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

2. 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

3. 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.”

4. 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)

5. 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)

6. 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)

7. 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)

8. 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.”

9. 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) (M) & .38 (F)
#3 Gain = .80 (M) & .60 (F) (M) & .52 (F)

10. 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)

11. 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)

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

13. Increased Student Achievement
Chemical Reactions
Chemical Reactions vs. Physical Changes
#1 Gain = .33 (M) & .28 (F) (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) (M) & .50 (F)

14. 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) (M) & .20 (F)

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

16. 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) (M) & .76 (F)

17. 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

18. 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

19. 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

20. 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 to