July 1, 2009, 12:01 AM Honolulu Timezone

RIP-Empowered Classrooms Pursue Effective K-12 Education Strategies

Schools not only gain student and teacher critical thinkers when the Research Investigation Process (RIP®) is introduced, but they also gain an inquiry methodology for investigating the impact of the instructional tools they use to promote learning. Based on findings from their own research investigations, teachers are making decisions about what to use and not use in the K-12 classroom.

Honolulu, HI (PRWEB) July 1, 2009 -- K-12 students are not the only ones who benefit from using the Research Investigation Process (RIP®) scientific inquiry / critical thinking model in the classroom. Their teachers also learn by using this approach to gather data and make evidence-based decisions about tools for curriculum, instruction, and assessment that they adopt to enhance student learning and performance.

ANOVA Science Education Corporation (ANOVA Science; http://www.ScientificInquiry.com; http://www.anovascience.com) is exploring the various ways that teachers are using the Research Investigation Process (RIP®) scientific inquiry / critical thinking model in schools. "We were surprised to learn that many K-12 teachers are using RIP inquiry to become informed practitioners of instruction through investigations that they and/or their students are conducting," said RIP developer and neuroscientist Dr. Robert Landsman, also the president of ANOVA Science.

And all of their classrooms have one thing in common. Teachers and even their students want to determine whether an instructional strategy or program really works to support quality learning. (See accompanying photos at http://www.prweb.com/releases/2009/07/prweb 2591924.htm).

For example, the entire sixth grade class at Mesa View Middle School in Farmington, New Mexico used the RIP to see if one instructional strategy that relies on the premise that physical activity (body orientation, movement, and exercise) can enhance learning was effective. Student performance on a reading comprehension assessment task was measured under three conditions: students who had previously engaged in physical activity, a mental task, or a period of relaxation. Statistical analysis of the data indicated that there was no difference in performance among the three groups of students.

These students learned the RIP and applied this critical thinking tool to actually find out the answer to their research question. According to teacher Donna Chrisman, "Our students wanted to know if programs that emphasize engaging in physical activity to increase cognitive performance really work. Using RIP scientific inquiry as an assessment tool for evaluating the techniques that I use in my teaching has provided me a way to make informed decisions to determine what are effective teaching strategies. While examining the background information available on the impact of physical activity-based instructional strategies, I learned that there is not much scientific support for the efficacy of such strategies in the classroom."

Third grade teacher Maki Kobori from Hokulani Elementary School, Honolulu, Hawaii, involved her students to help her determine whether the "Mozart Effect" (playing a certain musical piece by Mozart, Sonata in D Major, to increase learning) would enhance performance on a multiplication test. Her investigation found that neither the Sonata nor another Mozart piece resulted in better test scores than when students heard no music at all. "The RIP gives me a tool to test ideas regarding the pedagogy that I would like to introduce into my classroom. By looking at the data from the research investigation that I conducted with my students, I was able to make a data-based decision on whether to use music to enhance their performance on test taking," stated Ms. Kobori. "In the future, I hope to guide my students in their own inquiry to discover how they best learn. In other words, they will assist me in shaping instructional strategies that most benefit them."

Crystal Doi, another Honolulu third Grade teacher, coached her Queen Liliuokalani Elementary School students as they engaged in a research investigation designed to test whether studying words for a spelling test before sleeping at night would lead to higher spelling test scores than studying the words after waking up in the morning. "The impact of sleep on learning and cognitive performance has been a controversial area of research," noted Dr. Landsman. Based on their data analysis, Ms. Doi's students found no difference in pre-test and post-test spelling scores for the students that study in the mornings. However, there was a statistical increase in spelling performance for those students who studied before sleeping. According to Dr. Landsman, "This student and teacher investigation yielded results consistent with a number of recent scientific studies that suggest evidence for some form of memory processing during sleep."

"In addition to enabling me to assess teaching strategies, by doing this RIP with my students, we also learned that when there is interest, involvement, and the results are relevant to the students' lives. There is more depth in their understanding and more application of learning," said Ms. Doi.

Teacher Jami Muranaka of Kaimuki High School in Hawaii studied the impact of reading strategies promoted in one of the popular instructional programs that target college-bound students. Her ninth and tenth graders used paraphrasing, repetition, illustration, and a combination of these three strategies to see which would work the best for learning the material. According to Ms. Muranaka, "The big thing now is to use data to inform instruction. We are told to use certain strategies without knowing if they really work. If you are using strategies that aren't effective, there is no reason to use them. We need to see how effective they really are. This was a good way to quantitatively measure effectiveness of certain teaching strategies and to make informed decisions, she added. I wish more teachers would do this type of assessment of their own strategies."

