Science Leader’s Dialogue Coaches September 24, 2010

Science Leader’s Dialogue Coaches September 24, 2010
Presented by Dr. Ava D. Rosales Instructional Supervisor Miami-Dade County public Schools Division of Mathematics, Science and Advanced Academic Programs

Welcome Make a Name Tent and include: NAME SCHOOL One thing exciting that happened during your coaching experience last year

Agenda Goals of the Inservice Review of Pacing and Conent Workshops
Making Sense of Science Instruction: Why is the Nature of Science the foundation of science courses? Effective Instructional Strategies to teach the Nature of Science. Lab #1 Effective Implementation of the 2010 Pacing Guides Emphasizing Hands-On Instruction Content Knowledge in Science Rotation Labs Modeling a Lesson – practicing coaching skills Resources and Web Sites

Goals for the Session Responsibilities of a Coach
Effective Implementation of the Pacing Guides with an emphasis in hands-on learning Explore aspects of the nature of science (NOS) as it is embedded in content lab and exploration activities Enhance questioning strategy skills Explore learning activities designed to promote understanding of content and nature of science using an “explicit- reflective” approach.

Set your own learning into action _______________________________
Norms Participate Actively Ask questions Learn by doing Set your own learning into action _______________________________ Bathroom and Electronic Devices

Roles and Responsibilities of A Coach
Peer Support Positive attitude Reflective feedback Data Analysis Student Support Professional Development Teacher needs survey

Science Pacing and Content Q1
A Review

Making Sense of Science: The Foundation of Science Teaching the Nature of Science (NOS)
Activity: Why is the Nature of Science the foundation of all science courses? What aspects of the NOS must be revisited and reinforced?

Teaching the Nature of Science
OELCS 2005 Math Module 3 Speaker Notes Teaching the Nature of Science As with content knowledge, the concepts underlying the nature of science need to be made explicit to our students if we want them to develop a clear working knowledge of what science is and how it is done. PD Provider Notes: It has been found that simply having students do labs or other hands-on activities does not necessarily lead to an understanding of the nature of science. Students will build their own explanations or understandings of the process (which may or may not be accurate) in the absence of explicit description.

Getting Warmed Up… We are going to watch a short clip from a nature video. Take a minute before the video begins and think about how you would distinguish an observation from an inference. As the video proceeds, write down everything that you observe. Time: 40 minutes for slides 9-13 PD Provider Notes: Allow the teachers a moment to come up with their own thoughts on the difference between observations and inferences without sharing them with each other. Play a short clip (~3 minutes) from a nature video with the sound muted. Ask participants to make and write down observations as they watch. Note – a few minutes of any nature video in the school library will do. Choosing a segment that shows some sort of animal activity is more likely to elicit inferences (and therefore, provide fuel for the following discussion) than a pretty scenery segment. 10

OELCS 2005 Math Module 3 Speaker Notes
What did you observe? Observations: PD Provider Notes: Have the teachers share their observations with the group. List them here or on the board. Delay discussion about whether each item is actually an observation until the list is complete.

Are all of our “observations” actually observations?
How can we differentiate between observations and inferences? PD Provider Notes: Assuming that teachers offer both observations and inferences, allow them to discuss their rationale for distinguishing between the two. If they actually found only observations, have them come up with some inferences from the video they watched. What is an observation? Using senses to collect information about the world. Observations might also include information documented with the aid of technology. What is an inference? Using observations to reach a conclusion or create an explanation. We make inferences to help interpret observations. 12

How are observations and inferences different from each other?
OELCS 2005 Math Module 3 Speaker Notes How are observations and inferences different from each other? Observations describe what is readily discernable by the senses. They tend not to create controversy among different observers because the evidence of their senses agree. Example: There is a book on the table. Inferences attempt an explanation of some phenomenon or describe something not readily discernable by the senses. Example: Sam left his book on the table.

