This summary of the video was created by an AI. It might contain some inaccuracies.
00:00:00 – 00:16:23
The video features Mr. Byrne from Glenbard West High School explaining the steps involved in Performance Task One (PT1) for AP Seminar students. The primary focus is on the team project and presentation, emphasizing the importance of research organization and understanding the problem through various perspectives. Mr. Byrne outlines the transition from team coordination to the individual research report (IRR), distinguishing between research reports and arguments, and emphasizing key skills such as evaluating source credibility and selecting relevant evidence.
The process of organizing research involves starting with a few sources and potentially expanding, with the goal of understanding the complexity of the topic. An annotated bibliography helps track the content and perspectives of sources. Instead of alphabetical organization, Mr. Byrne advises finding relationships among sources to create connections, using analogies like a dinner party to illustrate effective mapping.
The IRR, described as a small-scale literature review, should narrow down research questions and organize research into focused categories. The speaker provides an example involving Brazil's trash crisis to demonstrate this. The video concludes by discussing the transition to a team multimedia presentation, where the group argues for a unique solution, emphasizing the presentation and analysis of research to highlight issue complexity through different perspectives. The speaker expresses enthusiasm for the students' forthcoming work.
00:00:00
In this part of the video, Mr. Byrne from Glenbard West High School explains the steps involved in Performance Task One (PT1) for AP Seminar students, which focuses on the team project and presentation. He emphasizes the importance of understanding and organizing research to thoroughly explain the chosen problem, highlighting the complexity through various perspectives. The segment outlines the transition from team coordination to the individual research report, stressing the need to summarize, explain, and analyze sources. Mr. Byrne also differentiates between a research report and an argument, pointing out key skills required for PT1, which include evaluating source credibility and selecting relevant evidence.
00:03:00
In this part of the video, the focus is on understanding and organizing research perspectives. The speaker advises putting different perspectives in conversation with one another. Highlighted points include evaluating the credibility of sources, selecting relevant evidence, and identifying the perspective and argument of each source. This evaluation can be inductive or deductive, depending on the source.
The process involves starting with a few sources and potentially expanding to around 12, although there’s no magic number. Students are encouraged to consult with their teacher about the appropriate number of sources. The goal is to understand the complexity of the topic through sufficient research.
Once individual sources are analyzed, the speaker suggests creating an annotated bibliography, which is typically organized alphabetically by citation and includes bullet points or sentence fragments of analysis. This helps both the teacher and the student keep track of the content and perspectives of various sources. The format may vary, so it’s important to follow the teacher’s instructions.
00:06:00
In this part of the video, the speaker addresses the limitations of organizing research sources alphabetically, as it doesn’t reveal connections between them. The speaker suggests a more effective approach by finding relationships among the sources and mapping out how they inform or contrast with each other. This could involve visual arrangements on a whiteboard or screen, where sources are grouped based on their interactions and viewpoints. The analogy of a dinner party is used to illustrate how to position sources next to each other in discussions, similar to seating people at a table based on their potential conversations. The speaker emphasizes prioritizing a thorough analysis of a few key sources over including all available sources due to space constraints in the individual research report (IRR). For more on this analogy, the speaker recommends AP daily videos UAP 3 and 4.
00:09:00
In this segment, the focus is on the approach to organizing sources in research projects, emphasizing the need to find connections between sources rather than merely listing them alphabetically or chronologically. The speaker highlights that paragraphs should be structured around similar ideas, grouping sources to show how they interact, much like a conversation around a dinner table. The segment also distinguishes between an annotated bibliography and an individual research report, noting that the latter requires strategic grouping and commentary on the sources’ interactions.
The speaker then contrasts the individual research report with the individual written argument, both part of different performance tasks in an AP course. The research report aims to help readers, particularly peers, understand the complexity of a problem or issue, while the written argument intends to convince readers of a conclusion’s validity. Both rely on scholarly sources and source interactions, but the research report focuses on conveying expert insights, whereas the written argument supports a specific viewpoint to answer a research question.
00:12:00
In this part of the video, the speaker discusses the necessity of making difficult decisions to omit less important information from research. The Individual Research Report (IRR) is compared to a small-scale literature review, similar to tasks in college or AP research. The process involves using expert opinions to support one’s argument by adding reasons, claims, and credible evidence. The speaker emphasizes the informational purpose of the IRR and provides a specific example involving the trash crisis in Brazil, demonstrating how to narrow a research question and organize research into focused categories. The students are guided to ensure their research sources converse with each other effectively within their IRRs, and similar processes are expected for each student in the group. The segment concludes with a note about further discussion in an upcoming video.
00:15:00
In this part of the video, the speaker explains the transition from individual research to a team multimedia presentation, where the group will argue for a unique solution. Key points include the importance of organizing and analyzing research to explain the chosen problem or issue clearly. Emphasis is placed on presenting research to highlight the complexity of the issue by juxtaposing different perspectives from sources. The speaker differentiates between a report and an argument and gives a preview of a future performance task. The individual research report is described as an enjoyable and informative assignment, and the speaker expresses enthusiasm for seeing the students’ work.