1. AAAS Michigan State University Northwestern University University of Michigan Center for Curriculum Materials in Science This work is funded by the National Science Foundation (ES 0101780 and 0227557). Any opinions, findings and recommendations expressed in the materials are those of the authors. A Successful Professional Development Model for Preparing Teachers to use Reform-Based Curriculum Effectively LeeAnn Sutherland & Joe Krajcik The University of Michigan DRK-12 Workshop November 10, 2009

2. Focal challenge: How do you enact professional development to support teacher learning and have positive impacts on teacher knowledge, attitudes, and instructional practices?

3. What will we do today? Share PD successes & challenges as a group Provide context for the project in which we work: IQWST Enact a portion of one successful PD model Consider future directions for improving PD enactment and PD research

4. In your own work: What kinds of professional development are you involved in?

5. In your own work: What are some challenges you face in conducting professional development?

6. In your own work: What are some of your successes enacting professional development?

7. Framing our Challenges and Successes The IQWST Project: Investigating and Questioning our World through Science and Technology

8. IQWST is a collaboration to improve the teaching and learning of science at the middle school level by developing the next generation of curriculum materials. Leadership Team Joe Krajcik & LeeAnn Sutherland: University of Michigan Brian Reiser: Northwestern University David Fortus: Weizmann Institute of Science

9. Those who make IQWST happen Talented faculty members, postdoctoral fellows, graduate students, and staff from: UM, NU, MSU, Weizmann Institute of Science (Israel) University of Illinois at Urbana-Champaign Teachers College, Columbia University Project Manager: Bridget Quinn Maldonado Professional Development Coordinator: Andrew Falk Partners Jo Ellen Roseman: Project 2061 Sean Smith: Horizon Research, Inc.

10. And ~80 teachers from across the U.S.

11. IQWST Funding Supported through two NSF grants Phase 1: 3½ years, 2 units Phase 2: 5 years, remaining 10 units Through 2011

12. Why develop IQWST? Traditional science materials are Inadequate in that they: Cover many topics at a superficial level Focus on technical vocabulary Fail to consider students’ prior knowledge Lack coherent explanations of real-world phenomena Provide students with few opportunities to develop explanations of phenomena US failing to prepare youth for the world in which they will live.

13. Project Goals Develop standards-based, coherent science curriculum that encourages students to construct understanding within a lesson, across lessons, across units, and across grades 6-8 integrates literacy practices within the context of learning science concepts & engaging in scientific practices incorporates students’ everyday life experiences addresses diverse learners’ needs Provide professional development Assess impact of the materials

14. Major Features of IQWST Project-based inquiry National standards-based Learning-goals driven Driving Questions Integrated literacy practices Experience Phenomena Scaffolded scientific practices Embedded formative assessments Supports for diverse learners Educative for teachers Coherent design

15. Key idea in learning theory New understandings are constructed on a foundation of existing understanding and experiences

16. IQWST Scope and Sequence

17. Development of Science Ideas: What typically happens PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding

18. What happens in IQWST PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding

19. Overview of Research Design Year 1 of field trial Year 2 of field trial Year 3 of field trial 6 th grade Cohort 1Cohort 2 Cohort 3 7 th grade Cohort 1 Cohort 2 8 th grade Cohort 1

20. Preparing Teachers: Professional Development

21. Our Challenges Demanding science content Year-long coherent curriculum (One unit each in biology, chemistry, physics, and earth science) Teaching the curriculum’s underlying philosophy and key features (e.g., scientific practices, integrated literacy practices) Not enough time to do everything! Attendance

22. What we did wrong on the first round Too much – we were rushing Leadership not visible Focus on activities rather than generalized idea of practice Teachers not involved Did not make the underlying philosophy visible

23. Professional Development Model Focus on key features of IQWST Model teach so that teachers experience pedagogy, practices, design principles & philosophy in action Debrief model teaching to highlight critical features Emphasize one unit, introduce 2nd so as to illustrate coherence Maintain core leadership team Actively involve teachers Offer three, 2-day workshops during the school year

24. Professional Development Learning Goals Teachers demonstrate their understanding of a few key features of IQWST in the form of an artifact In debriefing sessions, teachers articulate developing understanding of pedagogy, practices, design principles & philosophy in the co-construction of the IQWST Pedagogies & Practices Board Teachers express confidence in their ability to teach using IQWST materials, including sufficient content knowledge and facility with scientific practices

25. PD Workshops Summer: 5 days 3 days focused on the 1st unit in grade-level sequence; 2 days addressing coherence Taught by experienced IQWST teachers & core team Teachers who taught previous grade levels share their experiences Model teaching of individual lessons--followed by debriefing to frame IQWST pedagogy and practices In-year PD: 2 days preceding each of the subsequent units (3 per year) Taught by experienced IQWST teachers & core team Teachers who taught previous grade levels share their experiences At each session, debrief “Successes” and “Challenges” teaching IQWST thus far Individuals select foci for next unit (i.e., areas to address on the challenge list)

26. Experiencing the PD Model We will model teach one lesson, as in PD You participate as teachers do When we model teach, we ask teachers to participate by asking questions they would expect their students to ask, etc.

