111 MakingConnections One-day Introduction to PrimaryConnections Wollongong, 18 December 2014

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MakingConnectionsOne-day Introduction to PrimaryConnections

Wollongong, 18 December 2014

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PrimaryConnections Professional Learning Facilitators

Louise Rostron

Primary Connections Professional Learning Consultant

Nicola Dziadkiewicz

Primary Connections Presenter

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Workshop purpose

You are here to develop knowledge and understanding of:• the purpose and major features of PrimaryConnections• the relationship to the Australian Curriculum:Science• the curriculum units and resources that exemplify the approach

in order to make informed decisions about its potential benefits and suitability in enhancing the teaching and learning of science and literacy in your school.

Is this your bus? Will you get on it?

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Outcomes

On completion of the Introductory day you will be able to:

• describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian

Curriculum:Science

• make informed decisions about the use of inquiry skills and the potential benefits and suitability of PrimaryConnections to

enhance the teaching and learning of science and literacy inyour school

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Workshop outline (one-day)INTRO: Purpose, outline, outcomes(15 mins) What do you want to know and be able to do

ENGAGE: Elicit participants’ beliefs about primary science and discuss the (25 mins) challenges facing primary teachers

The PrimaryConnections BridgeScientific literacy

EXPLORE: Explore the purpose and five underpinning principles of ( 205 mins) PrimaryConnections using ONE key concept

EXPLAIN: The elements of the Australian Curriculum:Science and(20 mins) PrimaryConnections curriculum resource organisation

ELABORATE: Analyse a unit in detail(70 mins) Research underpinning PrimaryConnections

Other resources

EVALUATE:The shift from activity-based science to “evidence/argument- (30 mins) based” science through inquiry skills

Dos and don’ts: focus on learningAsk questions, reflect and evaluate

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Affinity diagram

• Describe one thing you would most like to know by the end of the workshop.

• Describe one thing you would most like to be able to do by the end of the workshop.

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ENGAGE

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Consensogram Questions

What is the degree of importance of the teaching and learning of science in primary school?

What is the effectiveness level of the teaching and learning of science in primary schools?

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• Low priority for science in the primary curriculum• Overcrowding of the primary curriculum• Un-achievable syllabus requirements in science • Inadequate resourcing of science education• Limited access to in-service professional learning for teachers• Limited opportunities for teachers (and trainee teachers) to see quality

teaching of science• Limited time for science education units in pre-service teacher courses• Limited understanding by decision makers of the issues in the teaching of

primary science• Limited understanding of science itself in the school context by teachers,

principals and decision makers• Change-weary teachers• Low teacher confidence

Challenges facing primary teachers in thedelivery of quality science education

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…is building a bridge for the gaps!

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The Bridge – single arch, two halves

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What sort of bridge is it?

Five underpinning principles provide sturdy foundations

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How do you cross The Bridge?

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More lanes!

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Is there a toll to cross The Bridge?What support is available?

Involvement in any project requires some effort – the

question is does the benefit outweigh the cost?

PrimaryConnections has lots of support if you feel you need some help to cross The Bridge:

• colleagues• curriculum leaders• professional learning facilitators • master facilitators

• education officers• state coordinators• Academy of Science• website.

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Professional learning program linking science with literacy

Supported byquality curriculum

resources

What is PrimaryConnections? – a complete approach to teaching and learning science

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has begun in 2014

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Purpose of PrimaryConnections

To

improve learning outcomes for primary students in science and

literacy

by

developing a professional learning program supported with

curriculum resources

that will

improve teachers’ confidence and competence for teaching

science through developing their science pedagogical content

knowledge.

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A question to consider!

What makes the sun shine?

Try to represent your understanding in some way.

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Scientific literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them

• to engage in the discourses of and about science

• to be sceptical and questioning of claims made by others about scientific matters

• to be able to identify questions, investigate and draw evidence-based conclusions

• to make informed decisions about the environment and their own health and well-being.

