1. JUDI KUSNICK EXCELLENCE IN SCIENCE EDUCATION (eSCI) SACRAMENTO STATE UNIVERSITY ELK GROVE UNIFIED SCHOOL DISTRICT Challenging curricula in elementary science

2. What is curriculum? Instructional materials ≠ curriculum Curriculum is the intersection of the instructional materials and teacher Rigorous curriculum requires good quality instructional materials BUT it also requires high quality instruction So our job is to improve the instructional side of the equation.

3. What constitutes challenging curricula in elementary science? Is science being taught? Is science being taught in other than 5 th grade? Is instruction informed by the standards? Are kids required to think science? Are kids talking to each other in meaningful ways about science? Are kids using science concepts to make sense of the world? Are kids applying their science ideas to solve new problems?

4. How do we help teachers produce challenging curriculum? Teachers should experience science learning the way we want their students to experience learning. PD should include activities that merge new science content with exemplary pedagogy. Teachers need opportunities to learn new skills to manage new ways of teaching. PD should provide new tools PD should help develop professional learning communities for support

5. How eSCi does it Summer Institute Content & Pedagogy Facilitated Lesson Study Professional Experimentation Winter Institute Content & Pedagogy Showcase Event Reflection & Dissemination

6. Learning science and pedagogy side-by-side Inquiry-based science activities that engage teachers but can be revised for kids Deconstructing activities to identify models of inquiry Opportunities to practice new ways of interacting with kids  Question stems  Non questions Opportunities to practice tools for managing student dialogue  Dialogue protocols

7. Common Elements: Purposeful exploration “Figuring out” dialogue Constructing explanations Communicating conclusions Progressively complex tasks Common Elements: Purposeful exploration “Figuring out” dialogue Constructing explanations Communicating conclusions Progressively complex tasks Sound Example: Task #1: Figuring out what makes sound Task #2: Connecting sound to moving air Task #3: Connecting sound to energy; tracing energy flow Task #4: Exploring and explaining changes in pitch and volume Task #5: Now you do one – each group designs their own inquiry Sound Example: Task #1: Figuring out what makes sound Task #2: Connecting sound to moving air Task #3: Connecting sound to energy; tracing energy flow Task #4: Exploring and explaining changes in pitch and volume Task #5: Now you do one – each group designs their own inquiry

8. Avoiding the fallacy of fun Student engagement is essential Teachers often equate engagement with fun  Games, jokes, prizes, etc. Science is not fun  Fun is fleeting, superficial and potentially distracting Science should be joyful  Joy comes from doing something really interesting and challenging that gives you a feeling of accomplishment  Our most fundamental rule: Never steal someone else’s “aha”

9. Opportunity for professional experimentation Lesson Study  Collaborative planning  Peer coaching  Create supportive environment for professional experimentation

10. Lesson Study Spiral 1. Plan & Design 2. Teach & Observe 3. Reflect 4. Revise Form Collaborative Group Identify Goals Research Design Lesson Peer Review One Person Teaches Collect Data Others Observe Analyze Data Repeat Steps 2-4 (2 nd Cycle) Sacramento Area Science Project

11. How do we know teachers are producing challenging curricula? Good Lesson Study is inherently rigorous  Based in evidence of student learning  Setting rigorous goals  Planning data collection – observation and student work  Analysis of student work Measurement of student learning  Quasi-experimental design with control group  Conceptual pre- and post- assessments designed to probe misconceptions

12. Creating challenging courses for future teachers Development of PD in 3 rd grade standards, including activities that work with kids. Now included in pre- credential coursework. Development of more university faculty well-versed in inquiry-based instruction