InterActions Overview This Presentation will touch on the following topics.  Brief Overview  Major Content Themes  Pedagogical Principles  Scaffolding  Implementation

First, we will look at a brief overview of InterActions. InterActions Overview

Unit Structure  One-year physical science course for middle school  Designed to help students develop a deep understanding of physical science content and nature of science standards for middle school  Developed based on research, field testing and feedback from teachers and students  One-year physical science course for middle school  Designed to help students develop a deep understanding of physical science content and nature of science standards for middle school  Developed based on research, field testing and feedback from teachers and students InterActions in Physical Science

 Unit 1 – Building a Foundation  Unit 2 – Interactions and Energy  Unit 3 – Interactions and Forces  Unit 4 – Interactions and Conservation  Unit 5 – Materials and Their Interactions  Unit 6 – Physical Interactions and Phases  Unit 7 – Chemical Interactions  Unit 1 – Building a Foundation  Unit 2 – Interactions and Energy  Unit 3 – Interactions and Forces  Unit 4 – Interactions and Conservation  Unit 5 – Materials and Their Interactions  Unit 6 – Physical Interactions and Phases  Unit 7 – Chemical Interactions Content Overview

 Units in InterActions are composed of cycles, cycles are composed of activities, activities are divided into sections. Structure of InterActions

Cycles of Unit 1  UNIT 1 – Building a Foundation  Cycle 1: Interprets measurements, experiment design and good reasoning  Cycle 2: Introduces interactions (magnetic, electric charge, and electric circuit)  Cycle 3: Introduces properties (mass, volume, density, electrical conductivity)  While a unifying content theme is not as obvious as in later units, all the U1 cycles lay a foundation for later work by introducing the use of evidence and conclusions, interactions, properties, and cooperative learning skills. Cycles of Unit 1  UNIT 1 – Building a Foundation  Cycle 1: Interprets measurements, experiment design and good reasoning  Cycle 2: Introduces interactions (magnetic, electric charge, and electric circuit)  Cycle 3: Introduces properties (mass, volume, density, electrical conductivity)  While a unifying content theme is not as obvious as in later units, all the U1 cycles lay a foundation for later work by introducing the use of evidence and conclusions, interactions, properties, and cooperative learning skills. Unit Structure

 Look at the cycles that compose the other units:  UNIT 2 – Interactions and Energy  Cycle 1: Energy Description of Interactions  Cycle 2: Mechanical Interactions and Energy  UNIT 3 – Interactions and Forces  Cycle 1: Force and motion  Cycle 2: Gravity and circular motion  Look at the cycles that compose the other units:  UNIT 2 – Interactions and Energy  Cycle 1: Energy Description of Interactions  Cycle 2: Mechanical Interactions and Energy  UNIT 3 – Interactions and Forces  Cycle 1: Force and motion  Cycle 2: Gravity and circular motion Unit Structure Units continue on next slide

 UNIT 4 – Interactions and Conservation  Cycle 1: Conservation of mass  Cycle 2: Conservation of Energy  UNIT 5 – Materials and their Interactions  UNIT 6 – Physical Interactions and Phases  UNIT 7 – Chemical Interactions  UNIT 4 – Interactions and Conservation  Cycle 1: Conservation of mass  Cycle 2: Conservation of Energy  UNIT 5 – Materials and their Interactions  UNIT 6 – Physical Interactions and Phases  UNIT 7 – Chemical Interactions Unit Structure

 Cycle Structure Structure of InterActions

 Each cycle is composed of activities, and each activity targets a particular idea or ideas. The cycle idea is the compilation of its activity ideas.  UNIT 1 – Building a Foundation  Cycle 1: Introducing Interactions  Activity 1:Evidence of Interactions  Activity 2: The Magnetic Interaction  Activity 3: The Electric Charge Interaction  Activity 5: Electromagnets and Buzzers  Activity 6: Interaction between a Magnet and an Electric Current  Each activity has a key question whose answer is the main objective of the activity, but not necessarily the only objective.  Each cycle is composed of activities, and each activity targets a particular idea or ideas. The cycle idea is the compilation of its activity ideas.  UNIT 1 – Building a Foundation  Cycle 1: Introducing Interactions  Activity 1:Evidence of Interactions  Activity 2: The Magnetic Interaction  Activity 3: The Electric Charge Interaction  Activity 5: Electromagnets and Buzzers  Activity 6: Interaction between a Magnet and an Electric Current  Each activity has a key question whose answer is the main objective of the activity, but not necessarily the only objective. Cycle Structure