Scientific literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Critical literacy

Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others.

Image: Stock.xchng

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Scientific literacy develops

___________________________________________________None/very little informed adult

‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning

of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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EXPLORE

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The five underpinning principles…

…let’s explore!

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Principle 1: Collaborative learning

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Beliefs continuum

Collaborative learning strategy: Beliefs continuum

_________________________________________Disagree Agree

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Collaborative learning teams in action

Years F-2 (Pairs)• Speaker• Manager

Years 3-6 (Teams of 3)• Director• Manager• Speaker

Each role has specific duties and responsibilities as thestudents work through the activities and investigations.

Example: Students investigating small animals in theschoolyard.

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Principle 2: 5Es

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The 5Es….what is it?

An inquiry instructional model of teaching and learning designed to facilitate conceptual change!

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Overarching message

ONE KEY CONCEPTUAL IDEA!

• this idea spans the entire 5Es sequence and should be emphasised and referenced often

• lessons build from one to the next contributing to the key idea• actions must be consistent with the purpose of the phase to

develop the key idea

SKAMP says:

Every phase in the 5Es model is important for optimum learning. None are unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)

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Phase Focus Assessment focus

ENGAGE Engage students and elicit prior knowledge Diagnostic assessment

EXPLORE Provide hands-on experience of the phenomenon Formative assessment

EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations

Formative assessment

ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation

Summative assessment of the Science Inquiry Skills (SIS)

EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes

Summative assessment of the Science Understanding (SU)

PrimaryConnections 5Es teaching and learning model

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Images of activities from the 5Es phases

ENGAGE: Weather in my world EXPLORE: Plants in action EXPLAIN: Plants in action

ELABORATE: Push-pull

EVALUATE: It’s electrifying

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EXPLORE BEFORE EXPLAIN!

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Principle 3: Investigating

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Types of investigating in PrimaryConnections

Exploratory investigations• occur at the Engage and Explore phases• are characterised by hands-on exploratory activities including:

observing, measuring, testing, representing.

Fair test, Survey, Design and Secondary data investigations• occur at the Elaborate phase• are characterised by a focus on student planning, following the

investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings.

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Planning a science investigation

What is the question for investigation?

What are the variables?

What equipment do I need?

VARIABLES GRID (M = Measure)

Hotness of a spoon

(M)

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Remember:- Cows Moo Softly

Change one thing

Measure one thing (dependent on the change)

Keep everything else the Same

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Variables table for “fair tests”

What will I change? What will I keep the same?

What will I measure?

Independent variable Controlled variables Dependent variable

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Conducting a science investigation

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Stages of investigating

Planning

CommunicatingConducting

Interpreting and representing

Evaluating

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Australian Curriculum:Science SIS

Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communication

Predict which of these teachers and students do

effectively / ineffectively.

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QCERQ: What question are you trying to answer?

C: What is your claim at this point?

E: What specific evidence do you have to support your claim?

R: How does the evidence support the claim? Can this be linked to a science concept? Are their alternative explanations for the data collected? How accurate is the data?

Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.

The Question Starters can be used to model and practise this

process.

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Claims claims claims!!!• Whenever a student makes a representation about a science

phenomenon whether verbal, written, gestured, drawn ….they are making a “claim” about what they do or don’t understand at that point.

• These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.

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The purposes of investigating are to:

• actively engage students in learning

• provide an opportunity to learn the skills and processes of investigating

• provide students with an authentic experience of science

• help students develop an understanding of scientific evidence and of the nature of science

• provide a foundation for conceptual development through experience of science phenomena.

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PrimaryConnections 5Es teaching and learning model

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Investigating images

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Principle 4: Science and literacy

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The confusion!

• Three different expressions are used.• What do they mean? How are they similar? • How are they different?

literacies of science

scientific literacy

everyday literacies

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Defining ‘everyday literacies’

• are the literacy skills students bring to the learning process

• are tools of learning

• are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding

• involve multiple modes of representation.