"In this age where accountability and transparency are stressed, it is a very exciting prospect that teachers are using the process of scientific inquiry to generate their own data from which they can make their own informed decisions about teaching and learning," concluded Dr. Landsman. "More important than the findings of these investigations is the fact that teachers are using the RIP to assess their own decisions. They are becoming critical consumers of the information used as evidence to support practices in education."

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.

April 21, 2009, 12:18 AM Honolulu Timezone

Data Validate RIP~ing Gains

in Learning & Critical Thinking in Hawaii Schools Resulting from ANOVA Science Education Corp. Scientific Inquiry Program

Data-based and transparent--the RIP program is rapidly piling up evidence for its effectiveness in K-12 schools' achievement of education benchmarks wherever it is implemented. Introduction of control groups during the second year of implementation of the Research Investigation Process ( RIP ®) program in the Kaimuki Complex of schools in Honolulu, Hawaii, yields direct, statistically significant data. Students show increases in critical thinking ability, and knowledge and understanding of science and other content areas. Teachers show gains in their understanding of and confidence in using scientific inquiry as instructional and assessment tools.

Honolulu, HI (PRWEB) April 21, 2009 -- An evaluation of the second year of the Research Investigation Process (RIP ®), a research-based science education program for kindergarten through high school, distributed and supported by ANOVA Science Education Corporation (ANOVA Science; http://www.ScientificInquiry.com; http://www.anovascience.com) supports and validates the findings of benchmark improvements in standards-based student critical thinking and learning year over year.

The evaluator for this federally-funded math-science partnership project, Dr. Bob Pergolizzi, pointed out the uniformly positive impact of the RIP program on critical thinking and data analysis skills in this "traditionally difficult to reach population." He noted gains from start of year to end of year, and in participating classes over non-participating classes.

In addition to assessments administered throughout the school year, non-RIP control groups were available for the first time this year. A direct assessment of the program's success found impressive gains in teachers and students at all levels and in all skills. The results were the same whether the RIP was applied to learning science or any other subject. "The Year 2 data analysis supports Year 1 analysis for all measured benchmarks, and more and better Year 2 data support Year 1 tentative conclusions," stated Dr. Pergolizzi.

This statistically significant display of benchmark improvements is particularly impressive in a population that contains a high number of ELL and academically-challenged students. Special Education students also gained in their knowledge and skill in scientific inquiry. According to Dr. Landsman, President of ANOVA Science and developer of the RIP, "What is especially exciting about the second year results is that again the value of this program stands firm for not just the gifted and talented and general education student, but also for the struggling learner."

Ruth Silberstein, Principal of Palolo Elementary School, commented, "Palolo Elementary School's teachers and students who have been exposed to the RIP teaching and learning process are demonstrating improved critical thinking skills and increased motivation. Moreover, student test scores increased over those with non-exposure to the RIP process…Both teachers and students manifest more critical and analytical thought processes."

In his second year evaluation report, Dr. Pergolizzi stated that analyses of both objective and subjective data validate "additional gains in knowledge, understanding and skills, and maintenance of, or further gains in, already high levels of confidence exhibited by teachers" in their second year in the program. These improvements "clearly support the argument that they benefited from their continued participation in the RIP~ing @ Science in Kaimuki Complex program. The RIP clearly increases the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers."

In commenting on the program, teachers pointed to a more meaningful and robust teaching and learning experience. Grant Coordinator and Resource Teacher Pam Kohara echoed the uniformly positive teacher feedback: "The synergy offered through the RIP~ing @ Science in Kaimuki Complex project has been priceless. The impact of the first two years laid the foundation for schools to understand and appreciate the extent of student growth in thinking and learning, in many cases across all content areas, resulting from the RIP scientific inquiry program."

Palolo teacher Joyce Luka added, "The RIP has made a tremendous impact on both my students and me. It has introduced the value of critical thinking into my classroom of students who come from some of the most challenged demographics in Hawaii. This thinking has literally 'woken up' even my most difficult-to-reach students and transformed them into excited, highly motivated learners."

"Students enjoy learning about science and other content areas by designing and conducting their own research investigations aligned with state standards more than they do by learning through more traditional methods," stated Dr. Landsman. And Dr. Pergolizzi agrees, "One of the most striking findings, although subjective, were the words of young participants (especially K through 3) that they 'like learning science this way' instead of from 'boring' books. At first I was taken aback by this concept, until I realized the potential cost savings this could imply if implemented on a grand scale!" (See a video about third graders reflecting on their use of the RIP to learn science and other content at: http://video.yahoo.com/watch/4906778/13070805)

Dr. Pergolizzi summarized his report with strong support for the RIP program. "There is clear evidence that the program makes it possible for students at all levels, even difficult-to-reach student populations, to not only learn science but to enjoy learning it and to look forward to learning more about science. This is a point that cannot be emphasized strongly enough…As an individual with concerns about the future of science education in America and around the world, I would like to see this program broadly implemented elsewhere without delay."