27. What do students know at this point? Matter is composed of atoms & molecules in constant motion. Substances can exist in solid, liquid, and gaseous states. Substances have characteristic properties that help identify substances and distinguish them from one another. Solubility, density, and melting point are properties of substances. Both baking soda and road salt are soluble in water (determined in a previous investigation).

28. Students have read an excerpt from the fairy tale, Rumpelstiltskin, and have answered these questions: 1.Do you think straw can be turned into gold? 2a. If someone gave you flour, sugar, butter, eggs, baking soda, and salt, what could those ingredients turn into? 2b. What else would have to happen in order for those ingredients to be turned into something new? 3. Think about this: Why can certain things only be turned into certain other things? Explain why someone can’t make gold by mixing flour, sugar and eggs.

29. Discussion Questions (before the investigation) What do you think might happen when you mix substances together with other substances? How would you know whether new substances formed?

30. What happens when I mix substances together? Activity Sheet 6 Read Purpose Follow safety rules Teacher demonstrates procedure Students complete Activity Sheet 6 Observe and Describe Investigate Discuss Observe and Describe Discuss

31. DISCUSSION Conclusions: Talk with your group about what you observed. How can you answer the question: What happens when I mix substances together?

32. Discussion Questions –How do the substances that you ended up with compare to the substances that you started with? –What do you notice about properties that might help you define a chemical reaction? –What evidence do you have that new substances were made from the old substances?

33. Looking for changes is important! What changes did students observe? Certain “signs” can provide evidence that a chemical reaction occurred. A change in properties is one way to tell that a new substance formed.

34. Homework Write a scientific explanation of whether a chemical reaction occurred. L

35. Scientific Explanations Are critical to National Standards (NRC, 1996): Students are able to... develop…explanations… using evidence. Students are able to... think critically and logically to make the relationships between evidence and explanation. Students are able to communicate scientific... explanations.

36. Scientific Explanations in IQWST Claim Evidence Reasoning

37. 1. Claim A statement a) of one’s understanding about a phenomenon, b) about the results of an investigation/ experiment, or c) that answers a question posed at the beginning of an investigation. A claim may answer the question, “Based on what you have read or have done, what can you conclude?” If an investigation has Dependent & Independent Variables, then the claim must state the relationship between them.

38. 2. Evidence Data used to support a claim. Data may be collected by students or may be reported from other sources. Data may include either qualitative observation, quantitative measurements, or both. Raw data become evidence when they are used in a manner that supports a claim.

39. 3. Reasoning The process of making explicit how particular evidence supports a claim, and how scientific principles apply in interpreting data and making a subsequent claim. Reasoning typically requires relating scientific principles--what we know in science--to what one is currently doing or learning. Reasoning requires justifying how it is that particular data count as evidence to support the claim one is making.

40. Write, Critique, Revise Cycle for Scientific Explanations Homework: Read and write In-class follow up Share explanations Teacher may choose examples for whole-class critique Students may review peers’ work Students revise their own Teacher may choose to ask students to submit their best work Assessment opportunities inform instruction and may be used for grading purposes

41. Teacher Background Knowledge A chemical reaction occurs between sodium bicarbonate (baking soda) and calcium chloride (road salt). sodium + calcium sodium + calcium + carbon bicarbonate (aq) chloride (aq) chloride (aq) carbonate (s) dioxide (g) Sodium chloride in solution plus carbon dioxide gas plus solid calcium carbonate (chalk) forms. The water that is added to the sodium chloride and sodium bicarbonate is not involved in the chemical reaction but is necessary to dissolve the calcium chloride and sodium bicarbonate so that they can react together.

42. Debrief IQWST Model Teaching

44. Professional Development Model Focus on key features of IQWST Model teach so that teachers experience pedagogy, practices, design principles & philosophy in action Debrief model teaching to highlight critical features Emphasize one unit, introduce 2nd so as to illustrate coherence Maintain core leadership team Actively involve teachers Offer three, 2-day workshops during the school year

46. Discussion Questions What future directions might we go in to improve PD enactment for NSF projects? What are important areas for future PD research?

47. Joe Krajcik krajcik@umich.edu LeeAnn Sutherland lsutherl@umich.edu Questions?