Take a Snapshot of Science Program (sains)

8/11/2019 Take a Snapshot of Science Program (sains)

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Presenter: Mary Ingle

[email protected]


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Agenda

PhaseI:Effective

Science

Instruction

PhaseII:ClassroomObservations

PhaseIII:

Reflective

Questions


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LeadingInstruction

in

Science

Whereare

we

at?

Wheredowewanttobe?

Whatdo

we

do

to

get

there?


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PerspectivesThinkPairShare

Describewhatyouwouldobserveinanidealscienceclass.

Describeyourmemoryofascienceclassyouwere

enrolled

in.


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TheChallenge

Problem:Howmaywayscanyougetabulbtolightusingabattery,abulb,andasinglepaperclip?

Rules:

YoumayuseONLYthematerialsprovided.

Task:

Discusswithyourgroupwhattheproblemandtherulesmeantoyou.

Developaplanforsolvingtheproblem.


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PossibleSolutions


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StrategiesThat

Work

Identifyingsimilaritiesanddifferences Summarizing

and

note

taking

Reinforcingeffortandprovidingrecognition Homeworkandpractice Representing

knowledge

Learninggroups Settingobjectiveandprovidingfeedback Generating

and

testing

hypothesis

Usingquestions,cues,andadvanceorganizers

Marzano, R.J., Pickering, D.J. and Pollock, J.E. (2001) Classroom instruction thatworks; research-based strategies for increasing student achievement.


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ScienceMeta

analysis

TAMUCenter

for

Mathematics

and

ScienceEducation,CollegeofScience

Purpose:Identifythemosteffectivescienceinstructionaltoolsandmethodstoimprovestudentachievement


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TreatmentCategories

Collaborative

Learning

StrategiesEnhancedContextStrategies

EnhancedMaterialsStrategies

InquiryStrategies

InstructionalTechnologyStrategies

ManipulationStrategies

QuestioningStrategies

TestingStrategies


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MetaAnalysisResults

Strategies EffectSize

Rank

Enhanced Context Strategies 1.4783 1

Collaborative Learning Strategies 0.9580 2

Questioning Strategies 0.7395 3

Inquiry Strategies 0.6546 4

Manipulation Strategies 0.5729 5

Testing Strategies 0.5052 6

Instructional Technology Strategies 0.4840 7

Enhanced Material Strategies 0.2908 8


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TeachingScience

as

Inquiry

NationalScienceEducationStandards(NRC)

BenchmarksforScienceLiteracy Project2061(AAAS)

National science education standards, (1996). Washington DC:

National Research Council, National Academy Press.


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NationalScience

Education

Standards

TeachingStandardBTeachersofscienceguideandfacilitatelearning.Indoing

this,teachers

Focusandsupportinquirieswhileinteractingwithstudents

Orchestratediscourseamongstudentsaboutscientificideas

Challengestudentstoacceptandshareresponsibilityfortheirownlearning

Recognize

and

respond

to

student

diversity

and

encourage

allstudentstoparticipateinsciencelearning Encourageandmodeltheskillsofscientificinquiry

National science education standards, (1996). Washington DC:

National Research Council, National Academy Press.


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5EModelofInstruction

Engage

Explore

Explain

ElaborateEvaluate

Bybee, R. 1978, Shymansky J. 1984, Trowbridge, L. & Bybee, R. 1990.


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5 Es

Science Lesson

Engage

Explore

Elaborate

Evaluate

Explain



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Concepts

of Science

Science Content

Students use the process skills of science to

develop an understanding of the scientific concepts.

Process Skills

of Science


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5EInstructionalModel

Elaborate Builds on current understanding to

increase the depth and breadth ofunderstanding.

Evaluate Provides an opportunity for learnersto assess their own understanding

and be able to demonstrate the

depth and breadth of thatunderstanding to others.

Bybee RW (2002). Scientific inquiry, student learning, and the science curriculum

IN Bybee R. Learning Science and the Science of Learning. National Science

Teachers Association Press, Arlington, VA.


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ExploreSuggestedActivitiesPerformanInvestigation

ReadAuthenticResourcestoCollectInformation

SolveaProblem

ConstructaModel



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Explore

WhattheTeacherDoes

Encouragesthestudentstoworktogetherwithoutdirect

instruction

from

the

teacher

Observesandlistenstothestudentsasthey

interactAsksprobingquestionstoredirectthestudents

investigationswhennecessary

Providestime

for

students

to

puzzle

through

problems



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ExplainSuggestedActivitiesStudentAnalysis&Explanation

SupportingIdeaswithEvidence

StructuredQuestioning

Readingand

Discussion

TeacherExplanation

ThinkingSkill

Activities:

compare,

classify,

error

analysis



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Explain

WhattheTeacherDoes

Encouragesthestudentstoexplainconceptsanddefinitions

in

their

own

words

Asksforjustification(evidence)andclarification

fromstudents

Formallyprovidesdefinitions,explanations,andnewlabels

Usesstudents

previous

experiences

as

basis

for

explainingconcepts



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ProblemSolving

DecisionMaking

ExperimentalInquiry

ThinkingSkillActivities: compare,classify,apply

ElaborateSuggested Activities



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ElaborateWhattheTeacherDoes

Expectsthestudentstouseformallabels,definitions,and

explanationsprovided

previously

Encouragesthestudentstoapplyorextendtheconceptsandskillsinnewsituations

Reminds

the

students

of

alternative

explanations

Refersthestudentstoexistingdataandevidenceandasks,Whatdoyoualreadyknow?Whydoyouthink...?

