1. LeaPS Learning in Physical Science
February 23, 2010
Welcome!
Supported by University of Kentucky
PIMSER Math and Science Outreach 1 1 1

2. Presentation Provided by the P-12 Math and Science Outreach
Division of PIMSER 2

3. Project Goals for LeaPS
Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion)
Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts
Goal 2: Improve Teacher Instructional Practices
Goal 3: Enhance Administrator Support 3

4. Group Norms Stay on schedule; be on time
Put cell phones on silent and computers closed
Stay present, giving full attention
Listen actively as others are speaking
Be engaged—Be IN the work
Avoid sidebar conversations
Keep name tags visible
Rule of 2 feet
Any others? 4 4 4

5. Roadmap REVIEW Content Conceptual Building: Change Forces and
Change in Motion
Developing
Scientific
Understanding
Student
Test Data

6. D Where to today? What’s My Word? Effective Vocab Content: Instruction
Non-Uniform
Motion D
Debrief
Ch 5 RSS
Ch 4 WiS
Content:
1 Dimensional Motion
Acceleration

7. What’s My Word?
Ask yes/no questions in order to help you identify your unknown word.
You may only ask 1 question PER person at each turn.
After you ask a question, record the question and answer.
Once you have identified your word, please have a seat.

8. Vocabulary Development
Learning Targets:
I can explain the rationale for choosing key words per unit.
I can select vocabulary strategies to improve understanding of terms.

9. Remember the Research
Students need to be exposed to a word at least 6 times before they have enough experience to recall its meaning.
Focus vocab instruction on words that are CRITICAL to new content. Achievement can increase as much as 33%.
No single method of instruction will result in optimal learning.
Flexible vocab instruction respects students’ diversity.
The chances of learning a word in context is 19% for high ability students and 8% for low ability students.
Multiple methods and contexts ensure repeated exposure and aid learning.

10. 3 Tiers of Words
Essential—These are the words that are CRITICAL to understanding the content. These words must be EXPLICITILY taught during the unit—10-12 wds max.
Nice to Know—These are content words but ones that do not require explicit instruction for understanding.
Supporting—These are non-content words but are necessary for student success such as summarize, analyze, evaluate, etc.

12. Vocabulary Development
Learning Targets:
I can explain the rationale for choosing key words per unit.
I can select vocabulary strategies to improve understanding of terms.

13. Time to Reflect

14. Content Building
One Dimensional Motion and Acceleration

15. Marble Roll

16. Making Thinking Visible: Talk and Argument
Identify 2 strategies from Ch. 5 in RSS that would be useful for promoting productive discourse and argumentation in your classroom.
Stand up and find a partner at another table. GIVE ONE of your strategies to your partner. GET ONE of your partner’s and add to your list.
If you and your partner have the same strategies, work together to find a new one.
Move around the room, sharing strategies until you have given and collected 4 additional ones in 2 minutes.

17. Making Thinking Visible: Talk and Argument
Reflect on your experiences today. What role did discussion have in promoting understanding?
If students are not taught how nor given the opportunity to talk about and argue about their current understanding, what might be some implications for student learning?

18. WinS: Ch. 4 Observations, Cause/Effect and Comparisons
If _______________________________, then, ____________________________. So, _____________________________.
This leads to ______________________.
As a result, _______________________.
Consequently, ____________________.
In conclusion, I think _______________.

19. For Next Time Our next meeting will be March 12, 2010
Read Ch 5 from Writing in Science
Read Ch 7 in Ready, Set, Science!
Complete the reading guides.