As presented in the video at right (below on phones), to consolidate teachers’ teaching of essential ASK, including harms in STSE relationships and RiNA projects others have undertaken to overcome them, we suggest teachers encourage students to develop and carry out small-scale RiNA projects to overcome harms students determine in STSE relationships. For such practice projects, the teacher may provide assistance – as requested by students.
Teacher Supports for Practice RiNA Projects
Frequently, some students benefit from teacher supports for aspects of practice RiNA projects. In doing so, we suggest that teachers try to balance teacher vs. student directedness for procedures – while always erring on the side of open-endedness (see Lock Model) to promote student research autonomy. Many students appreciate, for example, drawing from our list of STSE Issues for their topics. As illustrated in the following videos, teachers can then provide some supports for: Secondary Research; Primary Research (also see Skills Education); and, STSE Actions (also see STSE Actions & Sample RiNA Projects).
When the teacher feels it is necessary (after students have been given a RiNA project assignment), the teacher can use suggestions & resources in the videos at right to help students to develop expertise, confidence & motivation for designing & conducting correlational studies and social actions and RiNA projects, overall. Skills Apprenticeship resources, here, also may help.
RiNA Project Tools
To help students to develop – perhaps collaboratively – RiNA projects, either as practice (in this stage) or as student-led projects (in the next STEPWISE stage, we have provided links to a series of online tools – as illustrated at right/below – for carrying out such projects. As suggested here, the tools are generally arranged in order of conduct of RiNA projects, as illustrated below. Students may choose to use these tools in different orders and repeatedly, as required.
Students’ RiNA Projects Analyses & Revisions
Depending on students’ ages, developmental stages, etc., the teacher may decide after students’ first practice RiNA project to engage them in a second (or, even, third) set of 3-phase apprenticeship lessons & activities before asking them to self-direct RiNA projects. After any practice RiNA projects, however, it also seems very helpful for teachers to reflect on characteristics of RiNA projects (as depicted in the video at right/below) and, then, as depicted here, apply such general characteristics of RiNA projects to design & conduct of future RiNA projects.