1. Focusing on Science Inquiry with Flipping, Differentiation, and Common Core (with Canvas)

2. http://focusingpreso.wikispaces.com/

3. Technology is not the innovation Technology leads to innovations: Deeper content Active learning and teaching Authentic experiences Personalized to student interests Connect to student lives “The real obstacle in education remains student motivation.” http://chronicle.com/article/Why-Technology-Will-Never-Fix/230185/

4. Flipping the Classroom Engaging, relevant resources – articles, video… Less lecture, more reinforcement, more time with individual students More formative assessment – timely feedback Active vs. passive – provide assignments in class that require more thought

5. Flipping the Classroom Use technology (Canvas) – allows comments – class discussions, students can redo if needed, metacognition Multiple methods – texts, video, discussions, webquests, reflection Challenge and success – inquiry, provide help, scaffold, use student leaders for tech help

6. Examples - Webquest

7. Example - Discussion

8. Examples – Note-taking

11. Differentiated vs. Individualized Differentiation – Tailored to the educational needs of the student Individualized – Change in Pace, sections completed, interest Personalized includes both differentiation and individualized

12. Aiming for differentiation Low choice/self-directedness ◦ All completing same assignment Mid level choice/self-directedness ◦ RAFT ◦ Tiered instruction ◦ Choice boards High level choice/self-directedness ◦ Group investigations ◦ RAFT Highest level choice/self-directedness ◦ Problem based learning ◦ Curriculum compacting based on pre-test ◦ Learning Contracts

13. Differentiation Not based on learning styles All academic students (not true DI) Allow students to choose their groups Tiered lessons - difficult while maintaining pace Modifications: pace (work ahead), more structure/remediation/extensions in an assignment Negotiable activities based on interest Independence through choice

14. Content differentiation Varied texts Exit cards: reteach class, groups of students, or individuals Organizers for information if needed Choose the 5 vocab terms that are problematic and draw Study guides to focus on info for remediation – given at beginning of unit

15. Process differentiation Group investigation and help (build a community) Blended learning – not OBE Some groups more independent, others need more guidance Ongoing assessment/adjustment Tiered activities – large group  small group  individual

16. Product differentiation Choice of technology tool or even no tech (art) Choose the essay questions you want to answer Menu items or a challenge list Options in rubric for excellence Tiered activities – large group  small group  individual

17. Environment differentiation Fluid group choices Places to go: Lecture or Lab tables for flexible, fast grouping Assignments alternate between individual and group work Assignments alternate between active and passive learning

18. Differentiation examples: cell model

20. Differentiation examples: Science of Aging

21. Differentiation examples: genetics

24. Differentiation examples: Lab results

25. Common Core Annotations, using context clues Investigations using technical texts, websites, outlines Pose a meaningful question to investigate (lab and other) Conduct an experiment to answer an experimental question. Create presentations/illustrations suited for a specific audience to present difficult scientific concepts. Vocab root words and outline for chapters

26. Common Core Create an essay that explains a complex concept to others – Attack prompt, Brainstorm, choose order, detect errors Organize, represent, interpret data to draw meaningful conclusions given collected data. Create an evidence based argument RAFT activities Writing as an everyday learning tool Asynchronous discussions/persuasive dialogue Support ideas with evidence

27. Example: Outline annotations

28. DNA Scientists

29. Example: DNA essay

30. Example: Discussions

32. Example: Food chain discussion

33. Example: Protein synthesis flipbook

34. Inquiry Structured: parameters and procedures given, variables discovered throughout Guided: only given problem and materials Open: Student driven, “doing science” Inquiry discussion: What are you thinking and why do you think that? Considering alternate explanations Student centered – do something with knowledge Use videos – Spark101, Minute science, Bite Sci-zed

35. Example: Are fruits and vegs made of cells?

37. Example: Scientific method

38. Example: Class traits

39. Example: Light Intensity

40. Example: Bioengineering Design Challenge

41. Example: Diaper Dissection

42. Example: Watershed study What would you look at to determine the quality of a watershed? What do we need to know? Use class to learn required material Visit local watershed to conduct tests Evaluate results and determine the health of the watershed

43. Metacognition Share how you thought about what the question was asking. Share the process you used to arrive at your answer. What was your main reason for choosing/not choosing answers? How did your ideas compare with another group’s? What do you still have trouble with related to this question/content?

44. Metacognition Describe two ideas you found confusing. I learned a lot doing this assignment. To what extent do you agree? What resources are available to support you? How was the way you approached completing this assignment different from the last time?

45. Examples

46. Examples

47. Canvas How did Canvas help meet these? Ability to personalize both in the online environment and with extra time for students/groups Seems to be more beneficial for lower level thinking rather than higher order thinking

48. Limitations Not all Academic Not 1:1 until 9 th grade Blended learning ability is not equal to their academic ability. All students seem to benefit in some degree but those that are more academically prepared benefit the most. Need strong management for non- motivated students (academic culture)

49. Goals Student chooses work and reaches mastery Add more in other modules next year Peer review of tests (Genetics) Independent genetics projects Add goal setting which according to studies provides for more ownership and investment in learning