1. Presented by Dr. Ava D. Rosales, Instructional Supervisor Mr. Eddie Bonet, Curriculum Support Specialist November 8, 2011 12/23/20151 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

2. Make a Name Tent and include: NAME SCHOOL One “aha” (eye-opening) moment that resulted from the Interim assessment

3. Source: Wordle.net

4.  Model the importance of Planning  Facilitate movement from Engage to Explain in the 5-Es  Develop quality questioning techniques 12/23/20154 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

5.  Participate Actively  Ask questions  Learn by doing  Set your own learning into action Bathroom and Electronic Devices

6. A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSE Partnership to Rejuvenate and Optimize Mathematics and Science Education 12/23/2015 6

7. Just as an actor focuses on his script and a musician on the score, so must a teacher focus on a lesson plan. Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21 12/23/20157

8. Why have lesson plans? 12/23/20158

9.  To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).  To ensure that teacher actually teaches the required curriculum (including standards required by law).  To assist the teacher to become a more reflective decision maker. 12/23/20159

10. The quality of the lessons you deliver is the essence of teaching. 12/23/201510

11. The best lessons contain a clear purpose, actively engage the students, cater to various learning styles, and challenge the students with higher level questions. 12/23/201511

12. There are three levels of lesson planning:  Long-term planning  Short-term planning  Daily planning 12/23/201512

13.  Subject content  Reading in the content area  Curriculum mapping  Integration of multiple subject areas What do you want students to know when they complete the day, semester, or year lesson(s)? 12/23/201513

14. Science teachers also need to know how to plan for:  Laboratory activities  Teaching controversial issues such as evolution  Lab safety  The use of science-specific graphic organizers. 12/23/201514

15.  How you teach is also an important consideration when planning.  Teachers tend to teach the way they were taught.  Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans. 12/23/201515

16. How were you taught? How do you think you learn best? What are some other instructional strategies that might have been used? 12/23/201516

17.  Direct instruction  Cooperative learning groups  Inquiry (structured, guided, open)  Peer teaching  Concept maps / mindmaps  Learning centers  Problem / community based 12/23/201517

18.  Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.  Inquiry lessons lie on a continuum from structured to free. 12/23/201518

19.  A real-world problem provides context and motivation for students to learn scientific content.  Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills 12/23/201519

20.  Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.  Group lessons must be well organized to be effective.  Group work is not simply an excuse for the teacher to do something else. 2012/23/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

21.  Cooperative learning  Peer response  Think-pair-share  Discussion circles  Paired problem solving  Reciprocal teaching  Jigsaw 2112/23/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

22.  Random—numbering off, matching pictures, etc  Purposeful—using set criteria, i.e., high/low achievers, male/female, etc. Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly. 12/23/201522 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

23. 12/23/201523 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

24.  Leader / recorder / speaker / materials (go-getter)  Facilitator / recorder / reporter / data processor Other group roles may include tasks such as timer, illustrator and so on. 2412/23/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

25.  Remember, there is no “magic” new instructional method that will work in every situation.  Incorporate a variety of teaching methods into your lessons. 12/23/201525 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

26. 12/23/201526 expectumf.umf.maine.edu M-DCPS Division of Mathematics, Science and Advanced Academic Programs

27. IntelligenceTeaching Example Bodily-Kinestheticact out the movement of the solar system as a class Interpersonalwork in research teams to solve a problem Verbal-Linguisticwrite a story about a cell in your bloodstream Logical-Mathematicalcollect and analyze data from an experiment Naturalisticgrow plants in various places in and out of the classroom Intrapersonalwrite about which animal you would like to be, how you would live, and why Spatialdraw what you see under a microscope Musicalobserve sound waves of sand on a drum 12/23/201527 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

28. Short-term or unit plans:  Expand on one curriculum topic.  Developmentally sequence the topics of the unit.  Include content, teaching strategies, and assessment instruments.  Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks. 12/23/201528 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

29. 12/23/201529 Pacing Guide SAMPLE UNIT PLAN M-DCPS Division of Mathematics, Science and Advanced Academic Programs

30. Developing an Effective Daily Lesson Plan  Plan for conceptual understanding.  Use discovery, collaborative, and inquiry learning.  Use authentic assessment that evaluates what you taught. 12/23/201530 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

31. The 5 Es model is an instructional model based on the constructivist approach to learning. The 5 Es allows students and teachers to:  experience common activities  use and build on prior knowledge and experience  construct meaning  continually assess students’ conceptual understanding 12/23/201531 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

32. EngageExploreExplainElaborateEvaluate Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201532 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

33. Questions to Stimulate Student Thinking and Accountable Talk 12/23/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs33

34. Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions. Florida Curriculum Framework, p. 146 12/23/2015 34 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

35. Helping students work together to make sense of mathematics or science: "What do others think about what Sam said?" "Do you agree? Disagree?" "Does anyone have the same answer but a different way to explain it?" "Would you ask the rest of the class that question?" "Do you understand what they are saying?" "Can you convince the rest of us that makes sense?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK 12/23/2015 35 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

36. Helping students to rely more on themselves to determine whether something is correct:  "Why do you think that?"  "Why is that true?"  "How did you reach that conclusion?"  "Does that make sense?“  "Can you make a model to show that?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK 12/23/2015 36 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

37. Helping students learn to reason:  "Does that always work?"  "Is that true of a counter example?"  "How would you support/demonstrate that?"  "What assumptions are you making?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK 12/23/2015 37 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

38. Helping students learn to conjecture, invent, and solve problems:  "What would happen if...?"  "Do you see a pattern?"  "What are some possibilities here?"  "Can you predict the next one? What about the last one?"  "How did you approach the problem?"  "What decision do you think he should make?"  "What is alike and what is different about your method of solution and hers?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK 12/23/2015 38 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

