Supported by the National Science Foundation under Grant No. EHR Before we begin….. Take a few minutes to reflect on impacts of the NCOSP project in your building. Record your thoughts.

Supported by the National Science Foundation under Grant No. EHR Welcome! Learning Community Forum Best Teaching Practices

Supported by the National Science Foundation under Grant No. EHR LCF Schedule Changes: The Notebooking LCF scheduled for December has been moved to January. –The Partnership is developing a ‘general framework’ for notebooking. –Peggy Willcuts, a key person involved in this work will be available in January. –We would like to include your thinking and experience with notebooking in this preliminary work. The new December LCF topic: TBA

Supported by the National Science Foundation under Grant No. EHR Things to consider… Research indicates that only 17% of teachers implement best teaching practices! Districts adopt curriculum, but fail to provide professional development in instruction. »(BERC Group, Evaluation, Research & Consulting)

Supported by the National Science Foundation under Grant No. EHR Lesson Learning Targets Developed from CTS Content: –Mutations can be caused by radiation. –DNA molecules are the universal code of life. –Self care measures affect health. Process: –Apply critical thinking skills. –Design and carry out a controlled experiment to test their own question. –Communication of findings. Today we will look at Instruction:

Supported by the National Science Foundation under Grant No. EHR To meet these learning targets… –What would good instruction look like?

Supported by the National Science Foundation under Grant No. EHR Remember our Summer Institute?

Why is it important? What do you remember about

Supported by the National Science Foundation under Grant No. EHR What else do you know about How can it be dangerous ?

Supported by the National Science Foundation under Grant No. EHR

Product Investigation: Read your advertisement Record: Identify the explicit (obvious) claims about UV sun light and cancer. Identify the implicit (implied) claims about UV sun light and cancer. What evidence is offered to support the claims?

Supported by the National Science Foundation under Grant No. EHR Now you are the Scientist… What do you think you would need to know to be able to test the claims for these products? Share your ideas…… –What are you curious about that might help you research the claims for your product? –What terms have you heard that need clarification?

Supported by the National Science Foundation under Grant No. EHR Sun Radiation Visible light – what we see –Wave length 380 nm to 760 nm

Supported by the National Science Foundation under Grant No. EHR Invisible Light What we cannot see –Infrared: greater than 760 nm. Long waves – low energy Feels warm –Ultraviolet: shorter than 380nm. Short waves - High energy Can cause sun burn and eye damage

Supported by the National Science Foundation under Grant No. EHR Cellular Effects of Ultraviolet High energy waves interact with DNA Can cause mutations Mutations can lead to skin cancer depending repeat exposure, age, genetic factors Can burn the fovea leading to blindness

Supported by the National Science Foundation under Grant No. EHR

Cells fight back To be able to survive in a world with sunlight, early cells developed ways to repair DNA Four different mechanisms have been identified Our cells use the exact same four mechanisms to repair sun damage as bacteria and yeast

Supported by the National Science Foundation under Grant No. EHR DNA Repair

Supported by the National Science Foundation under Grant No. EHR

How can we use this info? To be able to survive in a world with sunlight, early cells developed ways to repair DNA Four different mechanisms have been identified Our cells use the exact same four mechanisms to repair sun damage as bacteria and yeast

Supported by the National Science Foundation under Grant No. EHR Yeast? What do you remember about yeast from last summer?

Supported by the National Science Foundation under Grant No. EHR Check for Understanding: Which of these petri dishes was exposed to sunlight?

Supported by the National Science Foundation under Grant No. EHR Moving into Inquiry Using all of the materials provided and new knowledge, what would you have your students do next? Share your ideas at your table.

Supported by the National Science Foundation under Grant No. EHR When we come back we will see what have we done. Let’s take a short break!

Supported by the National Science Foundation under Grant No. EHR How People Learn 1: “Students come to the classroom with preconceptions about how the world works. Their initial understanding must be engaged before they can grasp new concepts and information.”

Supported by the National Science Foundation under Grant No. EHR How People Learn 2: “To develop competence in an area of inquiry, students must a) have a deep foundation of factual knowledge (content), b) understand facts and ideas in context of a conceptual framework, c) organize knowledge in ways that facilitate retrieval and application.”

Supported by the National Science Foundation under Grant No. EHR How People Learn 3: “A metacognitive approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”

Supported by the National Science Foundation under Grant No. EHR How Teachers Respond “Teachers must draw out and work with students’ preexisting understandings.” “Teachers must teach some subject matter in depth, providing a firm foundation of factual knowledge” “Teaching of metacognitive skills should be integrated into the curriculum”

Supported by the National Science Foundation under Grant No. EHR Let’s take a look….. List instructional strategies experienced in the short lesson. Compare with others at your table. Analyze each strategy through the lens of How People Learn. What was the learning goal of the strategy: –Identify preconceptions? –Develop Content? Context? Application? –Provide opportunity for metacognition?

Supported by the National Science Foundation under Grant No. EHR Whiteboard Reflection As a group, report on one strategy that you experienced. Describe what was effective about this strategy. What could be improved? How does it relate to How People Learn?

Supported by the National Science Foundation under Grant No. EHR What do you think…. What are the common characteristics of the strategies that you consider effective?

Supported by the National Science Foundation under Grant No. EHR ‘Bringing Order to Chaos’ How People Learn ( 3 elements) Technology Enhanced Individual vs. Group Lecture Based Skills Based Inquiry Based

Supported by the National Science Foundation under Grant No. EHR Take a minute to reflect: –What will I be teaching on Monday? –How can I apply what I have learned today to that lesson?

Supported by the National Science Foundation under Grant No. EHR Final Reflection How can your classroom practice influence others in your department or in your building? How can you apply this to your leadership role?

Supported by the National Science Foundation under Grant No. EHR Works Cited Donovan S, Bransford J, et al, How People Learn, National Academy Press, Washington DC, 2000 Baker D, The BERC Group, Excerpted from Lecture at LASER Networking, Bremerton WA, October 26, 2005 BSCS and Videodiscovery, Sun and Cancer cancer/guide/pdfs/ACT4M.PDF, cancer/guide/pdfs/ACT4M.PDF