Chemistry Modeling Workshop No Child Left Behind Improving Teacher Quality FHSU and ESU July 1, 2006-June 30, 2007

Participants 48 Teachers (Middle and High School) Science and/or Mathematics Degree(s) 24 Males and 24 Females Rural, Urban, Suburban, Inner City 48 Schools Served 36 Districts Served

Modeling Instruction Survey Rate your workshop (1-10 scale) Total # of teachers rating 8 or higher FHSU 22 (N=22), ESU 19 (N=23) 2 teachers did not reply Materials structured into modeling Teachers responding very well or excellent FHSU 19 (N=22), ESU 17 (N=23) Comments “Much of chemistry is abstract and is difficult for young students to understand. When modeling is used, they may be able to picture some concepts to increase understanding.” “It (Modeling) holds students’ attention, encourages problem solving, and promotes practice of analytical skills.”

Modeling Instruction Survey Clarity of modeling instruction workshop Teachers responding clear or very clear FHSU 18 (N=22), ESU 17 (N=23) Modeling contribute to your teaching Teachers responding were already using modeling FHSU 7 (N=22), ESU 5 (N=23) Teachers responding would integrate modeling FHSU 15 (N=22), ESU 18 (N=23)

Modeling Instruction Survey Expectations fulfilled Teachers responding beyond expectations FHSU 18 (N=22), ESU 15 (N=23) Views about teaching chemistry Teachers responding enhance teaching FHSU 7 (N=22), ESU 5 (N=23) Teachers responding reinforce practices FHSU 15 (N=22), ESU 18 (N=23)

Modeling Instruction Survey Laboratory Activities Teachers responding very valuable FHSU 11 (N=22), ESU 10 (N=23) Whiteboarding FHSU 13 (N=22), ESU 14 (N=23) Printed Materials FHSU 11 (N=22), ESU 11 (N=23)

Modeling Instruction Survey Logger-Pro/Graphical Analysis Teachers responding somewhat or very confident FHSU 20 (N=22), ESU 19 (N=23) Vernier Lab-Pro/CBL FHSU 17 (N=22), ESU 19 (N=23) Marratech/KanEd FHSU 15 (N=22), ESU 7 (N=23)

Modeling Instruction Survey Writing/Modifying Materials for Modeling Teachers responding very confident FHSU 8 (N=22), ESU 12 (N=23) Teachers responding somewhat confident FHSU 14 (N=22), ESU 11 (N=23) Comments Workshop Leaders Comments or Recommendations “I am absolutely sure that the workshop leaders did a fantastic job. In fact, way higher than what I expected. They seem to be very knowledgeable, punctual, informative, friendly, and always available. “I appreciate the availability of workshop leaders to assist and answer questions. It was helpful that we were given as much class time to develop our projects in our groups.” “I was very impressed with their knowledge, but more importantly their willingness to help. We would run into some logistic road blocks and they would drop whatever they were doing to get us back on track.” “Leaders were very knowledgeable and helpful. Provided assistance when needed. Did a great job presenting modeling method as an effective teaching method.” “All instructors were very helpful and knowledgeable throughout the presentation of the workshop.” “1) I didn’t think the following were the best use of the time. Lecture on environment based catalipts/industry. This was perhaps the worst lecture I’ve endured-quite ironic during a modeling workshop. 2) PowerPoint presentations-we can read the slides ourselves. What might have been form valuable would be the lessons we gave kids or select activities. 3) Loved teaching the kids-they were great fun and made this real. 4) Networking/collaboration was great. 5) Thank you for the materials and supplies. This really helps implementation in the classroom it takes the next step. So often great ideas are gained in the workshops but it ends there. Great experience-I’ll be here next year!” “Enjoyed the experience. Great to work with more experienced teachers throughout the workshop.” “I will recommend this workshop to others! I think we could have written and revised our units in less time, and spent more time on labs, perhaps some actually using the Vernier products. Some of the unit teams didn’t function well due to differences in grade levels. Maybe that could be changed next year. Advertised as MS, but we had a lot of HS teachers. The focus needs to be narrowed.”

