GT CP Project Contract

GT CP Technology Calendar 2012 - 2013

From the UK Autonomous Learner Article

For the history and theoretical concepts of the Autonomous Learner, read Ch 7 of Psychology Text - Autonomy in Learning & Instruction

GT Comanche Pride teacher’s role as facilitator entails:
ü Collect Contracts & Rubrics
ü Discuss time frame, checkpoints and due dates (through a contract)
ü Agree upon presentation style/choice of medium
ü Provide materials to use & complete presentation/product
ü Provide space to work

*~The Goal is to inspire autonomous life-long learners~*


  • Develop independence & self-responsibility.
  • Provide opportunity to master research skills.
  • Provide students with the ability to perceive their own individual learning behaviors, as well as their peers.
  • Provide alternative instructional means to the fixed end defined by standards held for all students.
  • Relate topics closely to how people pursue interests & knowledge in the real world.


v Thinking skills: relate, judge with criteria, note ambiguity, differentiate fact from opinion, prove with evidence, redesign, add-to combine, modify, substitute, identify problem, hypothesize a tentative solution, present a solution, verify solution.
v Research skills: draw conclusions, summarize, paraphrase, cite sources.
v Develop profile of students’ style of learning, interests & parameters/choices.


  • Align expectations with students and teachers involved
  • Define the topic
  • Formulate a set of study questions
  • Gather info & data
  • Organize & summarize
  • Present information
  • Evaluate progress

Establish Relevance to the Core Curriculum

Language Arts
  • (23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

  • follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

  • categorize information thematically in order to see the larger constructs inherent in the information;

  • record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format; and

  • differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources.

  • (24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

  • narrow or broaden the major research question, if necessary, based on further research and investigation; and

  • utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.

  • (25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

  • draws conclusions and summarizes or paraphrases the findings in a systematic way;

  • marshals evidence to explain the topic and gives relevant reasons for conclusions;

  • presents the findings in a meaningful format; and

  • follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

Social Studies
  • (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

  • differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

  • analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

  • organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

  • identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;

  • support a point of view on a social studies issue or event;

  • identify bias in written, oral, and visual material;

  • evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

  • use appropriate mathematical skills to interpret social studies information such as maps and graphs;

  • create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and

  • pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

  • (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

  • use social studies terminology correctly;

  • use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;

  • transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and

  • create written, oral, and visual presentations of social studies information.

  • (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

  • use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

  • use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

  • (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

  • plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

  • design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

  • collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

  • construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

  • analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

  • (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

  • in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

  • use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

  • identify advantages and limitations of models such as size, scale, properties, and materials; and
  • relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

  • (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

  • use appropriate tools to collect, record, and analyze information

Math (sample)
v (4) Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).

v (5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to:

v predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; and

v find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change).

v (6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to:

v generate similar figures using dilations including enlargements and reductions; and

v graph dilations, reflections, and translations on a coordinate plane.

v (7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to:

v draw three-dimensional figures from different perspectives;

v use geometric concepts and properties to solve problems in fields such as art and architecture;

v use pictures or models to demonstrate the Pythagorean Theorem; and

v locate and name points on a coordinate plane using ordered pairs of rational numbers.

v (8) Measurement. The student uses procedures to determine measures of three-dimensional figures. The student is expected to:

v find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two-dimensional models);

v connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects; and

v estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume.

v (9) Measurement. The student uses indirect measurement to solve problems. The student is expected to:

v use the Pythagorean Theorem to solve real-life problems; and

v use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

v (10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to:

v describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and

v describe the resulting effect on volume when dimensions of a solid are changed proportionally.