Are observations more important in science than inferences?
NO! Observations and inferences are both fundamental elements of science. All scientific knowledge is based on observation and inference. Humans are naturally inclined to create explanations for the observations that we make, so students often need help thinking about differences between what can be perceived (observations) and their interpretations (inferences). PD Provider Notes: Move through this slide quickly—this will not be new material for most teachers, but it can be an important nuance that students don’t fully understand. This also foreshadows important distinctions between scientific laws and theories which will be the topic of module 5. 15 minute break after this slide 14

Now that we have distinguished between the two, let’s try it again.
OELCS 2005 Math Module 3 Speaker Notes Now that we have distinguished between the two, let’s try it again. We have three pictures taken of a rock surface with a set of impressions on it. As you are shown each picture, write down what you observe in that picture and then come up with as many inferences as possible based on those observations. Time: 60 minutes for slides 14-20 PD Provider Notes: Teachers may use the worksheet provided or simply write their observations and inferences on a blank piece of paper.

Picture 1 PD Provider Notes: After the teachers have had a chance to write about the first of the three pictures, have them share what they have written with the group. At this point, make sure from their responses that they are clear on the distinction between observations and inferences. Allow all inferences at this point but also lead the discussion into whether some inferences seem more plausible than others and which ones might change with more information. Examples of observations: There are two sets of tracks. The prints in one set of tracks are shaped differently than the other. The two sets of tracks are closer together at the lower end of the picture than they are at the upper end. Examples of inferences: One animal is larger than the other. The two animals were walking toward each other. The larger animal was walking at first and then started to run. The tracks were made by animals walking on two feet. Reference: Images from Bell, R. L. (2008), Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8. Boston, MA: Allyn & Bacon.

Picture 2 PD Provider Notes:
Again, have teachers make observations about picture 2 and add to or revise their list of inferences based on those observations. Share these with the group. Reference: Images from Bell, R. L. (2008), Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8. Boston, MA: Allyn & Bacon. 17

Picture 2 How have our inferences changed with the addition of this new information? PD Provider Notes: How have the inferences changed with this new information? Have any been discarded? Any new ones added?

Picture 3 PD Provider Notes: Have teachers record observations and revise inferences. Reference: Images from Bell, R. L. (2008), Teaching the Nature of Science Through Process Skills: Activities for Grades 3-8. Boston, MA: Allyn & Bacon.

Picture 3 Which inferences are we left with? PD Provider Notes: When new observations and revised inferences have been shared, lead a discussion about which inferences were discarded as new information emerged. Has it been possible to narrow it down to a single inference with the information provided? What other information might be useful in narrowing it down? As an extension, have them discuss what information would need to be collected in order for an inference to become an observation (it would have to be directly observed somehow).

Observations and Inferences
OELCS 2005 Math Module 3 Speaker Notes Observations and Inferences The emphasis on distinguishing between observations and inferences is not meant to keep students from making inferences. Inferences are also critical to the process of science. The point is to help students recognize that inferences based on scientific observations and other forms of data are influenced by background experiences, prior knowledge, creativity, etc. This is why scientists find it helpful to discuss their inferences with others, particularly those with different backgrounds. PD Provider Notes: Have the teachers reflect on the inferences they drew and the ones that were drawn by others. How did each individual’s prior knowledge or experience influence the inferences they drew? For instance, a prior knowledge of animal tracks (position of toes relative to position of heel) could be used to support the assumption that the two animals were walking in the same direction. That is still an assumption, though.

Instructional Strategies
Explicit-reflective approach In the day’s activities, participants were encouraged to explicitly reflect on how they were thinking about ideas relative to NOS In the past, it was common to assume that students would learn NOS by doing science Students learn about observations by making observations Students learn about scientific theory in the course of studying specific theories Research in science education disputes this idea Students tend NOT to learn about the nature of making observations, laws, theories and other aspects of science by just engaging in science. Students need to be encouraged to explicitly reflect on NOS ideas. PD Provider Notes: Lead a discussion of what we did in this lesson that made the differences between observations and inferences clear. 22 22

Formative Assessments Offer
A template would be offered to each school to calculate their own “per school” rate given the student population in the “adopting” schools o $0.35 per student for perpetual license o $0.15 per student for annual license A template would be offered to each school to calculate their own “per school” rate given the student population in the “adopting” schools o $0.35 per student for perpetual license o $0.15 per student for annual license NOTE: Rate will drop if 90% of schools commit to purchase.