 The content side of the curriculum development process started with reviewing the research and selecting concepts to teach which are the focus of the cycles. These concepts were broken down into smaller learning objectives, and activities were designed to help students develop these learning objectives. Content Development

 Activity Structure Structure of InterActions

 Different types of activities have different sections. Here is the structure of a typical Developing Our Ideas activity (activities designed to help students develop new ideas) Activity Structure

 Here’s a brief description of these typical sections.  Purpose: Informs the reader about the purpose of the cycle or activity. Presents the key question.  We Think: Elicits students’ prior knowledge about ideas targeted for a cycle or activity.  Explore Your Ideas: Students gather evidence to answer the key question.  Make Sense of Your Ideas: Students, guided by questions, make generalized inferences that are the idea(s) targeted for the activity.  Our Consensus Ideas: The class agrees upon an answer to the key question based on evidence.  Here’s a brief description of these typical sections.  Purpose: Informs the reader about the purpose of the cycle or activity. Presents the key question.  We Think: Elicits students’ prior knowledge about ideas targeted for a cycle or activity.  Explore Your Ideas: Students gather evidence to answer the key question.  Make Sense of Your Ideas: Students, guided by questions, make generalized inferences that are the idea(s) targeted for the activity.  Our Consensus Ideas: The class agrees upon an answer to the key question based on evidence. Activity Structure

 Interactions  Energy  Evidence-based ideas  Explanations  Interactions  Energy  Evidence-based ideas  Explanations Major Content Themes

 Interactions  Energy  Evidence-based ideas  Explanations  Interactions  Energy  Evidence-based ideas  Explanations Major Content Themes

 The concept of interactions is powerful because it allows us to group or classify the myriad of physical events we see into a few types of interactions. Students will learn the identifying characteristics of different interaction types, and how to understand events in terms of interactions.  The concept of interactions is developed in Unit 1 and various types of interactions are presented throughout the curriculum.  The concept of interactions is powerful because it allows us to group or classify the myriad of physical events we see into a few types of interactions. Students will learn the identifying characteristics of different interaction types, and how to understand events in terms of interactions.  The concept of interactions is developed in Unit 1 and various types of interactions are presented throughout the curriculum. Interactions

 The Interaction Type Wall Map graphically organizes the different types of interactions. Pieces are added to the poster throughout the curriculum. Interactions

 Interactions  Energy  Evidence-based ideas  Explanations  Interactions  Energy  Evidence-based ideas  Explanations Major Content Themes

 Interactions can be described in terms of energy – one of the most important concepts in science. During an interaction, energy is transferred from the source to the receiver, changing the interacting objects’ energy. Energy

 The concept of energy is developed and applied in Units 2 through 6. The Energy of System Wall Map (which you can view in the TE) has pieces added throughout the curriculum. Energy

 Interactions  Energy  Evidence-based ideas  Explanations  Interactions  Energy  Evidence-based ideas  Explanations Major Content Themes

 In InterActions ideas have to be supported by evidence. When there is a disagreement, it has to be resolved in the light of the existing evidence. Students are introduced to that norm in the very first unit, and use it throughout the curriculum. Evidence-based Ideas

 Interactions  Energy  Evidence-based ideas  Explanations  Interactions  Energy  Evidence-based ideas  Explanations Major Content Themes

 Starting from Unit 2, in every cycle students complete their learning of the new concepts by analyzing and explaining complex problems related to the ideas learned. The skill of analyzing and explaining complex situations is gradually acquired by practicing it in different contexts. Explanations

 As you go along in this workshop you will read about the principles that formed the basis for the curriculum structure and explore the way the curriculum incorporates them. Pedagogical Principles

 Students’ learning is mediated by social interactions. Through social interaction students articulate and refine their ideas.  Students have intuitive knowledge about science based on life experiences as well as prior formal learning experiences  Students are active learners. They construct knowledge gradually in a complex process requiring multiple exposures.  Students’ learning is mediated by social interactions. Through social interaction students articulate and refine their ideas.  Students have intuitive knowledge about science based on life experiences as well as prior formal learning experiences  Students are active learners. They construct knowledge gradually in a complex process requiring multiple exposures. Pedagogical Principles

 Students’ interpretation of experiences may be quite different from those intended depending on their prior knowledge.  Stamping out students’ alternate ideas may not work. We need to build on them, that is, bridge between them and the scientific ideas.  Understanding means being able to apply knowledge to a new situation.  Students’ interpretation of experiences may be quite different from those intended depending on their prior knowledge.  Stamping out students’ alternate ideas may not work. We need to build on them, that is, bridge between them and the scientific ideas.  Understanding means being able to apply knowledge to a new situation. Pedagogical Principles

