Designing Curriculum for In-Depth Learning in Science 1Designing Curriculum for In-Depth Learning.
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Transcript of Designing Curriculum for In-Depth Learning in Science 1Designing Curriculum for In-Depth Learning.
Lessons LearnedLessons LearnedCONCLUSIONCONCLUSION
Although there have been improvements in student performance in science, the task force has identified that students continue to struggle with developing a deeper understanding of scientific concepts.
Students need more practice in demonstrating and explaining, especially in writing, scientific concepts, and scientific processes.
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Lessons LearnedLessons LearnedCONCLUSIONCONCLUSION
Teachers should provide a broader focus on scientific concepts and processes in a “big picture” sense and not overemphasize the parts of the scientific concepts and processes.
In other words, whole systems, such as the water cycle, must be taught so that students can explain the entire system starting at any given point within the system; otherwise, students can only explain the parts in isolation.
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Lessons LearnedLessons LearnedCONCLUSIONCONCLUSION
As revealed through the data, common misconceptions still hamper students’ ability to demonstrate full scientific knowledge. Teachers should modify instruction to address these misconceptions, especially after classroom assessments reflect these misconceptions.
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To provide a conceptual framework to make sense of discrete facts and skills
To uncover big ideas of content
To engage students in inquiry
To promote transfer of learning
6Designing Curriculum for In-Depth Learning
Why Bother with Why Bother with Design?Design?
Understanding by Understanding by DesignDesign
A tool to build consensus about: The meaning of standards and
benchmarks Implications of the standards on student
learning Ways to monitor and evaluate progress of
all students in mastering the standards Instructional interventions needed to
promote maximum student achievement and organizational effectiveness
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Avoid the Twin Sins of Avoid the Twin Sins of Traditional DesignTraditional Design
Activity Based
What are students learning?
What’s the point?
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Avoid the Twin Sins of Avoid the Twin Sins of Traditional DesignTraditional Design
“Students march through a textbook, page by page in a valiant attempt to traverse all the factual material within a prescribed time.” (p. 16)
Coverage
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Just ask a student
What are you doing?Why are you being asked to do it?What will it help you do?How does it fit with what you have previously done?How will you show that you have learned it?
Designing Curriculum for In-Depth Learning 10
Learning for Learning for UnderstandingUnderstanding
Knowledge/Skills
Transfer Application Self-Assessment
Transfer involves determining what knowledge and skills are needed and adapting them to fit the situation.
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More efficient? More efficient?
Teaching specific topics or skills without making clear their context in the broader fundamental structure of a field of knowledge is uneconomical. Jerome Bruner, 1960
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Identify Desired Identify Desired ResultsResults
What are the established goals?
What understandings are desired?
What essential questions will be considered?
What key knowledge and skills will students acquire as a result of this instruction?
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Established GoalsEstablished Goals
Sunshine State Standards
Course descriptions
District curriculum guides
Specialized programs IB, AICE, etc.
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Big Ideas Explain Big Ideas Explain PhenomenaPhenomena
Model of the Atom—Physics
Periodic Law—Chemistry
Big Bang Theory—Astronomy
Plate Tectonics Model—Geology
Scientific Theory of Evolution—Biology
Wynn and Wiggins,1997
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Big IdeasBig Ideas Provide a conceptual focus
Provide breadth of meaning by connecting and organizing facts, skills, and experiences
Point to ideas at the heart of expert understanding
Require “uncovering” because it is not obvious, may be counterintuitive, or prone to misconceptions
Have transfer value across content and time
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Unpacking the Unpacking the StandardsStandards
Standard 5: Earth in Space and TimeThe origin and eventual fate of the Universe still remains one of the greatest questions in science. Gravity and energy influence the development and life cycles of galaxies, including our own Milky Way Galaxy, stars, the planetary systems, Earth, and residual material left from the formation of the Solar System. Humankind’s need to explore continues to lead to the development of knowledge and understanding of the nature of the Universe.
Standard 6: Earth Structures The scientific theory of plate tectonics provides the framework for much of modern geology. Over geologic time, internal and external sources of energy have continuously altered the features of Earth by means of both constructive and destructive forces. All life, including human civilization, is dependent on Earth's internal and external energy and material resources.
STANDARD 7: Earth Systems and Patterns The scientific theory of the evolution of Earth states that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere, and the resources used to sustain human civilization on Earth.
