Instructional Blueprint Template

	Topic: Sections of  a Research Proposal
	Subject Area: Introduction to Qualitative Research: Teaching & Curriculum Masters' Program
	Audience/Grade Level: First Year Graduate Students in the Teaching & Curriculum Masters' Program
	Purpose: Students will examine their roles as teacher researchers through the design of a research proposal
	Objectives: 1. Students will list the major sections of a research proposal                     2. Students will describe the functions of each major section                     3. Students will distinguidh between a conceptual framework and a theoretical framework
Essential learning element Number 1 Purpose	Activity - Students will review the research proposal formats described in the provided websites Active Learning Proposal writers' guide: http://www.research.umich.edu/proposals/pwg/pwgcontents.html Guidelines on writing a research proposal : http://www2.hawaii.edu/~matt/proposal.html These websites functions as site elements that will activate and focus students onto their prior knowledge of research proposals/research proposal writing strategies.
Essential learning element Number 2 Activities	Activity -description - Students in groups will compare and contrast the research proposal formats and present their findings using Google Doc presentation slides. Collaborative Learning and Active Learning. Google Docs: A Network Element The presentations slides will contain students' compare and contrast findings and these will be shared within class using the share features, (or network element features), of Google Docs.
Essential llearning element Number 3 Activation of Prior Knowledge	Activity -Students will be posed the following questions: 1. What is a conceptual framework? 2. What is a theoretical framework? Question The Theoretical or Conceptual Framework: http://cbdd.wsu.edu/edev/NetTOM_ToT/Resources/Other/TOM614/page35.htm This website is a site element containing narratives of what is a conceptual or theoretical framework. After answering the two questions, students will evaluate their responses using narrative found in the above website.
Essential learning element Number 4 Procedures	Activity - Within this phase of instruction, the course instructor will summarize the previous activities as mentioned above. Students will  then analyze an example of a research proposal and non-example of a research proposal. Problem-based learning
Essential learning element Number 5 Types of Knowedge Construction	Activity -  Students in groups will describe their own definitions and descriptions of  major sections of a research proposal (factual knowledge) and the differences between conceptual and theoretical knowledge (factual knowledge). Collaborative Learning
Essential learning element Number 6 Evalaution	Activity - Students will be assessed by their designs for a research proposal based on a classroom problem or situation they have encountered while teaching. Problem-Based Learning