Increased Student Achievement Types of Substances Mixtures and Pure Substances #1 Gain = .35 (M) & .30 (F) #2 Gain = N/A #3 Gain = N/A Compounds and Elements #1 Gain = .74 (M) & .78 (F) .36 (M) & .38 (F) #3 Gain = .80 (M) & .60 (F) .38 (M) & .52 (F)

Increased Student Achievement Transformation of Matter Phase Changes #1 Gain = N/A #2 Gain = N/A #3 Gain = N/A Solubility #1 Gain = .77 (M & F) #2 and #3 Gain = .55 (M & F)

Increased Student Achievement Energy in Matter Transformation Energy in Phase Transformations #1 Gain = .62 (M) & .60 (F) #2 Gain = N/A #3 Gain = N/A Energy in Chemical Reactions #1 Gain = .61 (M) & .71 (F) #2 Gain = .40 (M) & .66 (F) #3 Gain = .50 (M) & .41 (F)

Increased Student Achievement Periodic Table Periodic Trends in Physical Properties #1 Gain = .53 (M) & .40 (F) .48 (M) & .40 (F) #2 Gain = .38 (M) & .33 (F) .17 (M) & .19 (F) #3 Gain = .57 (M) & .47 (F) Periodic Trends in Chemical Properties #1 Gain = .40 (M) & .53 (F) .40 (M) & .53 (F) #2 Gain = .47 (M & F) .41 (M) & .53 (F) #3 Gain = .41 (M) & .53 (F) .71 (M) & .74 (F)

Increased Student Achievement Chemical Reactions Chemical Reactions vs. Physical Changes #1 Gain = .33 (M) & .28 (F) .27 (M) & .26 (F) #2 Gain = N/A #3 Gain = N/A Types of Chemical Reactions #1 Gain = N/A #2 Gain = .79 (M) & .67 (F) .38 (M) & .50 (F)

Increased Student Achievement Conservation of Energy and Matter Conservation of Matter in Chemical Changes #1 Gain = N/A #2 Gain = N/A #3 Gain = N/A Conservation of Energy in Transformations #1 Gain = .61 (M) & .58 (F) .17 (M) & .20 (F)

Increased Student Achievement Applications of Chemistry Chemistry and better health #1 Gain = .31 (M) & .35 (F) .51 (M) & .38 (F) #2 Gain = .42 (M) & .49 (F) .29 (M) & .38 (F) #3 Gain = N/A Chemistry and the Environment #1 Gain = .43 (M) & .50 (F) #2 Gain = .37 (M) & .30 (F)

Increased Student Achievement Kinematics and Dynamics Acceleration #1 Gain = N/A #2 Gain = N/A #3 Gain = N/A Newton’s Second Law #1 Gain = .85 (M) & .74 (F) #2 Gain = .75 (M) & .84 (F) #3 Gain = .88 (M) & .70 (F) .54 (M) & .76 (F)

2007-2008 Implementation & Evaluation Revised Template-EarthScienceUnitEval Each Participant Group Number & Letter Team Member Name Grade Taught Demographics Environment (rural/urban/suburban) Ethnic, Cultural, Gender Make-up Socio Economic Status (SES) Students with Special Needs

2007-2008 Implementation & Evaluation Revised Template-EarthScienceUnitEval Learning Goal and Objectives Developed in Modeling Workshop A Unit Your Team Developed Instructional Design and Implementation Lesson Planning Part of the Implementation Estimate Time of Year Unit Will be Taught Possible Visit from Workshop Instructor

2007-2008 Implementation & Evaluation Analysis of Assessment Procedures Each Participant (Your Unit ONLY) Reflection and Self-Evaluation Successful Activities Unsuccessful Activities Student Performance on State Assessments Professional Development/Personal Goals

2007-2008 Implementation & Evaluation Implementation & Evaluation Submission End of Workshop - 1 Document from Group Information from Each Participant Demographics Learning Goals and Objectives Instructional Design and Implementation By KATS Camp - 1 Document from Group Data from Each Participant over Unit Taught Analysis of Assessment Procedures Reflection and Self-Evaluation Email to bwalizer@fhsu.edu