Yoly McCarthyInstructional Supervisor, MS/K-8
Dane Jaber
Science CSS, MS
Cristina Madrigal
Science CSS, K-8
Department of Science
Science Liaisons iCAD #1:Secondary Science
Office of Academics and Transformation
Sebastian OddoneInstructional Supervisor, HS
Ana Fenton
Science CSS, HS
AM• Welcome and Ice Breaker• Norms• Effective Science• Review of District Resources• Hands On ActivityPM• Writing in Science (LAFS)• Effective Planning• Reflections: Back to the Future
AGENDA
Session Outcomes
• Participants will be able to:– Incorporate M-DCPS instructional
resources to support science teaching and learning
– Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning
– Plan for Inquiry in science
Group Resumes and Introductions
Develop a group resume to include:• Experience• Expertise• Skills• Hobbies/Interests
NORMS
• Polleverywhere
What Does effective Science Look Like?
• Place your ideas on separate sticky notes on the chart paper
• Affinity Mapping Protocol– Organize the sticky notes by “natural”
groups (What seems to go together?)
• Proximal/Distal Protocol– Rearrange the sticky notes along a
continuum with one end being Proximal and thethe of as Distal.
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Review of District Resources
• Think-Ink-Pair-Share– What are the most useful parts of the
District Pacing Guides?– What new resources did you discover?
Pacing Guide Updates
Florida StandardsBYOD Link
Middle School Pacing Guide Updates
Links by standard
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• General professional development information can be found at:Prodev.dadeschools.net
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Break
15 minutes
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Hands on Activities
• 6th grade – modeling the greenhouse effect
• 7th grade – Wave Speed• 8th grade – Clay Molecules, Elements,
Compounds & Periodic Table• Biology – Evidence for the Theory of
Evolution
What is Inquiry?
Inquiry is a multifaceted activity that involves:– making observations; – posing questions; – examining books and other sources of information to see what is
already known; – planning investigations;– reviewing what is already known in light of experimental evidence;– using tools to gather, analyze,– and interpret data; proposing answers, explanations, and predictions;
and communicating the results.
Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p 23)
LUNCH
• You have 60 minutes. Please be prompt
Observation vs. Inference – Would you want to play in this
water?
Develop a T-chart • O (Observations)
= Evidence• Six people wearing yellow suits
and green gloves are around the water.
• The water is brown.• There is some plant life in the
water.• The water is near a Subway.• Some type of barrier is on the
water’s surface.• There is a hose/pipe behind the
individuals• There is a large dumpster and a
truck in the area• A golf cart is on the grass
I (Inferences) = Claim/Reasoning
• The water is contaminated.• The individuals in the picture
are trying to clean up a toxic waste spill.
• This is an area with a high population
• The individuals have placed a barrier in the stream to stop the toxic waste in the water from spreading.
• The plants in the water might die.
• Enough waste has been spilled to turn the whole stream brown.
• People might be at risk of being exposed to the contaminants in the water.
• The group is going to pump out some of the waste.
C-E-R Would you want to play in this
water?
Sample Claim Evidence Reasoning Student Response
• Claim: I would not want to play in this water.
• Evidence: There are six people in hazmat suits around the brown water that has some sort of barrier in it. There is a hose/pipe behind the individuals in suits. There is a large dumpster and a truck in the area and the individuals are wearing gloves and looking at the water.
• Reasoning: Besides just looking dirty, there’s probably some type of toxic waste in the water. There is no way I’m playing in the water, or any near by body of water as the contaminants can be absorbed into the ground and transported to other areas. I wouldn’t play in this water until long after it has been cleaned up. I would even wait to see if the plants stay healthy before trying to play in this water with my friends. I’m also going to need to find another lunch spot, because that Subway is too close for my comfort.
Conclusion Writing -Claim-Evidence-Reasoning
• Students should support their own written claims with appropriate justification.
• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).
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Identifying FL Standards: “Gallery Walk” of
presented/posted CERs
Use stickies to identify the specific skills and strategies (one for each) from the FL standards that are evidenced displayed work.