 Scaffolding means providing structure. More structure is provided as students begin to learn how to do something then it is reduced, allowing students to take on increasingly sophisticated tasks.  InterActions uses scaffolding in pedagogical structure, skills, group work, and content.  Scaffolding means providing structure. More structure is provided as students begin to learn how to do something then it is reduced, allowing students to take on increasingly sophisticated tasks.  InterActions uses scaffolding in pedagogical structure, skills, group work, and content. Scaffolding

 Look at how InterActions scaffolds the pedagogical structure…  Pedagogical Structure  Skills  Content  Look at how InterActions scaffolds the pedagogical structure…  Pedagogical Structure  Skills  Content Scaffolding

 Look at how InterActions scaffolds the pedagogical structure…  Pedagogical Structure  Skills  Content  Look at how InterActions scaffolds the pedagogical structure…  Pedagogical Structure  Skills  Content Scaffolding

 Pedagogical Structure  The activity sections represent pedagogical scaffolding by first eliciting, then developing, synthesizing, and reflecting on the learning objectives.  Pedagogical Structure  The activity sections represent pedagogical scaffolding by first eliciting, then developing, synthesizing, and reflecting on the learning objectives. Scaffolding

 Pedagogical Structure  Skills  Content  Pedagogical Structure  Skills  Content Scaffolding

 Skills  The curriculum scaffolds different skills. Unit 1 has the strongest embedding of the skills but they continue to be built and practiced throughout the curriculum. Some visual aids used to assist learning these skills are the Skills Posters.  Skills  The curriculum scaffolds different skills. Unit 1 has the strongest embedding of the skills but they continue to be built and practiced throughout the curriculum. Some visual aids used to assist learning these skills are the Skills Posters. Scaffolding

 Skills  Cooperative group skills are essential for InterActions. We introduce them gradually – for example: students are asked to work first in pairs and only later in groups of 3-4 students.  One way to support effective team work is to assign each student a different role while doing experiments.  Skills  Cooperative group skills are essential for InterActions. We introduce them gradually – for example: students are asked to work first in pairs and only later in groups of 3-4 students.  One way to support effective team work is to assign each student a different role while doing experiments. Scaffolding

 Skills  These posters are used as a visual aid for cooperative group skills.  Skills  These posters are used as a visual aid for cooperative group skills. Scaffolding

 Pedagogical Structure  Skills  Content  Pedagogical Structure  Skills  Content Scaffolding

 Contents  InterActions scaffolds ideas by initially providing extensive support and then gradually reducing the support in subsequent activities. For example, students’ ability to construct explanations is carefully scaffolded along the curriculum.  The concept of energy conservation is also gradually built throughout the curriculum.  Contents  InterActions scaffolds ideas by initially providing extensive support and then gradually reducing the support in subsequent activities. For example, students’ ability to construct explanations is carefully scaffolded along the curriculum.  The concept of energy conservation is also gradually built throughout the curriculum. Scaffolding

 Student Books  InterActions Student Book  Activities  Practices (homework)  How To... (a quick step-by-step guide on procedure used in InterActions)  InterActions Record Book  Record Sheets  InterActions Practice Book  Worksheets for Practices  Additional exercises  Student Books  InterActions Student Book  Activities  Practices (homework)  How To... (a quick step-by-step guide on procedure used in InterActions)  InterActions Record Book  Record Sheets  InterActions Practice Book  Worksheets for Practices  Additional exercises Implementation

 Teacher’s Books  Teachers’ Edition (vol. 1 and 2)  Teacher’s Resources (TE vol. 3; Blackline Masters)  Handy InterActions Guide (a quick reference on InterActions’ pedagogy and your role)  Teacher’s Books  Teachers’ Edition (vol. 1 and 2)  Teacher’s Resources (TE vol. 3; Blackline Masters)  Handy InterActions Guide (a quick reference on InterActions’ pedagogy and your role) Implementation

 Other support available for teachers:  Getting Started Workshop  Follow-up Workshops  On-line InterActions Teacher’s Resource 4 (this resource is extensive and will be explored in a separate activity)  Other support available for teachers:  Getting Started Workshop  Follow-up Workshops  On-line InterActions Teacher’s Resource 4 (this resource is extensive and will be explored in a separate activity) Implementation Help

 This concludes the InterActions Overview presentation. InterActions Overview