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Increasing Scientific Achievement Through Professional Development and Instructional Program Coherence

Increasing Scientific Achievement Through Professional Development and Instructional Program Coherence. Major Issues in Scientific Achievement. “ Everywhere I go, African American Boys are at the bottom” ( Carlton Jordan, Education Trust Senior Associate).

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Increasing Scientific Achievement Through Professional Development and Instructional Program Coherence

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  1. Increasing Scientific Achievement Through Professional Development and Instructional Program Coherence

  2. Major Issues in Scientific Achievement “Everywhere I go, African American Boys are at the bottom” (Carlton Jordan, Education Trust Senior Associate) National Assessment for Educational Progress, 2000

  3. Trends In International Math and Science Table 6. Average science scale scores of eighth-grade students, by country: 2003 Table 2. Average science scale scores of fourth-grade students, by country: 2003

  4. What is Blocking Student Achievement? Insufficient Background Knowledge

  5. What is Blocking Student Achievement? Inappropriate Teaching Strategies

  6. Solutions SUGGESTED in the literature: • Differentiated Instruction (Carol Tomlinson) • Cooperative Learning • Understanding the influence of race, class and culture ( Snow and Williams) • Neuroscience factors that influence memory ( Jensen and Sprenger) • Understanding By Design ( Grant Wiggins & Jay McTighe) • Classroom Management ( Marzano et al)

  7. GESA Generating Expectations for Student Achievement

  8. DATA not Guess Work

  9. Using Formative Assessment to Improve Student Achievement

  10. SolutionsUnited Kingdom High Quality Teachers Assessment Curriculum Meeting Students Needs “Taking a bun to market”

  11. What have we done? Math, Science & Technology Enhancement Program (MSTEP)

  12. Needs Assessment • Understanding impact of gender/culture on teaching and learning • Improving subject matter and classroom practices • Strategies for urban science curricula • Strategies for teaching science/math to At-Risk Students

  13. Guiding Principles • Every child can learn and is capable of learning, if provided with the right teaching and learning environment • No two children are alike • Strategies that work with one child might not work with another • Students’ backgrounds and experiences should be considered when teaching basic academic concepts • Community members from various ethnic groups can assist teachers in confronting issues of ethnic differences and similarities • Teachers must confront their own cultural realities and explore ways that their interpretation of culture influences their teaching and interactions with students

  14. INTRINSIC COMPONENTS • Who are my students? • Attitude and Achievement • Science, Scientists, and the Scientific Enterprise

  15. What Have We Learned?

  16. HAS THE PROBLEM BEEN SOLVED?

  17. Where do we go from here?

  18. What Makes Great Teachers GREAT! (Ken Bain, The Chroniclefor Higher Education) • Create a Natural Critical Learning Environment • Get Students Attention and Keep IT! • Start with students rather than the discipline • Seek Commitments • Help students learn outside the classroom • Engage students in disciplinary thinking • Create diverse learning experiences

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