1. How People Learn – Brain, Mind, Experience, and School (Bransford, Brown, & Cocking, 1999)
Three core principles
1: If their (students) initial understanding is not engaged, they may fail to grasp new concepts and information presented in the classroom, or they may learn them for purposes of a test but revert to their preconceptions (Bransford et al., 1999, p. 14).

2. How People Learn Three core principles
2: To develop competence in an area of inquiry, students must (a) have a deep foundation of factual knowledge; (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application (Bransford et al., 1999, p. 16).

3. How People Learn Three core principles
3: A “metacognitive”* approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them (Bransford et al., 1999, p. 18).

4. WEATHER - Culminating Curriculum Project
CONCEPT:
(1) Select a focused science concept.
What do you want students to know and be able to do?
will implement in YOUR class(es).
learner master in a single learning cycle lasting 3-5 days
Specify the learning targets associated with the concept.

5. WEATHER - Culminating Curriculum Project
ASSESSMENT:
(2a) Describe your summative assessment tool(s).
How will you know that your students have mastered the concept?
(2b) Describe your formative assessment tool(s).
How will you know what your students already know about the concept?
How will you know that your students are ‘getting it’ along the way?
How will you change your instruction if they don’t understand?
How will you enhance their instruction if they do understand?
How will they play a role in monitoring their learning?

6. WEATHER - Culminating Curriculum Project
LEARNING :
(3) Design a series of learning activities that will ensure your students will learn the chosen concept and achieve their learning targets?
What will you do to help students learn the concept?
Consider these questions:
What instructional model will you use to provide meaningful (and multiple?) experiences with your chosen concept? [Make this explicit in your documentation.]
How will you incorporate inquiry?
How can you utilize science notebooks?
How might you incorporate formative assessment?
How will you utilize other research-based methods, as appropriate?

7. Instructional Models
Handout – including
Learning Cycle
5E’s
IDEA2

8. Learning Cycle
The learning cycle is a model of instruction based on scientific inquiry. This model encourages students to develop their own understanding of a scientific concept, explore and deepen that understanding, and then apply the concept to new situations.

9. Learning Cycle cont. Exploration Concept development
explore scientific phenomena, manipulate materials, attempt to solve problems
Concept development
introduction and development of the scientific concepts central to the lesson.
Concept application
new problem or situation for the students to solve based

10. 5 E’s
Engage
Explore
Explain
Elaborate
Evaluate

11. IDEA2
Invite
Discover
Elaborate
Action
Assessment

12. Common Components Shared by Instructional Models
 Phase 1: Students engage with a scientific question, event, or phenomenon. This connects with what they already know, creates dissonance with their own ideas, and/or motivates them to learn more.
Phase 2: Students explore ideas though hands-on experiences, formulate and test hypotheses, solve problems, and create explanations for what they observe.

13. Phase 3: Students analyze and interpret data, synthesize their ideas, build models, and clarify concepts and explanations with teachers and other sources of scientific knowledge.
Phase 4: Students extend their new understanding and abilities and apply what they have learned to new situations.
Phase 5: Students, with their teachers, review and assess what they have learned and how they have learned it.

14. Utilizing Inquiry
Inquiry and the National Science Education Standards - A Guide for Teaching and Learning
Steve Olson and Susan Loucks-Horsley, Editors
© 2000

15. Essential Features of Classroom Inquiry and Their Variations
Less………………..…….Learner Self-Directions…………………………..More
More…………..………Direction from Teacher or Material……..…………Less
1. Learner engages in scientifically oriented questions.
A. Learner engages in question provided by teacher, materials, or other source.
B. Learner sharpens or clarifies question provided by teacher, materials, or other source.
C. Learner selects among questions, or poses new questions based on provided examples.
D. Learner poses a question
2. Learner gives priority to evidence in responding to questions
A. Learner is given data and told how to analyze it.
B. Learner is given data and asked to analyze it.
C. Learner is directed collect certain data.
D. Learner determines what constitutes evidence and collects it.
3. Learner formulates explanations from evidence.
A. Learner is provided with evidence.
B. Learner chooses among possible ways to use evidence to formulate explanation.
C. Learner is guided in process of formulating explanations from evidence.
D. Learner formulates explanation after summarizing evidence.
4. Learner connects explanations to scientific knowledge.
A. Learner is given all connections.
B. Learned is given possible connections and chooses among them.
C. Learner is directed toward areas and sources of scientific knowledge.
D. Learner independently examines other resources and forms the links to explanations.
5. Learner communicates and justifies explanations.
A. Learner is given steps and procedures for communication.
B. Learner is provided broad guidelines to use to sharpen communication.
C. Learner is coached in development of communication.
Learner forms reasonable and logical argument to communicate explanations.
Adapted from: National Research Council. (2000). Inquiry and the National Science Education Standards, A Guide for Teaching and Learning. Washington, DC: National Academies Press. P 29

16. Formative Assessment Science Formative Assessment
75 Practical Strategies
for Linking Assessment, Instruction,
and Learning
Page Keeley
NSTA Press/Corwin Press, 2008

17. Science Notebooks Research shows… Structural Features are important
Table of Contents
Student autonomy is important

18. Formative Assessment Read pp. ix-xi and pp. 1-8.
As you read, think about these questions
What is formative assessment?
What does formative assessment look like in the classroom?
Why is formative assessment important?
Is there any research to support the use of fa?
As time permits, read about one or more
of the 75 FACTs (formative assessment classroom techniques)

19. Formative Assessment
Formative Assessment for Secondary Science Teachers
Erin Marie Furtak
Corwin Press, 2009
[a local – Denver area]

20. Additional Resources
Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes
By: Page Keeley,
Francis Eberle, and Joyce Tugel
4 volumes in this series, each with life, physical, and earth science concepts
2 new volumes, 1 each of physical and life science

21. Three Sample Probes For You
22: Rainfall…
21: Where did water come from…
20: What are clouds made of…

22. Other Instructional Strategies - McREL
Identifying similarities & differences
Summarizing & note taking
Reinforcing effort & providing recognition
Homework & practice
Nonlinguistic representations
Cooperative learning
Setting goals & providing feedback
Generating & testing hypotheses
Activating prior knowledge