1. Big Ideas, Virtual Fieldwork, Professional Development & More... Don Duggan-Haas

2. Contents Bigger Ideas Inquiry Grid Strands of Science Essential Features of Inquiry How People Learn Effective PD Virtual Fieldwork PD Structure: Workshop VFEs Virtual Study Groups Who gets the PD? virtualfieldwork.org

3. Contents Bigger Ideas Inquiry Grid Strands of Science Essential Features of Inquiry How People Learn Effective PD Virtual Fieldwork PD Structure Who gets the PD? virtualfieldwork.org

4. What if we only taught five things? On the need for teaching profound ideas Don Duggan-Haas

5. Where we are: Essential Principles Fundamenta l Concepts 7 44 8 47 7 33 9 75 TOTAL31 198

6. An important consensus... These initiatives represent a consensus view of the most important Earth system science concepts. However...

7. There are no examples of creating a thick description of what everyone should understand about any topic that has led to wide swaths of the population understanding the target content, in spite of countless attempts to do just that throughout human history.

8. How can we synthesize?

9. Big Ideas from ReaL Inquiry Project

10. How can we synthesize? Bigger Ideas from TFG/VFEProject

11. “Big ideas” simply aren’t big enough.

12. What if we taught only five profound ideas, but taught them deeply? Deep understanding of profound ideas requires knowledge of all (or most) of the literacy principles. And connects them to a coherent framework, thus increasing the likelihood of true understanding and retention.

13. What makes an idea ReaLLy Big? The idea cuts across the Earth science curriculum. Understanding of the idea is attainable by students and the understanding holds promise for retention. The idea is essential to understanding a variety of topics. The idea requires uncoverage; has a bottomless quality. Furthermore, the entire Earth science curriculum is represented by this (small) set of ideas.

14. Earth Science Bigger Ideas & Overarching Questions Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.

15. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Does each idea cut across the entire Earth science curriculum?

16. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is understanding of the idea is attainable by students and does the understanding hold promise for retention?

17. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is each idea essential to understanding a variety of topics?

18. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Does each idea require uncoverage/have a bottomless quality?

19. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is the entire Earth science curriculum represented by this (small) set of ideas?

20. Connecting Ideas

22. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Earth is a System of Systems. The Flow of Energy Drives the Cycling of Matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary. The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts. The Earth is an open system – it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earth’s surface. Earth’s internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics. Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands. Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems. The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time. Earth System Science Profound Ideas

23. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Earth is a System of Systems. The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts. Earth System Science Profound Ideas

24. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Flow of Energy Drives the Cycling of Matter. The Earth is an open system – it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earth’s surface. Earth’s internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics. Earth System Science Profound Ideas

25. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Life, including human life, influences and is influenced by the environment. Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands. Earth System Science Profound Ideas

26. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems. Earth System Science Profound Ideas

27. Overarching Questions: How do we know what we know? How does what we know inform our decision-making? To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary. The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time. Earth System Science Profound Ideas

28. Climate Climate is regulated by complex interactions among components of the Earth system. The Sun is the primary source of energy for the climate system. Human activities are impacting the climate system. Climate varies over space and time through both natural and man- made processes. Our understanding of the climate system is improved through observation, theoretical studies and modeling. Climate change will have consequences for the Earth system and human lives. Human decisions involving economic costs and social values influence Earth’s climate system. Profound Ideas Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Atmosphere Earth’s atmosphere continuously interacts with the other components of the Earth System. Energy from the Sun drives atmospheric processes. Atmospheric circulations transport matter and energy. Earth’s atmosphere and humans are inextricably linked. Earth has a thin atmosphere that sustains life. Earth’s atmosphere changes over time and space, giving rise to weather and climate. We seek to understand the past, present, and future behavior of Earth’s atmosphere through scientific observation and reasoning. Overarching Questions: How do we know what we know? How does what we know inform our decision making? Earth Science Humans have become a significant agent of change on Earth. Humans depend on Earth for resources. Earth Science reduces the impacts of natural hazards. Life evolves on a dynamic Earth and continuously modifies Earth. Earth is a continually changing planet. Earth is 4.6 billion years old and the rock record contains its history. Earth is the water planet. Earth is a complex system of interactions between land, water, air and life. Ocean Literacy The ocean is a major influence on weather and climate. The ocean makes Earth habitable. The ocean and humans are inextricably interconnected. The ocean and life in the ocean shape the features of the Earth. The Earth has one big ocean with many features. The ocean is largely unexplored. The ocean supports a great diversity of life and ecosystems.