39. Helping students to make connections within the content, between content areas, and to the real world  "How does this relate to...?"  "What ideas that we have learned before were useful in solving the problem?"  "Have we ever solved a problem like this one before?"  "What uses of mathematics [science] did you find on the news/Internet/television last night?"  "Can you give me an example of... in the real world?" Q UESTIONS TO S TIMULATE S TUDENT T HINKING AND A CCOUNTABLE T ALK 12/23/2015 39 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

40. REMEMBER Questions drive the inquiry process. 12/23/2015 40 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

41. What’s the difference between a fish and a submarine? One has lettuce and tomato and one has tarter sauce! W HAT A RE T HEY T HINKING ? 12/23/2015 41 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

42. Using  FCAT 2.0 Test Item Specs  Pacing Guide  Question Stem Worksheet Benchmarks:  SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4  SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3  SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4; 12/23/201542 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

43. EngageExploreExplainElaborateEvaluate How will students’ interest be captured? Make connections between what has been learned and what will be learned Focus student thinking Mental engagement Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201543 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

44. EngageExploreExplainElaborateEvaluate What exploration experience will be used? Provide common base of experiences Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc. Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201544 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

45. Is a New Substance Formed? (Inquiry Warm- up) 12/23/2015 M-DCPS Division of Mathematics, Science and Advanced Academic Programs 45

46. EngageExploreExplainElaborateEvaluate How will students communicate the results of their explorations? Focus on particular aspects of the engagement and exploration Students communicate conceptual understanding and demonstrate skills Introduction of common language base Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201546 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

47.  Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game) 12/23/201547 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

48. EXPLORE: I NQUIRY : H ANDS - ON /M INDS - ON Is a New Substance Formed? (Inquiry Warm-up) Law of Conservation of Matter (CPALMS) Are You Part of a Cycle? (Warm-up) Following Water (Quick Lab) Chapter 13 (Warm-up/Quick Lab Cluster) 12/23/2015 48 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

49. T HE 5E M ODEL – O NE E FFECTIVE A PPROACH EngageExploreExplainElaborateEvaluate How will students communicate the results of their explorations? Focus on particular aspects of the engagement and exploration Students communicate conceptual understanding and demonstrate skills Introduction of common language base Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/2015 49 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

50. EngageExploreExplainElaborateEvaluate How will students apply their knowledge to a new situation? Challenge and extend conceptual understanding Practice skills and behaviors Development of deeper and broader understanding Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201550 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

51. EngageExploreExplainElaborateEvaluate How will students demonstrate their new understanding and skills? Students assess their understanding and abilities Opportunity for teacher to evaluate student progress toward achieving the educational objectives Informs future instructional decisions and lesson plans Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy 12/23/201551 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

52. EngageExploreExplain Elaborate Evaluate Bybee, R. and the Biological Sciences Curriculum Study See Bybee (1997) Achieving Science Literacy Assess Assessment takes place at each stage and informs instructional decision-making. 12/23/201552 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

53. Instructional materials  Manipulatives  Virtual technology References  Textbooks  Websites  Journals  Colleagues 12/23/201553 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

54. INSTRUCTION How are we going to get them to know it? CURRICULUM What do we want kids to Know and be able to do? ASSESSMENT How are we going to know they know it? Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER 12/23/201554 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

55. Ready … Aim… SHOOT! Photos from worldofstock.com Curriculum Assessment Instruction 12/23/201555 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

56. What Do We Want Kids to Know? Remember: Fair Game Principle and Opportunities to Embed BOK – Life Science Big Idea 18: Matter and Energy Transformations SC.8.L.18.4 (AA); SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4 BOK – Nature of Science Big Idea 1: The Practice of Science SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 [Fair Game: SC.6.N.1.3; SC.7.N.1.3; SC.7.N.1.4] BOK – Physical Science Big Idea 8: Properties of Matter SC.8.P.8.5 (AA); SC.8.P.8.1 Big Idea 9: Changes in Matter SC.8.P.9.2 (AA); SC.8.P.9.1; SC.8.P.9.3 12/23/201556M-DCPS Division of Mathematics, Science and Advanced Academic Programs

57. 12/23/201557 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

58. How Are We Going to Know They Know It? Sample problem from 8 th grade FCAT Sample Test http://fcat.fldoe.org/fcat2/fcatitem.asp#download 12/23/201558 M-DCPS Division of Mathematics, Science and Advanced Academic Programs Ethan is observing chemical and physical properties of a substance. He heats up a substance and observes that the substance turns from a brown solid to a black powder. He refers to several chemistry journals that claim this represents a chemical reaction. From his observation and research, he concludes that the substance goes through a chemical change when heated. How can Ethan best defend his conclusion? A. by demonstrating that the substance will eventually melt if the temperature continues to increase B. by verifying that the substance is now made up of different molecules than before it was heated C. by verifying that the substance is made up of only one type of element D. by demonstrating that the substance is less dense after it is heated

59. How Are We Going to Teach Them so They Know It? 12/23/2015 59 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

60. Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination. Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one. Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21 12/23/201560 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

61. 12/23/201561 M-DCPS Division of Mathematics, Science and Advanced Academic Programs EngageExploreExplainElaborateEvaluate

62. 12/23/201562 M-DCPS Division of Mathematics, Science and Advanced Academic Programs

63. Contact information: Dr. Ava D. Rosales, Instructional Supervisor arosales@dadeschools.netarosales@dadeschools.net 305-995-4537 Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist bonet219@dadeschools.netbonet219@dadeschools.net 305-995-3136