Center for Excellence in EducationTeacher Enrichment Program

Teacher Roundtable

Kathy MaloneEinstein Fellow at National Science Foundation

Pittsburgh, PA

Background• B.A. Biology/B.S. Secondary Education and M. A.

Science Teaching – University of New Orleans• M.A. Instructional Science and PhD Cognition and

Instruction – Carnegie Mellon University• Teaching – McMain Magnet School; New Orleans, LA – Physics

and Physical Science– Edison Local HS, Edison, Oh – Life Science and Physics– Shady Side Academy; Pittsburgh, PA – Physics (9th and

11th/12th), Biology (11th) and Physics II

Awards and Honors• Vice-President of the American Modeling

Teachers Association• Presidential Award for Excellence in

Science Teaching • Carnegie Science Center Teaching Award• Spectroscopy Society of Pittsburgh – Keivin

Burns Excellence in Teaching Award• Toyota Tapestry Award administered by NSTA

Einstein Fellowship The Ultimate PD for teachers!

• National Science Foundation (NSF) in the Education Directorate with the Discovery Research K12 grant division

• My work at NSF:– Help to craft solicitation announcement– Work with panels that select awards– Participate in discussions about which grants should

be funded (impact the future)– Learn first hand about new educational research– Help to write reports, etc.

Opportunities in the DC area• Attend Briefings on the Hill• Attend education focused panels – Microsoft’s

Conversations on Education: Teachers as Leaders

• Toshiba/NSTA ExploraVision Judge• Served on the Einstein Fellow and AAPT

committees to draft response to the NGSS• Teacher Educator training in Engineering in

Elementary in Boston/workshop in VA

Einstein Fellowship PD• Kennedy Space Center and Goddard Teacher Days –

Moon Rock Certification• NSF Brown Bag talks by current PIs• Visits to National Geographic,

Discovery Education, Spy Museum, National Academy of Sciences, Wilson Center and CIA.

• Built an electric guitar• Help develop a Model based Natural

Selection Unit with a DRK12 project grant

Einstein Conference PD• International Conferences:– NARST in Puerto Rico– ISMTEC in Bangkok– ESERA in Cyprus

• National Conferences:– NSTA in San Antonio– AAPT in New Orleans

My Most Instrumental National PD

• 1995-97 participated in a Modeling Instruction in Physics workshop at Arizona State University sponsored by NSF

• Changed how I thought about teaching and learning

• Ultimately, led me to obtain a PhD as I had to find out what was changing about my students that allowed them to perform so much better

What is Modeling Instruction?constructivist vs transmissionist

cooperative inquiry vs lecture/demonstration

student-centered vs teacher-centered

active engagement vs passive reception

Depth vs breadth

student activity vs teacher demonstration

student articulation vs teacher presentation

lab-based vs textbook-based

Modeling Instruction Pedagogy - Models as basic units of knowledge

• A few basic models are used again and again with only minor modifications.• Physics – constant velocity model, constant

acceleration model, force models, energy model• Chemistry – particle model• Biology – evolution, cell structure, genetics, etc.

• Students identify or create a model and make inferences from the model to produce possible solutions.

What Do We Mean by Model?

Physical System

Algebraic

Pictorial

Verbal

Graphical

Dx=vt

As time increases, position increases proportionally.

x

t

Mental Model(Constant Velocity)

(Battery powered car moving on floor.)

Multiple Representations - relationships between representations made explicit

Modeling Instruction Pedagogy - Modeling Cycle as the Scientific process

• Pre-lab• Paradigm lab• Post-lab• Justification of conclusions – Why they

think that? And How do they know that

• Deployment

Pre-Lab

Pre-lab and Variables

Paradigm Lab

• Develop the initial model representations

Group Whiteboarding

Post-Lab Whiteboard

Whiteboard Meetings

• Comparing results to arrive at consensus model

Model Development and Class Consensus

• Post-lab analysis – whiteboard presentations of groups

• justification of conclusions – How do you know? And Why do you think that?

• Combine presentations - initial model developed using multiple representations

• Connections between representations specified

• Deployments – change and refine model

Benefits of Modeling Instruction

• In all subjects find:– Higher conceptual gains over non-modeling

groups– Higher scientific reasoning scores– Greater percentage of students reaching national

science benchmarks on ACT– Greater use of metacognitive skills– Enhanced problem solving ability

Modeling Workshops

• Offered across the country every summer• To find a workshop near you: www.Modelinginstruction.org

Professional Development Opportunities – Classroom Grants

• Toyota Tapestry – administered by NSTA • Optics Society Youth Science grants• AIP’s Meggars Project Award• GTE GIFT Grants• AAPT’s High School Grants• Foundations – in your local

area• Lowe’s, Target, etc.

Thanks!

• Kathy Malone• klmalone60@gmail.com