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Effective Planning:
5E Model and Gradual Release of Responsibility
Use of data to Drive Instruction and differentiate
A Framework for Inquiry-Based Instruction through
• The 5E Learning Cycle and• The Gradual Release of
Responsibility Model
Effective Planning
Science Content
ObservingCommunicating
ClassifyingMeasuring
Relating objects in space & time
PredictingInferring
Controlling variablesDefining operationally
Experimenting
Concepts of Science
Process Skills of Science
Scientific Inquiry
Students should develop the abilities that characterize science as inquiry, they must actively participate in scientific investigations, and they must actually use the cognitive and manipulative skills associated with the formulation of scientific explanations.
And…
To successfully achieve inquiry in the secondary classroom, the following must be taken into consideration:
Understanding of ConceptsMeaningful InvestigationsStudents Must Reflect on the ConceptsStudents as Data ManagersPeer Review of InvestigationsQuestioning and Connections
(Excerpted from the National Science Education Standards, NSTA)
5E Learning Cycle
The Five E Learning Cycle (Trowbridge, Bybee, & Powell, 2000), is a constructivist model that takes students through the learning cycle by tapping into prior knowledge and experiences, new explorations, and investigations. It consists on following five phases of instruction:
Engage
Explore
ExplainElaborate
Evaluate5 E’s
Science Lesson
Engage
Activity that focuses student’s attention to the main idea, stimulates thinking, and accesses prior knowledge.
Demonstration
ReadingFree WriteAnalyze a Graphic Organizer
KWLBrainstorming
Teacher uses questioning strategies to instill a sense of inquiry and encourages students to self evaluate by asking
• What, How, and Why
Explore
Activity which gives students time to investigate, test, collect information, problem solve, make decisions, and generate conclusions
Perform an Investigation
Read Authentic Resources to Collect Information
Solve a Problem
Construct a Model
Explain
Activity that allows students to analyze their exploration. Student’s understanding is clarified and modified through a reflective activity.
Student Analysis & Explanation
Supporting Ideas with Evidence
Structured Questioning
Reading and Discussion
Teacher ExplanationThinking Skill
Activities: compare, classify, error analysis
Elaborate
Activity that expands and solidifies student’s thinking as concept is applied it to a real-world situation.
Problem SolvingDecision MakingExperimental Inquiry
Thinking Skill Activities: compare, classify, apply
Evaluate
Activity that allows the teacher to assess student performance and understandings of concepts, skills, processes, and applications.
Any of the Previous Activities
Develop a Scoring Tool or Rubric
Performance Assessment
Produce a ProductJournal EntryPortfolio
Gradual Release of Responsibility Model
• Listen • Observe • Note
taking • May
participate on limited basis
• Listen • Interacts • Note
taking • Ask and
Respond to questions verbally or written form
• Practice • Participate
s
• Asks and responds to questions
• Works with teacher and classmates
• Completes process alongside others
• Applies learning
• Take charge of learning
• Self-directs • Collaborat
e among peers
• Problem solve
What does Direct Instruction Look Like When “I Do”
Clear Purpose Establishing purpose, setting learning objectives & providing feedback, is one of the most critical instructional strategies.
Simply posting standards on the wall is not establishing a purpose.
Students need to be involved with the process.
Students need to be provided with clear explanations of the purpose and the activities that are linked with the purpose.
What do I think about when planning Direct Instruction?
Have I established a clear purpose for the lesson, including why this is important for students to learn?
How will I model this skill/strategy for my students?
How will I use a think aloud to make my thinking visible to my students? (metacognition)
What do I do when I Model a strategy or skill?
I am explicit in my modeling I name the strategy, skill, or task I state the purpose of the strategy, skill or task
I explain when the strategy or skill is used
I make connections to link prior knowledge to new learning
I demonstrate how the skill, strategy, or task is completed, alerting learners about errors to avoid
I access the new skill
What does Guided Instruction Look Like When “We Do”
Cognitive load begins to shift to the student The teacher role begins to shift from modeling to or for learners, then works with them as a guide, and eventually is by their side as they become more independent.
