Why Research?

Why do we conduct research?

• To improve practice
• Curiosity
• To improve theory
• To detect and measure change- like measuring movement; the only way we can know something moved is by comparing it to a previous measurement.
• Assignment (See David Merrill)
• Necessity (Swine Flu, the Plague, Pres. Kennedy- ten years to the moon)

• A way to find truth (see Elder Scott's talk)