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Earth and Space Earth and Space ScienceScience
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Earth Systems and Patterns
Changes in our planet Flow of energy and
cycling of matter Interactions among
the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere
Resources to sustain civilization
Earth in Space and Time
Origin and fate of the Universe
Influence of gravity and energy on galaxies
Understanding the nature of the Universe
Earth Structures
Plate tectonics
Energy alters features of the Earth
Life depends on energy and resources
Unpacking the Unpacking the BenchmarksBenchmarks
Content Focus (Nouns and Adjectives)
Big Bang Theory Evidence
Stated or Implied Performances (Verbs)
Cite evidence used to develop or verify
SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
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Unpacking the Unpacking the BenchmarksBenchmarks
SC.912.E.5.3 Describe and predict how the initial mass of a star determines its evolution.
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Content Focus (Nouns and Adjectives)
Initial mass of a star Evolution
Stated or Implied Performances (Verbs)
Describe Predict how
Enduring Enduring UnderstandingsUnderstandings
What we want students to come to understand about the big idea/standard.
Full-sentence statements, not objectives
Give the content meaning
Connect the facts to the skills
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Unpacking the Unpacking the BenchmarksBenchmarks
Content Focus (Nouns and Adjectives)
Big Bang Theory Evidence
Understanding
The Big Bang Theory of the origin of the universe was developed and verified through scientific evidence.
SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
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Stated or Implied Performances (Verbs)
Cite evidence used to develop or verify
Unpacking theUnpacking theBenchmarksBenchmarks
SC.912.E.5.3 Describe and predict how the initial mass of a star determines its evolution.
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Content Focus (Nouns and Adjectives)
Initial mass of a star Evolution
Understanding The initial mass of a star determines its
evolution.
Stated or Implied Performances (Verbs)
Describe Predict how
Determining the Determining the Enduring Enduring
UnderstandingsUnderstandings
What does this benchmark really mean for this grade level or course?
What questions would we ask to determine whether the student has mastered the enduring understanding?
If we looked at a body of work by a student, what would we see that indicated the student has mastered this benchmark?
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Enduring Enduring UnderstandingUnderstanding
Represent big ideas having enduring value beyond the classroom
Reside at the heart of the discipline
Require “uncoverage” of abstract and often misunderstood ideas
Provides a clear focus to guide instruction.
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Important To Know and Important To Know and DoDo
Knowledge Facts Concepts Principles
Skills Processes Strategies Methods
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How do you decide?How do you decide?Identify the desired results.
K-8—Big Ideas and Benchmarks9-12—Standards and Benchmarks
a. What are the enduring understandings that students will retain?
b. What important knowledge and skills must students master?
c. What worthwhile content might be examined in the course?31
SSS Science Regional Workshops May, 2008
Earth and Space Earth and Space ScienceScience
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Classify statements by levels of understanding.
Atmosphere
Biosphere
Space Science
Geosphere
Hydrosphere
Earth and Space Earth and Space ScienceScience
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Prioritize by Importance
1. Enduring Understanding2. Important to Know and
Do3. Worth Being Familiar
With
Designing Designing CurriculumCurriculum
At the heart of all uncoverage,
… is the deliberate interrogation of the content to be learned,
as opposed to just the teaching and learning of material.
Wiggins and McTighe
Understanding By Design, 2005
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Curriculum Design Begins with…
Guides and Frames the Instructional
Decisions
Which leads to Essential Questions
Enduring Understandings
NGSSS Benchmarks
What is an Essential What is an Essential Questions?Questions?
Organize the course and corresponding units around Enduring Understandings and their Essential Questions
Important questions Questions that provide the focus and
direction for inquiry Questions that are used to make meaning
of learning activities
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Essential Essential Questions…Questions…
Go to the heart of the discipline
How do scientists discover new knowledge?
How did life on Earth originate and develop?
Where did the atoms of the universe originate? What is their destiny?
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Essential Essential Questions…Questions…
Raise other important questions, often across subject-area boundaries
Why is the impact of humans on the Earth’s biosphere an increasing concern to the government?
How can solar power be captured more economically?
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Essential Essential Questions…Questions…
Recur naturally and are important enough to show up in several science units
What pattern of change is illustrated within…(the rock cycle, seasons, adaptation)?
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Guidelines for Writing Guidelines for Writing
Essential QuestionsEssential Questions
Questions should be framed for maximal simplicity.
