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1
Professional Development When and Where You Want It
Intro Slide
http://institute.nsta.org
NSTA Web Seminar II:
Doing Good Science in Middle School
2
Flavio Mendez
Flavio MendezProgram Manager
Symposia and Web SeminarsNational Science Teachers Association
http://institute.nsta.org
3
Agenda:
1. Introductions
2. Tec-help info
3. Web Seminar Tool Training with Examples
4. Web Seminar Presentation
5. Evaluation
6. Chat with the presenter
5
Al Byers Assistant Executive Director
Government Partnerships and e-Learning National Science Teachers Association
http://institute.nsta.org
6
Jeff LaymanTec Support NSTA Institute
National Science Teachers Association
Jeff Layman
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Top line, from right-to-left:
1. Top, right-corner, small square: minimize/maximize tool palette
2. Highlighter
3. Stamps
4. Clear and shaded geometrical figures
11
Top line, from right-to-left, (cont.):
5. Arrow head and tail (on/off)
6. Diagonal line (continuous or dotted): (arrowhead and tail work together with line)
7. Levels of shading from max to min.
8. Paintbrush
9. Clear button
10. Undo
13
Doing Good Science:Change, Challenges, and
Supporting NCLB
Olaf Jorgenson
Headmaster
Hawaii Preparatory Academy
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Doing Good Science in Middle School
• About DGS in Middle School
• Co-authors: Cleveland,Vanosdall
• My background
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Focus Question: Implementation Challenges for
Teachers
What are the “obstacles” to implementing inquiry approaches generally, and kits specifically, at the classroom level?
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Type on the chat box or use your phone, (*6 to un-mute), to share what you think are “obstacles” to implementing inquiry.
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Common Obstacles to Change (cont’d.)• ADMINISTRATIVE
SUPPORT & COMFORT LEVEL
• PARENT SUPPORT & COMFORT LEVEL
• PEER SUPPORT/COMFORT: “SUBTLE SHIFTS”
• TESTING -- IF SCIENCE = “NONTESTED”
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Type on the chat box or use your phone, (*6 to un-mute), to share what you think are solutions for managing change at the classroom level.
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Suggestions for Managing Change at the Classroom Level
(1) Aim for “subtle shifts”
(2) Focus on YOUR STUDENTS first
(3) Take every opportunity to showcase inquiry in action for your parents and your principal
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Suggestions for Managing Change at the Classroom Level (cont’d)
(4) Educate your parents, the principal, etc.--piano metaphor, research cited in the book, etc.
(5) Don’t reinvent the wheel! See resources in Good Science appendix -- who can help provide more information, sample lessons -- a NETWORK!
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A Resource for Teachers and Principals
Article published on National Association of Elementary School Principals web site:
www.naesp.org/ContentLoad.do?contentId=1746
“What K-8 Principals Should Know About Hands-On Science”
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Suggestions for Managing Change at the Classroom Level (cont’d)
Participant suggestions -- what else has worked well in YOUR experience?
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Focus Question:
With NCLB and other high-stakes testing putting a premium on literacy, how can inquiry science support a school’s/district’s test performance mandate? (And what can classroom teachers do about it?)
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Literacy and Inquiry Science
Literacy as a high-stakes focus nationally
Science Notebooks: Klentschy and El Centro results -- how many of you are familiar with the Valle Imperial Project in Science (www.vipscience.com/)?
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Literacy and Inquiry Science
Components of lab notebooks:• Records observations clearly, following writing
conventions, grammar, etc.
• Includes accurate, labeled, color illustrations
• Communicates procedures and data gathered, including graphics and tables where appropriate
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Literacy and Inquiry ScienceComponents of lab notebooks:• Presents analysis and
conclusion
• Presents the “line of learning” -- new learning is shared as are new curiosities and questions: “Inquiry begets inquiry!”
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Literacy and Inquiry Science
Using science lab notebooks to improve literacy:• Don’t assume students know why scientists
keep notebooks -- explain!• Don’t assume students know what’s
expected of them when they keep a notebook in class!
• Provide time for writing in notebooks
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Literacy and Inquiry Science
Using science lab notebooks to improve literacy:• Insist on higher order components in
entries (i.e. reflection)• Read, comment about, and evaluate
notebooks against a shared rubric• Provide opportunities for revision and
publish excellent examples of student notebooks!
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Science and Literacy Beyond Notebooks
(1) Reading comprehension prompts
(2) Writing and reading extensions
(3) Record NCTE/IRA standards on lesson plans (applies to NCTM and NRC also)
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Poll Question:
What did the Einstein Project’s Cornerstone Study (http://www.einsteinproject.org/) indicate?
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A Trend in High-Stakes Science Testing?
- Education Week, Nov. 30, 2005
NAEP is increasing proportion of factual scientific knowledge and application from 45% to 60% starting in 2009, reducing test content related to conducting investigations . . .
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“If teaching were the same as telling, we’d all be so smart we could hardly stand it!”
Final Thought
THANKS for your attention and your support for Good Science in Middle School!
- Mark Twain