Teacher Modeling Whole group & small group instruction occurs
Strategic use of cues, prompts, scaffolding, and questioning
Formative assessment/data helps guides grouping
What do I think about when planning Guided Instruction
How will I release responsibility to students during the lesson? How am I going to begin to guide students through the
practice of using the focus strategy or skill? How will I scaffold my instruction to meet the
needs of all learners? What do I want students to do individually, in pairs,
and/or in small groups? What will I do – confer, listen in, observe, meet with
small groups? What types of cues, questions, and/or
prompts will I need to be ready to use to support the learners?
How will I assess student understanding?
What happens when I Scaffold effectively
Students can learn new basic skills as well as more complex skills.
Students maintain a high level of success as they learn more complex skills.
Students move towards independent use of the acquired skill.
What Does Scaffolding Look Like in the Classroom
Taking a complex skill (e.g., a multistep strategy) and teaching it in manageable and logical pieces or chunks.
Sequencing skills so that they build on each other.
Selecting examples and problems that progress in complexity.
Providing demonstrations and completed models of problems.
Providing hints and prompts as students begin to practice a new skill.
Providing aids such as cue cards and checklists to help students remember the steps and processes used to complete tasks and solve problems.
Questioning Strategies
Topic for another Day
What does Collaborative Learning look like When We Do Together “They Do”
Students working together to complete specific tasks applying what they have learned in the focus lesson and guided instruction
Students grouped based upon performance
Individual accountability for each student in the group
Purposeful student talk about the work
Assessment
Why should I use Collaborative Learning
Regardless of subject matter or content area, students learn more, and retain information longer, when they work in small groups.
(Beckman, 1990; Slavin, 1980, 1983)
Students who work in collaborative groups also appear more satisfied with their classes, complete more assignments, and generally like school better.
(Johnson & Johnson, 1999; Summers, 2006)
What do I think about when planning collaborative learning opportunities
What authentic tasks do I want students to do to practice the new strategy or skill?
What data will I use to group students? How will I build in individual accountability for all students?
How will I structure the tasks to ensure that there is purposeful student talk?
What will I do – confer, listen in, observe, meet with small groups?
What does Independent Learning look like When “You Do”
Independent learning is a time when students fully assume the cognitive load of learning by applying what they have learned to novel tasks.
Independent learning tasks need to provide students with opportunities to apply what they have learned from direct instruction, guided instruction, and collaborative learning.
Independent learning tasks need to be meaningful, relevant and authentic.
What other information do I have
Pacing GuidesItem SpecificationsLearning GoalsData
IAs, Diagnostic and Formative assessments
References
Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Teaching secondary school science: Strategies for developing scientific literacy.
Duke, N., and Pearson, D. (2002). Effective Practices for Developing Reading Comprehension.
Grant, M., Lapp, D., Fisher, D., Johnson, K., & Frey, N. (2012). Purposeful instruction: Mixing up the “I,” “we,” and “you.” Journal of Adolescent & Adult Literacy, 56, 45-55.
Fisher and Frey Website http://fisherandfrey.com/journal_publications/
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Use of data to Drive Instruction and differentiate
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Making the Product
• Collaboratively develop a 5E lesson for your area.
• Share lessons with others to develop
(Development and sharing will be on chart paper and digitally)
Reflections: Back to the Future Protocol
What are you trying to accomplish this year?
Project into the future – What will it look like once you have accomplished your year’s goal?
From the future – Explain the steps taken to get there.
STEM Competitions
• STEM Expo 02/07/2015 Miami Dade North College
• Includes the regional Science Fair and SECME Olympiad
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Curriculum and Instruction
Science DepartmentDr. Ava Rosales,
Executive Director
Elementary Middle School High School
Dr. Millard LightburnInstructional Supervisor
Ms. Yoly McCarthyInstructional Supervisor
Mr. Sebastian Oddone Instructional Supervisor
Ms. Mary Tweedy Curriculum Support
Specialist
Mr. Dane JaberCurriculum Support
Specialist, MS
Ms. Ana Fenton Curriculum Support
Specialist, HS
Ms. Cristina MadrigalCurriculum Support
Specialist, K-8
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939