1. Teaching Chemistry Through The Use of Authentic Contexts August 2, 2005 Stephanie Copice & Gwendolyn Paisley EduChange, Inc.

2. Who Is EduChange, Inc? EduChange ® provides practical solutions and strategies to address real- world educational issues. Our approach is a customized one, catering directly to each organization's complex needs.

3. What is Inquiry Based Learning? The term inquiry has taken on many meanings over time. The range includes occasionally allowing students to pose question all the way to total constructivism and student driven research.

4. Inquiry and the National Science Standards Understanding of scientific concepts. An appreciation of "how we know" what we know in science. Understanding of the nature of science. Skills necessary to become independent inquirers about the natural world. The dispositions to use the skills, abilities, and attitudes associated with science.

5. What Is An Authentic Context? Authentic is defined by Webster’s as “that which can be believed or accepted”. Authentic Contexts can be defined as meaningful frameworks on which concepts can be hung.

6. Inquiry and Authentic Contexts What is the connection? Authentic contexts spark curiosity Students will be more likely to engage and make inquires if they are interested in the material. Teachers will be more excited about meaningful contexts and this energy will be translated to the students.

7. Some Curriculum Jargon… Scaffolding Spiraling Benchmarks Standards: Concepts & Skills “Backwards Design” (Wiggins & McTighe) Rubrics Formative assessment Summative assessment

8. Curriculum Models Based In Authentic Contexts Case study / problem-based Thematic units Project- or product-based Topics Skills-driven Inquiry or student research Chronology or sequence

9. What are some approaches to developing authentic contexts? Hastings-On-Hudson Topic Based Science and Technology in the Military Body Images Shake, Rattle and Roll Fireworks, Explosions in the Sky

10. What are some approaches to developing authentic contexts Attleboro Public Schools, Attleboro, MA Chronology based: Unified Science II Big Bang  Rise of Technology Events marked units Life Cycle of a Star Origin of Organic Molecules Topic Based: Nature’s Reactions Kitchen Chemistry Energy and Society

11. What are approaches to developing authentic contexts? Investigations in Biology and Chemistry Implemented in multiple New York City Public Schools Theme based: 5 themes (strands) Each strand appears in Level I and II Each strand is uses its theme as a vehicle for the concepts Food Nutrition and Fitness Level I – looks at the journey of food through the digestive system Level II—looks at the nature of chemical reactions in the body

13. How can concepts be linked to contexts? Topic Based Brainstorm Topics Refine ideas to a broad list addressing many different areas of interest Brainstorm concepts that are appropriate to topic (both standards and non- standards) Use backwards planning to clearly articulate goals of each unit

14. How can concepts be linked to contexts? Chronology based Establish the chronology to be followed Brainstorm concepts that are appropriate to period in time or process (standards and non-standards) Use backwards planning to clearly articulate goals of each unit

15. Backwards Planning: Concepts Concepts To Know Essential Helpful Nice

16. Backwards Planning: Final Assessment Learning GoalsFinal Assessment Evidence of Student Learning What are the target learning goals? (Standards and other concepts) What tasks will students complete to demonstrate that they have achieved learning goals? How will we know if students have achieved learning goals?

17. Backwards Planning: Formative Assessments Learning GoalsFormative Assessments Evidence of Student Learning What are the all of the learning goals? (Standards and other concepts) What tasks will students complete to demonstrate their progress towards learning goals? How will we know if students have achieved learning goals?

19. Practically Speaking: Implementation Most likely textbooks will not correlate to your chosen paths and goals Be creative and collaborative Search for alternative programs that match your needs Search for materials that can be adapted to your needs Search for organizations to collaborate in building your course

20. Contact EduChange: Stephanie Copice: stephanie@educhange.com Gwendolyn Paisley: gwendolyn@educhange.com gwendolyn@educhange.com 646-613-8877 www.educhange.com