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High School Science CIA

High School Science CIA

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High School Science CIA

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Presentation Transcript

  1. High School Science CIA Dec 20, 2010

  2. Announcements • STEM District Committee • Programs, Curriculum • Need help to know about programs and events, newsletter articles

  3. PD Opportunities • CRISP (Nov 13, Jan 29) Making Stuff Work • https://www.southernct.edu/crisp/index.php/Professional_Development • Possible new grant, focusing on physics? • Other Needs???

  4. Other Announcements • Equipment/Books? • TVAL/Work with principals • Science Fair: Sign Up and decide now! • SCIENCE.. Part of SIP? Tiering!

  5. Teaching/Instruction • some notes from observations • How do the students know what to DO? • How do the students know what to LEARN? • Needs to be WRITTEN and CLEAR

  6. Teaching/Instruction • Student to Student TALK: guided and planned • Higher Order Questioning: guided and planned • Worksheet vs. totally open labs, there is a middle ground • Expectation: students TOUCH stuff at least 2-4 times a week, lab experimentat least once a week. • Writing by students.. doesn’t have to be long, but should be frequent • And number one : THINKING is the goal. (not compliance work).

  7. Assessment • 9th grade CMT practice will be coming • Q1. Feedback on what happened?, what instructional changes are you making? • DATA TEAMS: how do your teams use science results? How do you bring them up? (Math/Physics connection? Measurement connection ) • What does item analysis of quarter one show us? • Have you looked at quarter two questions to give feedback…before break??? (1/18-1/21 due back 1/26)

  8. HOW do secondary school students learn inquiry? • Inquiry and the National Science Education Standards (2000) http://www.nap.edu/catalog.php?record_id=9596 • Learning Cycle: Engage, Explore, Explain, Extend, Apply, Evaluate

  9. Inquiry, keys to learning • Understanding science is more than knowing facts • Students build new knowledge and understanding on what they already know and believe (constructivism/misconceptions) • Students formulate new knowledge by modifying and refining their current concepts and by adding new concepts to what they already know

  10. Inquiry Learning • Learning is mediated by the social environment in which learners react with others. • Effective learning requires that students take control of their own learning. • The ability to apply knowledge to novel situations, that is, transfer of learning, is affected by the degree to which students learn with understanding.

  11. Research base • Taking Science to School: Learning and Teaching Science http://www.nap.edu/catalog/11625.html pgs130-140 • Asking Questions • Designing Experiments (variables) • Engineering (desired effect) vs Scientific (which factors made a difference) • Observing and Recording • Evaluating Evidence

  12. Essential features Classroom Inquiry • 1. Learner engages in scientifically oriented questions • 2. Learner gives priority to evidence in responding to questions • 3. Learner formulate explanations from evidence • 4. Learner connects explanations to scientific knowledge • 5. Learner communicates and justifies explanations

  13. Freq asked ? About inquiry • Is it ever Ok to tell students answers? Y • Should teacher say no to student inves? Y • More impt inquiry or concepts? Both • How can invst come before vocab? Observe • Inquiry in every lesson? N • How can we cover everything? Deep • Structure vs Freedom in inquiry? Balance • Inquiry vs classroom management? PLAN • Materials? Teacher plan is lesson, not materials • How improve? Collaborate!

  14. In groups: • Review ideas from teaching inquiry • Review q1 10-11 data share ideas • Review q2 09-10 data