1. Learning is a journey Not a guided tour

2. Academic students develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate Academic students develop students’ knowledge and skills through the study of theory and abstract problems. These courses focus on the essential concepts of a subject and explore related concepts as well. They incorporate practical applications as appropriate Applied courses focus on the essential concepts of a subject and develop student’s knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas and students are given more opportunities to experience hands-on applications of the concepts and theories that they study. Applied courses focus on the essential concepts of a subject and develop student’s knowledge and skills through practical applications and concrete examples. Familiar situations are used to illustrate ideas and students are given more opportunities to experience hands-on applications of the concepts and theories that they study.

3. How do I support all learners? Turn to a partner. Answer the following question. Turn to a partner. Answer the following question. How many overall expectations could you meet with the Oh Deer activity and the apple demo? How many overall expectations could you meet with the Oh Deer activity and the apple demo? How many specific expectations could you meet with the Oh Deer activity and the apple demo? How many specific expectations could you meet with the Oh Deer activity and the apple demo?

4. How do I support all learners? Turn to a different person and answer the following question Turn to a different person and answer the following question Which specific expectations could you leave out? Why? Which specific expectations could you leave out? Why?

5. How do we help all learners? We choose what we want students to learn based on their interests and our enduring knowledge-and provide them with different kinds of activities and justify our activity based program by clustering ministry expectations!!! We choose what we want students to learn based on their interests and our enduring knowledge-and provide them with different kinds of activities and justify our activity based program by clustering ministry expectations!!!

6. The TEAM approach T- talker T- talker E-encourager E-encourager A-articulator A-articulator M- mover M- mover Question cups Question cups

7. Find your TEAM Introduce yourselves and establish your roles-please try to stay in those roles to see how it feels….. Introduce yourselves and establish your roles-please try to stay in those roles to see how it feels…..

8. How are the big ideas from the curriculum guidelines linked to the overall expectations? Use the white boards or 11 x 17 paper provided to demonstrate the connections between the big ideas and the overall expectations. How can you make these connections interesting for your students? Record your ideas on the whiteboards too.

9. Student questions….. At the beginning of the unit- use questions to find out what interests your students At the beginning of the unit- use questions to find out what interests your students Pick one question that your team thinks would interests students. How many expectations cluster with that expectation? Pick one question that your team thinks would interests students. How many expectations cluster with that expectation? OPTIONAL-With your TEAM begin planning your unit. Include activities that you already have in your repertoire! OPTIONAL-With your TEAM begin planning your unit. Include activities that you already have in your repertoire!

10. Sharing Resources Turn to a partner and share your resource Turn to a partner and share your resource Could you use your activity to have students explore before you make a note together? Why? Why not? Could you use your activity to have students explore before you make a note together? Why? Why not? How many expectations cluster with your activity? How many expectations cluster with your activity?

11. The Egg as your Eye Demo How is egg white like your eye? What could happen if acid or base made contact with your eye? PredictExplain ObserveExplain So what?

12. How can I make science interesting? Having students focus on application, analysis, synthesis and evaluation questions rather than knowledge and comprehension questions while they are learning and being assessed certainly helps. Having students focus on application, analysis, synthesis and evaluation questions rather than knowledge and comprehension questions while they are learning and being assessed certainly helps. The hand-out provides examples of words that you can use to support student learning The hand-out provides examples of words that you can use to support student learning

13. How to talk so kids can learn Work with your TEAM to discuss the following questions Work with your TEAM to discuss the following questions So –what did you think of Chapter 2? So –what did you think of Chapter 2? What did you like? What did you like? What was problematic for you? What was problematic for you?

14. For Next class Read STAY SAFE and answer the questions provided in a hard copy format. Read STAY SAFE and answer the questions provided in a hard copy format. This assignment will be submitted to your instructor at the beginning of next class and assessed for completion This assignment will be submitted to your instructor at the beginning of next class and assessed for completion

15. BIO BLOG What have you learned in this class that supports your teaching philosophy-one or two examples would be great What have you learned in this class that supports your teaching philosophy-one or two examples would be great What are we taking too long to get to? What are we taking too long to get to?