SAILS Project

Sally Reynolds

ATiT

The SAILS project has received funding from the European Union’s Seventh Framework Programme for

research, technological development and demonstration under grant agreement no 289085

SAILS - A European approach

FP7: 2012-2015

Coordinator: Dr. Odilla Finlayson, Dublin City University

IBSE SKILLS AND COMPETENCES

Unified approach of implementing all the necessary

components for transforming classroom practice -

sustainable model for IBSE.

IBSE

IBSE RESOURCES

CURRICULUMTEACHER

EDUCATION

• Provide materials incorporating inquiry

assessment strategies and frameworks.

• Partner with teachers to identify and

implement assessment strategies and

frameworks to evaluate key IBSE skills

and competences in the classroom.

• Prepare teachers not only to be able to

teach through IBSE, but also to be

confident and competent in the

assessment of their students’

learning through inquiry.

SAILS OBJECTVES

SAILS ASSESSMENT IN SCIENCE

Focus on:

• scientific reasoning

• scientific literacy

• developing hypotheses

• working collaboratively

• forming coherent arguments

• planning investigations

The assessment of skills in a way that teachers can:

(1) diagnose whether students possess an appropriate level of that

skill, and

(2) provide feedback and guidance to their students in order to

improve students’ performance.

Unit Overview

• Topic/Concepts

• Teaching Approach

• Inquiry Skills

• Scientific Literacy / reasoning

• Assessment

Draft Unit

• Rationale of approach used

• Proposed learning sequence

• Skills assessed

• Proposed assessment

Case Study

1

Case Study

2

Case Study

3

SAILS Unit Structure

CASE STUDIES (TEACHER STORIES)

(i) How was the learning sequence adapted?

Teachers’ reasons for their approach. What questions they used? How did the learners respond? What did the teacher notice?

(ii) How were the skills assessed?

How did they plan to make their judgements (during/after the inquiry? What model of assessment was used?

(iii) Criteria for judging assessment data:

What were the teachers looking for in terms of satisfactory response to the inquiry? What were their expectations?

(iv) Evidence Collected:

Teacher opinion, Observer notes, Sample Student artefacts.

(v) Use of Assessment Data

What did the teachers do next? How did they feed back to their learners? How did doing the inquiry affect their planning and decisions about next steps in learning?

SAILS UNITS

Collision of an egg

Ultraviolet radiation

Electricity

Light

Speed

Floating orange

Global warming

Up there… how is it?

Physics

Polymers

Acids, bases, salts

Black tide: Oil in the water

Reaction rates

The proof of the pudding

Which is the Best Fuel?

Household vs natural environment

Chemistry

Food labels

Plant nutrition

Sports nutrition

Wood lice

Natural selection

Biology

Inquiry skills assessed:

planning investigations

developing hypotheses

working collaboratively

forming coherent arguments

SAILS TEACHER EDUCATION

PROGRAMMES

Experience inquiry and experience / realise

assessment opportunities

Support teachers trialling in school -planning,

implementing, reflecting

Support teachers developing own units/materials

Based on SAILS Units

• Teacher approach and rationale

• Modes of Assessment

• Teacher judgements and criteria

• Evidence collected

• Feedback to students

Belgium

Denmark

Germany

Greece

Hungary

Ireland

Poland

Portugal

Slovakia

Turkey

Sweden

UK

ALL

CONTRIB

UTIONS

Thinking Assessment in Science and

Mathematics Conference, Dublin 2014

SAILS Community of Practice

• Framework for assessment of inquiry skills including

scientific literacy and scientific reasoning and illustrative

examples.

• SAILS Units

>20 science topics presenting inquiry and assessment

activities and case studies of teachers classroom practice.

• Models for teacher education

culturally adapted programmes in inquiry and integrated

assessment.

• European Community of practitioners

active in the teaching, learning and assessment of inquiry

in science and sharing classroom experiences.

Outcome of SAILS

COLLABORATORS

CASTeL, Dublin City University : www.castel.ie/• Odilla Finlayson, Paul van Kampen, James Lovatt, Sarah Brady, Deirdre McCabe.

SAILS (2012-2015): www.sails-project.eu/• Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;

• Pawel Bernard, Dagmara Sokolowska et al, Jagiellonian University Poland;

• Paul Black, Christine Harrison, Brian Matthews, King's College London, UK;

• Beno Csapo, Csaba Csíkos, et al, University of Szeged, Hungary;

• Gunnar Friege, Maximilian Barth, Universität Hannover Germany;

• Mats Lundström, Malmö University, Anders Jönsson, Kristianstad University, Sweden;

• Claus Michelsen, Morten Rask Petersen, University of South Denmark,

• Cecília Galvão, Cláudia Gonçalves, Instituto de Educação da Universidade de Lisboa, Portugal;

• Gultekin Cakmakci , Yalcin et al Hacettepe University Turkey;

• Simeos Retalis, Yannis Psaromiligkos, University of Piraeus, Greece;

• Sally Reynolds, Joasia van Kooten, Mathy Vanbuel, ATiT; Wim Peeters, Belgium;

• Mark Melia, Joe Greene, Intel PLS Limited, Ireland.

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