1. Professional Development workshop Concepts in Science and Mathematics at the University of Notre Dame For SBCSC 5 th and 6 th grade Teachers 17 – 28 June 2013 With thanks to

2. Welcome Introductions The instructors: Science: Patrick Kurowski, Edison School SBCSC Nate Cole, St. Joseph School, South Bend Gordon Berry, University of Notre Dame Mathematics: Karen Hunter, Edison School SBCSC Amanda Serenevy, Riverbend Community Math Center Beth Marchant, Riverbend Community Math Center Andrea Vollrath, Riverbend Community Math Center

3. Introductions The teacher-learners… 1 – Introduce yourself to your neighbor and talk to him/her about something you measured this weekend. 2 – Each of you will introduce your neighbor to the class, and let us know something that you found interesting about the measurement.

4. Teacherse-mail School Grade Level SarahAlansalan@sbcsc.k12.in.us Greene MarkAlexandermalexander@sbcsc.k12.in.us Navarre 6th JohnCasperjcasper@sbcsc.k12.in.us Clay IC 5th MaryCookmcook2@sbcsc.k12.in.us Edison IC 5th MaryDornbosmarydornbos@comcast.net Holy Family 5th LeslieDrinkwineldrinkwine@sbcsc.k12.in.us Marshall IC 6th PamellaHarperpharper@sbcsc.k12.in.us Jackson JulieHuffjhuff@sbcsc.k12.in.us Jefferson 5/6th JosephHurtjhurt@sbcsc.k12.in.us Brown IC M. BradleyLilemblile@sbcsc.k12.in.us Marshall IC 6th HolliLitka-Nesshlitka@sbcsc.k12.in.us Brown IC 6th Ann MarieLotridgealotridge@sbcsc.k12.in.us LaSalle JenniferMcDanieljmcdaniel@sbcsc.k12.in.us Brown IC JanetMintonjminton@sbcsc.k12.in.us LaSalle 6th PamNachazelpnachazel@sbcsc.k12.in.us Edison RonaldNewhouseorigteach@yahoo.com Sub sub MattPetersonmpeterson2@sbcsc.k12.in.us LaSalle DebbieRamirezdramirez@sbcsc.k12.in.us Jackson DeborahRileydriley@sbcsc.k12.in.us Brown Luz DeliaRuiz-Montesolruiz-monteso@sbcsc.k12.in.us Navarre RodneySchmittrschmitt@sbcsc.k12.in.us Clay KatieSmithksmith4@sbcsc.k12.in.us Greene ValerieStauffervstauffer@sbcsc.k12.in.us Jackson Spec. Ed MichelleStorymstory@sbcsc.k12.in.us Marshall IC 6th KristiZentzkzentz@sbcsc.k12.in.us LaSalle JasonZookjzook@sbcsc.k12.in.us Brown IC 5th

5. Some logistics Workshop times – 8:30 am to about 3:00 pm – 30 minutes for lunch Stipend - $500 / week - need to sign in each day paid by grant – through SBCSC/Notre Dame Gordon needs your SS# (and address – to send check) SBCSC will start processing the payments at the end of the workshop Coffee and tea are available most of the day, breakfast available at 8 am Today only – A group of pre-tests in physics and mathematics – (repeated on last day) Some materials – mostly on flash drives– you should copy contents to your PC (about 3GB) --- new materials will be added each day

6. Richard Hake …talking about college physics labs I suspect that the labs are of the “traditional” cook- book type in which students follow a recipe to set up equipment, make measurements, and (supposedly) "verify" some relationship, principle, or theory. My experience has been that such labs are of little value in promoting students understanding and appreciation of either scientific methodology or physics concepts. Also true in K-12 classrooms….

7. A question! How do we learn? Quickly? (in an instant?) Slowly? (over several lessons?) (“or several exposures”) How and what do we remember? (for ever!) Why are concepts more important than facts? How the brain works should affect the ways we teach ….

8. 8 1. Asking questions & defining problems 2. Developing & using models 3. Planning & carrying out investigations 4. Analyzing & interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations & designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, & communicating information The NGSS’s Framework of Scientific and Engineering Practices This is what happens in every Guided Inquiry or Modeling classroom!!

9. The Essential ABCs of Learning Always Be Conversing Always Be Connecting Always Build Competence

10. Essential Questions How do scientists solve everyday problems? They (WE!!) design and conduct scientific investigations to answer (science) questions. Create testable hypotheses. Identify variables. Use a control or comparison group when appropriate. Select and use appropriate measurement tools. Collect and record data. Organize data into charts and graphs. Analyze and interpret data. Communicate findings.

11. WE formulate and revise scientific explanations and models of measurable phenomena using logic and evidence to: Explain observations. Make inferences and predictions. Explain the relationship between evidence and explanation.

12. A self-assessment tool that you can use in your own classroom and for your lesson plan P I P Q I P