Questions should be worded in student-friendly language.
Questions should provoke discussion.
Questions should lead to larger essential and unit ideas.
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Your TurnYour TurnTransform an Enduring Understanding into Essential Questions
that is appropriate for the student level.
Example:
Circulation patterns in the oceans are driven by density differences and wind
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What effect does wind and ocean density have on the ocean currents?
ORA cargo ship dumped thousands of rubber duckies into the Pacific Ocean. How did the rubber duckies end up across the world in the
Atlantic Ocean?
BreakBreak
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How long have you know about Understanding by Design?
Have you attempted implementation of UbD or parts of UbD in your district?
Duval’s Curriculum Today
Working towards implementing an Understanding by Design format in all science curriculum since 2003
Design curriculums to have 3 stages Stage 1: Identifying the Goals Stage 2: Assessments Stage 3: Daily lesson planning
Primary focus started on Stage 1
Development of Stage 2 and Stage 3 was dependent on the Stage 1 product
Experienced Teacher
Madge Nanney Middle school science teacher-- 19
years Masters of Education National Board Certified Teacher
Early Adolescence/Science Department Chair/Teacher Leader
Traditional Lesson Traditional Lesson PlanningPlanning
Standards
Curriculum + Textbook
Lesson Plans
Assessments
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Former District Former District CurriculumCurriculum
District Performance Standards
The student: explains the source of energy that creates weather patterns and how heat moves
through the atmosphere through the use of a thermometer. SC.A.2.3.3, SC.B.1.3.3
illustrates and labels the relationship of the Earth to the Sun during the summer and winter seasons. SC.H.1.3.5, SC.A.2.3.3, SC.B.1.3.3
uses sunlight or output from a lamp to heat water and soil and compares results with those of classmates. SC.H.1.3.4, SC.H.1.3.5, SC.A.2.3.3, SC.A.1.3.1
illustrates the positions of atoms in a solid, a liquid, and a gas and describes the differences in the movement of the atoms in each phase and the variation of those movements with temperature. SC.A.1.3.3, SC.A.1.3.4
predicts how warm air and cold air masses interact based on observations of a warm and cold water experiment. SC.H.1.3.4, SC.H.1.3.5, SC.B.1.3.5
describes the history of hurricane tracking and how technology has improved humankind's ability to predict probable landfall sites. SC.H.1.3.1
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Uncovering MisconceptionsWhat causes earthquakes?
Pre-Conception Quiz
“Earthquakes are caused by plants that hold the earth together.”
“The thing that causes earthquakes are the atmosphere forming clouds to make a earthquake.”
“The moon might be the cause of earthquakes. I don’t know.”
Post-Conception Quiz
“The plates move together against each other”
“Plate movement”
“Plates that move.”
Teacher Teacher TransformationTransformation
Made a clearer connection between the standards and daily lessons Enduring understandings, essential questions, knowledge and skills became the pathway to lesson planning.
Helped me to identify effective classroom materials and activities.
Enduring understandings and essential questions act as a filter for activities and investigations.
Broaden my perspective of assessment to guide instruction.
Pre-conception quizzes to reveal student misconceptions
Effective integration of technology to improve student learning.
Web-based visualizations and real-time data.
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Novice Teacher
Amanda K. Wilson 1 year teaching experience Second Career Educator Biology major - New content Challenged Urban school Participated in ESbD summer 2005
Prior to ESbD
Modeled how I was taught
Day by day teaching
Never heard of a performance task
Never heard of a Reflection (self knowledge)
Text, text, text….. Inquiry, what’s that?
Student Misconceptions… really?????
Students learn because that’s what students do, Right????
Recall of information is sufficient
Teacher Transformation
Unit planning vs. Day to Day
Inquiry vs. Text only
Reflect on my teaching processes
Real life connections
Performance Tasks
Integration of Technology
Acknowledge student misconceptions
change
Lesson Learned
Teachers Reflective Collaborative
District Working towards a common focus Alignment of goals, assessments, and
instruction
Potential for District
Quality Teacher Professional Development
Science Office/District Growth
Personal Leadership Growth/Teacher Leaders
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Alice, speaking to Cheshire Cat:
“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to,” said the Cat.
“I don’t much care where,” said Alice.
“Lewis Carroll, Alice’s Adventures in Wonderland, 1865