Strategies

from

Explore

apply

here

also



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EvaluateSuggestedActivitiesAnyofthePreviousActivities

DevelopaScoringToolorRubric

Test(SelectedResponse,BriefConstructed

Response,Extended

Constructed

Response)

PerformanceAssessment

Produce

a

ProductJournalEntry

Portfolio



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EvaluateWhattheTeacherDoes

Observesthestudentsastheyapplynewconcepts

andskills

Assessesstudentsknowledgeand/orskills

Looks

for

evidence

that

the

students

have

changed

theirthinkingorbehaviors

Allowsstudentstoassesstheirownlearningand

group

process

skillsAsksopenendedquestions,suchas:Whydoyou

think...?Whatevidencedoyouhave?Whatdo

youknow

about

x?

How

would

you

explain

x?



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LeadingInstructioninScience

CLASSROOM OBSERVATION What instructional strategies can your teachers

effectively implement?

What instructional frameworks do your teachers

consistently use?

Which of the effective strategies do your teachers

consistently utilize?


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ClassroomWalk

Through

Tool

to

give

principals

aquicksnapshotofstudentlearning.


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ClassroomWalk

Through

Used

to

engage

teachers

inconversationsabouthowtoimprove

teaching


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ClassroomWalk

Through

Goals

Improvedclassroominstruction

Improvedstudentdiscipline

HigherstudentachievementacrossSESandcultural

lines


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ClassroomWalk

Through

Outcomes

Identification

of

Best

Practices/Needs Schoolwidepicturemadeupofmanysnapshots

SchoolImprovement

Planning

ProfessionalDevelopment

Schoolwide

Reflective

Practice


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Stepsto

Classroom

Walk

Through

StepOne:DeterminetheFocus

StepTwo:DetermineTypeofFeedback

StepThree:SurveytheLearningEnvironment

After

the

Walk:StepFour:AnalyzeDataCollected

StepFive:ReflectionwithTeacher


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BeforeWalk

StepOne:DetermineaFocus

Istheobjectivecleartothestudents?

Isthe

lesson

on

target

with

the

district

curriculum?

Istheteacheraskinghigherorderthinkingskills?

Howarestudentsengaged?

Whattypesofinstructionalstrategiesareusedinthelesson?


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Before

WalkStepTwo:DetermineTypeofFeedback

Reflectivefeedbackwithprompt

Reflectivefeedbackwithlimitedresponsebyteacher

Reflectiveconversation


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ScienceCWT

Snapshot


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Science

CWT

Snapshot


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ScienceCWT

Snapshot


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Mr.Lomize Teaching

Biology

http://video.google.com/videoplay?docid=2481832322334402247&ei

=5mDgSo7kK4nYrQLe6vzqBw&q=biology+teaching
http://video.google.com/videoplay?docid=2481832322334402247&ei=5mDgSo7kK4nYrQLe6vzqBw&q=biology+teachinghttp://video.google.com/videoplay?docid=2481832322334402247&ei=5mDgSo7kK4nYrQLe6vzqBw&q=biology+teachinghttp://video.google.com/videoplay?docid=2481832322334402247&ei=5mDgSo7kK4nYrQLe6vzqBw&q=biology+teachinghttp://video.google.com/videoplay?docid=2481832322334402247&ei=5mDgSo7kK4nYrQLe6vzqBw&q=biology+teaching


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AfterWalk

StepFive:ReflectionwithTeacher

Determinehow,when,where Email

or

face

to

face

Withinthefirst24hours

Informallocationhall,classroom,dutyarea

Determineprompt

Relatedtothefocus

Nonjudgmentallanguage

Stimulatethought


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CriticalAttributesof

ReflectiveQuestions

Whatwillhappennexttime(future)

TheContext

or

Situation

TheTopicorPointofConsideration

TheTeacherorPersonMakingtheDecisions

Decision(s)tobeMade

ImpactonStudentPerformance(measurable)

Costa, A.L. and Garmston, R.J. (2002) & York-Barr, J., Sommers, W., Ghere, G. & Montie, J. (2001).


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ExamplesAsyouthinkaboutthelasttimeyoutaughtthis

lesson,what

are

some

of

the

outcomes

you

want

to

havehappenagain?

Whenyou

reflect

back

on

your

lesson,

what

would

youdodifferentlynexttimeyouteachthislesson?

Howdoyouthinkthelessonwent?What

happenedthat

caused

itto

go

that

way?

Costa, A.L. and Garmston, R.J. (2002) & York-Barr, J., Sommers, W., Ghere, G. & Montie, J. (2001).


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SamplePrompts.

WhenIwasdoingmywalkthroughtoday,the

studentswere

in

their

seats

responding

to

questions.

Howdoyouplanyourlessontoencouragethestudentstobeactiveparticipants?


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SamplePrompts.

Whenyouareplanninglessons,whatcriteriadoyou

useto

actively

involve

your

students

in

the

science

processskills?


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SamplePrompts.

AsIwaswatchingthestudentsworktheproblems

today,Iwas

wondering

how

many

arrived

at

correct

answers.Howdidyouconcludehowmanyofthestudentsworkedtheproblemscorrectly?


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Disciplinedconversationswillhelpmovea

school

from

words

to

action.

Schlechty, P.C. (2002). Working on the work.

Phillip C. Schlechty


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Take a Snapshot of Science Program (sains)

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