Effective Implementation of the 2010 Pacing Guides with an Emphasis in Hands-On Instruction
Year at a Glance Unwrapping the Benchmarks Examining the New Pacing Guides and the Next Generation Sunshine State Standards What Does it Mean to Effectively Implement the Pacing Guide? 5 minute discussion

Connecting Instructional strategies, Content, and Standards
OELCS 2005 Math Module 3 Speaker Notes Connecting Instructional strategies, Content, and Standards Design of this session 1- Examine Standards & benchmarks 2- Narrow the focus to benchmarks of particular interest 3- Identify important content represented within these benchmarks 4- Develop learning goals related to that content 5- Select activities and instructional strategies consistent with the learning goals Time: 20 minutes for slides 21-24

Unwrapping the Benchmarks What?...Why?...How?...

Lab roles

Lab Write-up Formats Writing in Science – tapping into student thoughts Selecting the appropriate format Modeling Framework – demonstrations, models Power Writing and the Art of Scientific Conclusions Parts of a Lab Report Engineering design

Pacing Guide Topic I Comprehensive Science 1

Modeling a Lesson Evaporation and Condensation
Insert picture

Our task Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic What?…Why?…How? Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic? Benefits Constraints/limitations Modifications

Take the Lead Complete Unpacking Benchmarks Worksheet and lab activity for assigned topic Report-out Findings What are the priority activities for each topic? What are the specific instructional strategies? How can “depth of knowledge” be achieved for each topic? Benefits Constraints/limitations Modifications

What are the priority activities?
Topic 1: Thermal Energy Movement Essential Lab Melting Ice Addresses: SC.6.E.7.1 …radiation, conduction, and convection…; SC.E.7.2 …cycling of water between atmosphere and hydrosphere… Modeling the Greenhouse Effect ExploreLearning Gizmos: Greenhouse Effect Addresses: SC.6.E.7.4 (AA) …interactions among atmosphere, biosphere…

TOPIC II: Atmosphere and Spheres of the Earth Essential Lab Observing Evaporation and Condensation Addresses: SC.E.7.2 …cycling of water between atmosphere and hydrosphere… SC.6.E.7.4 (AA) …interactions among hydrosphere…atmosphere…

TOPIC 3: Causes of Weather Essential Lab Difference Between Climate and Weather Addresses: SC.6.E.7.6… difference between climate and weather… Explorelearning Gizmo: Coastal Winds and Clouds Addresses: SC.6.E.7.3 …jet stream and ocean currents influence local weather in measurable terms such as temperature wind direction and speed…

Modeling a Lesson Temperature Changes Everything
Insert picture

Topic 1: Heat Energy Essential Lab Temperature Changes Everything Addresses: SC.7.P.11.1…adding or removing heat from a system may result in…a change of state. Technology: Behavior of matter (BBC animated content) Incorporating SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.

TOPIC I: Scientific Method and Theory vs. Law
Standard 1: Scientific processes and habits of mind SC.H (AA) The student knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. SC.H (CS) The student knows that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects. SC.H (AA) The student knows that accurate record keeping, openness, and replication are essential to maintaining an investigator’s credibility with other scientists and society. SC.H (AA) The student knows that a change in one or more variables may alter the outcome of an investigation. SC.H The student knows that when similar investigations give different results, the scientific challenge is to verify whether the differences are significant by further study -assessed as SC.H (AA)

Topic 1: Scientific Method and Theory vs Law Essential Labs: Reaction Time Addresses: SC.H (AA) old theories can be challenged with new information; SC.H (AA) record keeping and replication Rocket Car Addresses: SC.H (AA) change in variables alter outcome; SC.C net forces on an object ExploreLearning Gizmo: Mystery Powder Analysis

Explicit Instruction Nature of Science
Discuss and compare results obtained among groups of students Define a problem, investigate and report Differentiate among radiation, conduction and convection – mechanisms by which heat is transferred through Earth’s system PD Provider Notes:

Constraints/limitations Modifications
Findings Benefits Constraints/limitations Modifications

What Are They Thinking? What’s the difference between a fish and a submarine? One has lettuce and tomato and one has tarter sauce! A first grade student was asked “What’s the difference between a fish and a submarine?” After thinking for a moment, she said “One has lettuce and tomato and one has tarter sauce!” In this case we know what the student was thinking. In mathematics and science, we don’t always know why their answer was 6 and ours was 20. We have to find a way to know what they are thinking and what they understood the question to be.