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.

September 17, 2008, 12:22 AM Honolulu Timezone

Connecting Scientific Inquiry to Relevance and Rigor for the 21st Century Learner:

ANOVA Science President's Keynote Talk Inspires Teachers

The Kaimuki Complex principals, tasked with enabling 400 teachers to reach this year's teaching and learning goals and under the theme: the new 3 R's (Rigor, Relevance, and Relationships), unanimously elected to use Dr. Robert Landsman, president of ANOVA Science Education Corporation and developer of the Research Investigation Process ( RIP ®), as keynote speaker, citing his expertise, knowledge and dedication to the development of critical thinking and student-centered learning through the scientific inquiry process.

Honolulu, HI (PRWeb) September 17, 2008 -- ANOVA Science Education Corporation (ANOVA Science; www.ScientificInquiry.com) president Dr. Robert Landsman, neuroscientist and developer of the RIP ® (Research Investigation Process), infused his keynote address to the Kaimuki Complex Teachers with some of the latest research on learning and the brain to drive home the benefits of RIP Scientific Inquiry, a research-based approach to K-12 education. The presentation, titled "The Global Movement to Revamp Education: Making Neural Connections with Scientific Inquiry," was delivered on September 5, to mark Kaimuki Complex Professional Celebration Day 2008-2009; some 400 teachers, principals and support staff attended this event at Kaimuki High School in Honolulu.

"The brain changes during a person's lifetime. Cells in areas of the brain associated with learning and memory can grow and new cells can appear throughout life," said Dr. Landsman, a former Postdoctoral Scholar at the UCLA Brain Research Institute, where he conducted research in psychoneuroimmunology. "Modern imaging techniques that allow us to look at brain structures and their function indicate that the more thinking and learning we do, the more these brain areas fire up and the more potential is created for future learning due to enhanced brain cell connections. Current research indicates that the cells in these brain areas can show dramatic growth especially in children and young adults." The scientist-educator also cited some very recent data pointing to higher learning as a defense against Alzheimer's disease. "In essence, current data suggest the more educated a person, the less risk of Alzheimer's or, at least, the scarcer the appearance of the symptoms and related deficits associated with this dreaded disease" he said, "so the teacher's role becomes even more crucial to the lifelong well-being of the student and to those significant in their lives."

Dr. Landsman engaged the forum's theme of Rigor, Relevance and Relationships (3R's) by connecting the effectiveness of RIP -- a research-based critical thinking process that addresses science education by placing the student at the center of instruction -- to the latest studies on how the brain absorbs and manipulates information. "Research shows we will need to have the ability to apply knowledge," he explained. "Recently-surveyed CEOs indicate that adaptability will be the quality most valued in the 21st century workplace, so RIP is automatically relevant," he said.

When asked about the connections between the keynote talk and the complex's future direction, Hawaii State Department of Education Complex Area Superintendent Clayton Kaninau responded, "Dr. Landsman contributed to the teachers' understanding of educating the 21st Century Learner by explaining the latest brain research and how these findings should impact our practices in our schools and classrooms. Enriched environments that have students interact socially to solve problems and think at higher levels all contribute to developing healthy brains and the skills needed in the 21st Century. As the complex teachers work toward developing lessons that strive toward rigor and relevance, Dr. Landsman illustrated how the Research Investigation Process instructional model allows students to apply their knowledge to real world unpredictable situations as the students answer their own research questions."

"Besides the keynote, six of the twenty morning breakout sessions were RIP presentations shared by "RIP~ing @ Science" project participants. These K-12 general and special education teachers shared with colleagues their students' life science, chemistry, earth science, physics, language arts, social studies, and mathematics scientific inquiries that used the RIP. "I am so pleased at this outcome," Pam Kohara, Math and Science Grant Coordinator/Technology Resource Teacher, said of the speech. "These teachers have grown in confidence and are examples of how the impact of the RIP has not only provided our teachers with the system for addressing scientific inquiry and critical thinking, but how it has truly resulted in a community of learners," she added.

Dr. Landsman stated, "The teacher presentations exemplified the use of scientific inquiry as a tool that promotes rigorous learning that is extremely important to the student and that is supported by the development and fostering of relationships in and out of school."

RIP is a trademark or registered trademark and service mark or registered service mark of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision, services and products toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available on-line at http://www.anovascience.com or http://www.ScientificInquiry.com.