29. But really, what’s the big idea? E.O. Wilson -- Two Laws of Biology: E.O. Wilson All organic processes are ultimately obedient to the Laws of Physics and Chemistry. All living systems and processes evolved by natural selection.

30. Answer knownunknown known Procedure Most school scienc e The most cool scienc e!

31. Four Strands of Science: Understanding Scientific Explanations Generating Scientific Evidence Reflecting on Scientific Knowledge Participating Productively in Science Strand 1 2 3 41 4

32. 1. Understanding Scientific Explanations "This strand includes the things that are usually categorized as content, but it focuses on concepts and the links between them rather than on discrete facts. It also includes the ability to use this knowledge." BackStrand 1 2 3 4

33. 2. Generating Scientific Evidence "...it includes a wide range of practices involved in designing and carrying out a scientific investigation. These include asking questions, deciding what to measure, developing measures, collecting data from the measures, structuring the data, interpreting and evaluating the data, and using results to develop and refine arguments, models, and theories." BackStrand 1 2 3 4

34. 3. Reflecting on Scientific Knowledge "This strand includes ideas usually considered part of understanding the “nature of science,” such as the history of scientific ideas. However, it focuses more on how scientific knowledge is constructed. That is, how evidence and arguments based on that evidence are generated. It also includes students’ ability to reflect on the status of their own knowledge." BackStrand 1 2 3 4

35. 4. Participating Productively in Science "Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science." "Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science." BackStrand 1 2 3 4

36. Five Essential Features of Inquiry (Center for Science Mathematics and Engineering Education., 2000) Center for Science Mathematics and Engineering Education., 2000) 1. Learner engages in scientifically oriented questions 2. Learner gives priority to evidence in responding to questions 3. Learner formulates explanations from evidence 4. Learner connects explanations to scientific knowledge 5. Learner communicates and justifies explanations to others

37. How People Learn http://www.nap.edu

38. How People Learn Key Finding #1 Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

39. How People Learn Key Finding #2 To develop competence in an area of inquiry, students must: (b) have a deep foundation of factual knowledge, (c) understand facts and ideas in the context of a conceptual framework, and (d) organize knowledge in ways that facilitate retrieval and application.

40. How People Learn Key Finding #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.

41. Characteristics of Effective Professional Development in Mathematics and Science (from Garet et al 2001). Form. Traditional classes, workshops or a "hands-on" activity like mentoring were less effective than reform types of activities, such as teacher networks or study groups. Duration. Longer professional development programs are more likely to make an impact. Sustained and intensive programs are better than shorter ones. Collective participation. Activities designed for teachers in the same school, grade or subject are better than professional development programs that do not target groups of teachers who work together. Content. Professional development courses that focus on how to teach but also on what to teach-the substance and subject matter-are key. Elementary schoolteachers especially may have taken fewer courses in science or math and may be less familiar with the subject matter, the researchers note. Active learning. This aspect is fostered through observing and being observed teaching, planning for classroom implementation, reviewing student work, and presenting, leading and writing. Coherence. Teachers need to perceive professional development as part of coherent programs of teacher learning and development that support other activities at their schools, such as the adoption of new standards or textbooks.

42. Why Virtual Fieldwork? As curriculum development As professional development Use the local to understand the global Building a database

43. Virtual Fieldwork Taughannock Falls Powers of Ten (Google Earth) Norwich, NY (website) Norwich, NY Akron Falls (PowerPoint) Niagara Gorge (GigaPan) Niagara Gorge Chapman Creek (Keynote)

44. Identifying Participants In our proof-of-concept grant, we targeted early career teachers with leadership potential. Those who most need it vs. those who are most likely to use it Recruitment issues