Using a Reading Strategy - Jigsaw
Jigsaw: The Jigsaw helps students learn new material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team. Divide the sections into however many students are in each group. Have each student take one of the sections. They are to read it and know it well - become “experts.” "experts" of each individual section meet together to discuss their ideas on that particular section. After group discussions, each "expert" returns to his group and relates all the information about his particular topic. Source: Weber State University Jigsaw: The Jigsaw helps students learn new material using a team approach. Students are responsible for becoming an "expert" on one part of a lesson and then teaching it to the other members of their team. Select a unit of study and divide the sections into however many students are in each group. The sections should not require more than minutes to read. Have each student take one of the sections. They are to read it and know it well. Have all the "experts" of each individual section in the class meet together to discuss their ideas on that particular section. After group discussions, each "expert" returns to his group and relates all the information about his particular topic. By doing this students receive all the needed information, but they also have an in-depth knowledge of a certain section of the assignment.

Questions to Stimulate Student Thinking
To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions. Florida Curriculum Framework, p. 146

Helping students work together to make sense of mathematics or science: "What do others think about what Sam said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Would you ask the rest of the class that question?" "Do you understand what they are saying?" "Can you convince the rest of us that makes sense?"

Helping students to rely more on themselves to determine whether something is correct: "Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Does that make sense?“ "Can you make a model to show that?"

Helping students learn to reason: "Does that always work?" "Is that true of a counter example?" "How would you support that?" "What assumptions are you making?"

Helping students learn to conjecture, invent, and solve problems: "What would happen if...?" "Do you see a pattern?" "What are some possibilities here?" "Can you predict the next one? What about the last one?" "How did you think about the problem?" "What decision do you think he should make?" "What is alike and what is different about your method of solution and hers?"

Helping students to make connections within the content, between content areas, and to the real world "How does this relate to...?" "What ideas that we have learned before were useful in solving the problem?" "Have we ever solved a problem like this one before?" "What uses of mathematics [science] did you find in the news last night?" "Can you give me an example of ... in the real world?"

REMEMBER Questions drive the inquiry process.

DATA Baseline Test Items that should have been learned in previous grades – a type of “Fair Game” principle applied, Grade 8. Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37 SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1, SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4, SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4, SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H Note Genetics was addressed in Comprehensive Science 2, Advanced (F and F.2.3.3) 65.8% covers prior knowledge SC.A.1.3.1 SC.A.2.3.2 SC.B.1.3.1 SC.B.1.3.6 SC.B.2.3.1 SC.C.2.3.4 SC.C.2.3.6 SC.D.1.3.1 SC.D.1.3.3 SC.D.1.3.4 SC.F.1.3.1 SC.F.1.3.4 SC.G.1.3.4 SC.G.2.3.2 SC.G.2.3.4 SC.H.1.3.1 SC.H.1.3.2 SC.H.1.3.4 SC.H.1.3.5

Enhancing Content Knowledge
Lab Rotations: Melting Ice (Topic I) Modeling the Greenhouse Effect (Topic I) Observing Evaporation and Condensation (Topic II) Climate and Weather (Topic III) Coastal Winds and Clouds (Topic III) Discussion of Content with Depth of Understanding

What can I do? Teaching the Content
OELCS 2005 Math Module 3 Speaker Notes What can I do? Teaching the Content How might you use your current curricular materials and the discussions we have had within this session to teach the following in your classroom? Nature of Science Earth and Space What do you expect your students to find challenging about these ideas? What misconceptions might students hold about NOS that you will need to address?

Resources Curriculum and Instruction
Instructional Technology (Examview Item Bank) Florida Department of Education FCAT Resources - Florida Standards and Course Descriptions Florida PROMiSE Gizmos

Science Web Site: http://science.dadeschools.net

The Science Classroom Essentials
Contact information: Dr. Ava D. Rosales, Instructional Supervisor

Reflections and Follow-up

Science Leader’s Dialogue Coaches September 24, 2010

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