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Science Essential Standards

Science Essential Standards. Professional Development August 23, 2012. The New Essential Standards The Change to Conceptual Teaching. What is Conceptual Teaching? Three Corners Activity. Number off 1-3. 1 . What is conceptual teaching? 2. Why are we making this change?

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Science Essential Standards

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  1. Science Essential Standards Professional Development August 23, 2012

  2. The New Essential StandardsThe Change to Conceptual Teaching

  3. What is Conceptual Teaching?Three Corners Activity • Number off 1-3. • 1. What is conceptual teaching? • 2. Why are we making this change? • 3. What does this change mean for students and teachers?

  4. Why Inquiry-Based? “We want students to know what to do when they do not know what to do!

  5. Inquiry-Based Lessons 1. What would an inquiry- based lesson entail? 2. What would one expect to see when visiting a classroom where an inquiry-based lesson was taking place? 3. What are the roles of the teacher and the students?

  6. Creating an Inquiry –Based Environment • 1. Find the “human connection” to the literature or content with a “Big Idea” or essential question. • 2. Conduct frequent discussions to allow students to fully “engage” in the literature.

  7. Identifying a Big Question or Essential Idea • Find a connection between the topic and the students’ lives. This connection takes the form of a question or idea that underlies the content. • Big Ideas organize learning around questions that are socially or culturally relevant to students.

  8. Fully Engaging Students “For students to care about and understand what they are learning, they need opportunities to discuss the central themes and ideas found within the content.”

  9. Conduct Frequent Discussions • Begin new units by asking a Big Question. • Create small groups for discussions. • Ask students to discuss opposing points of view. • Have students document discussions with charts, graphs, or other forms of written evidence. • Encourage student-generated questions about the concept.

  10. Conducting discussions cont. • Monitor discussions to keep them on track. • Allow students to explore Big Questions through the literature, as well as other sources. • Provide closure to each literature or topic by returning to the Big Idea.

  11. Videos for Modeling • Strategies for leading Classroom Discussions • Engaging Ways to Teach Evolution

  12. The Teacher’s & Student’s Role in Inquiry • The teacher’s role: To plan and facilitate the exploration of ideas and skills required for learning of the material. • The student’s role: To take the journey of exploration seriously.

  13. New Tools • Graphic Organizer Exemplars • Glossary of Terminology • Assessment Prototypes • Formative Assessment Probes

  14. Graphic Organizer • Concept mapping used K-12 • Show how science topics are related • Formative and summative assessment • www.linoit.com • https://bubbl.us/ • Mindomo.com • gliffy.com

  15. https://bubbl.us/

  16. The Teaching Channel https://www.teachingchannel.org/videos/

  17. Effective Use of Time • VIDEO: Time on Task: Increase Focus & Productivity • On-Line Timer

  18. Additional Resources • The ACT Connecting College Readiness Standards to the Classroom for Science Teachers (look at page 11)http://www.act.org/standard/guides/act/index.html

  19. Formative Assessment Model

  20. Why Use Formative Assessment Probes? • Assessment for learning not assessment of learning • Reveal the types of ideas your student have about common science concepts • Examine student thinking for the purpose of informing teaching and learning

  21. FOUR CORNERS Read the following formative assessment probe. Select the friend that you think most closely matches a student in one of your previous classes. It can be a student of any level.

  22. Types of Probes • Justified List • Prediction • Familiar Phenomena • Friendly Talk

  23. Example: Justified List Probe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

  24. Example:Friendly Talk Probe Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

  25. Example:Familiar PhenomenaProbe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

  26. Example:Prediction Probe Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

  27. Additional Resources NSTA Publications: http://www.nsta.org/store/ • Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning • Collection of Science Formative Assessment Probes Understanding Student Ideas series

  28. Curriculum Topic Study and NC Professional Teaching Standards

  29. Resources …Experts at Your Fingertips 24/7     Indicates the resource or parts of it are online

  30. Additional Resources… A Framework for K-12 Science Education Science College Board Standards for College Success

  31. Resource: NCDPI Science WIKI • Essential Standards • K-12 Strands Excel Format • Crosswalks • Unpacked Content • Professional Development • Teaching resources

  32. Resource: NCDPI Science Live Binder LIVE BINDER! Resources organized by teaching standard

  33. Resource: NC Education

  34. Resource: NSTA Learning Center

  35. Resource: NSDL

  36. Resource: NAEP Question Tool • NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep • Released NAEP items • Two ways to access: • http://nces.ed.gov/nationsreportcard/itmrlsx • From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool

  37. State Collaborative on Assessment and Student Standards (SCASS) http://sciencescass.org Security Agreement Quick Highlights Quiz & Test Development Data Analysis (free for 1 month) Directions for other teachers MUST sign security agreement and return Username (ncsci) Password (6nc5cs)

  38. Resource: Teacher’s Domain

  39. Resource: Ted-Ed

  40. Resource: FREE

  41. Resource: Annenberg

  42. Designing Data Driven Instruction: Learning Targets&Learning Pathway

  43. Principle I:Multiple Means of Representation The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

  44. Collaborate • Discuss with your neighbor the different ways to provide information and content for diverse learners. • List on chart paper

  45. Multiple Means of Representation • Artifacts • Videos • Music • Movement • Text Readers • Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers

  46. Principle II:Multiple Means of Action and Expression Judy Augatti

  47. Collaborate • List strategies that allow students to express what they know besides in written text.

  48. Multiple Means of Action and Expression • Thumbs Up/Thumbs Down • Gallery Walks • Pair/Share • Chalkboard/Whiteboard Splash • Response Hold-Up Cards • Quick Draws • Numbered Heads Together • Line-Ups

  49. What do gifted learners need in order to maximize their learning?

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