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Visual representation

Focus question

How do we maintain a comfortable level of warmth in our home during winter?

• 4 visual individual representations

• Form large groups and create a scientific representation of the group’s data.

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Defining ‘literacies of science’

• are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes

• are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer-generated images, gestures, role-plays.

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Literacy focus - graph

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Literacy of science - graphs

Horizontal (x) axis:What was changed (independent variable)

Vertical (Y) axisWhat was measured/ observed(dependent variable)

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Quality matrixLiteracy of science: graph

Features Characteristics of a high-quality product

Opportunity for improvement

Title Clear and accurate Write in a straight lineCheck spelling

Horizontal axis Straight lineClear labelRegular incrementsUnits of measurement

Write label clearlyMeasure the increment spaces

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The story of graphs

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2007 TRIAL

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Graphs: Questioning for analysis

What is the “story” of your graph?

Do the data in your graph reveal any patterns?

Is this what you expected? Why?

Can you explain the pattern? Why did this happen?

What do you think the pattern would be if you continued the line of

the graph?

How certain are you of your results?

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Literacy Focus – labelled diagram

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Modifying Literacy Focus – labelled diagram

How can we modify this literacy focus for different ages / abilities / Stages?

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Quality matrixLiteracy of science: labelled diagram



Title Clear and accurate identifying the organism

Write in a straight lineCheck spelling

Labels Scientific language Check spellingUse scientific language

Leader lines Straight lineSame side of diagram

Ensure lines do not cross each other

Scale Units of measurementAccurate

Measure size to calculate scaleInclude a scale

Drawing Clear narrow pencil lineCentred on paperLarge enough to represent detail

No shadingLarger drawing

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Literacy focus - table

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Draw a table

Distance from torch to glue stick (cm)

Height of shadow (cm)

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10 16.1

15 14.7

20 13.9

OR

The effect of distance from a torch on the shadow height of a glue stick

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What was changed (independent variable)

What was measured/ observed(dependent variable)

Each row should show a different treatment, organism, sampling site etc.

Table of the number and type of organisms found in a sample of leaf litter

Organism type Number of organisms

leaves 29

Woodlouse 10

Beetle larva 4

Spider 2

Literacy of science - data tables

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Quality matrixLiteracy of science: data table



Title Clear and accurate Write in a straight lineCheck spelling

Columns Straight lineClear labelRegular sizeUnits of measurementChanged variable on leftMeasured variable on right

Write label clearlyMeasure the increment spaces

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The relationship

• Literacy skills do not develop in

isolation from a context.

In PrimaryConnections:• students use everyday literacies

and learn literacies of science

• the science context provides a

meaningful purpose for literacy development.

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So what is scientific literacy?

The use of everyday literacies to learn

about science concepts and processes –

including the development of the

literacies of science – contributes to

students’ developing scientific literacy

as they learn about, communicate and

represent science understanding.

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Scientific literacy is a high priority for all citizens, helping them to:

• be interested in, and understand the world around them• engage in the discourses of and about science• be sceptical and questioning of claims made by others about

scientific matters• be able to identify questions, investigate and draw evidence-

based conclusions• to make informed decisions about the environment and their

own health and well-being.

Defining scientific literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Principle 5: Assessment

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Assessment ‘for’ learning

Gathering information about the gap between where the student is and needs to be.

Students learn best when they:• understand clearly what they are trying to learn and what is expected

of them• are given feedback about the quality of their work• are given advice on how to make improvements• are fully involved in deciding what needs to be done next and who• can help if needed.

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Assessment ‘of’ learning

Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress.

Judgements about the extent and quality of student learning need to be:• based on sound criteria negotiated with and known to students• reliable and accurate.

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Assessment ‘as’ learning

Reflecting on evidence of learning and the processes of learning.

• Reflecting on the learning process helps students focus on:• what they have learned• how they have learned• what processes help them to learn.

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PrimaryConnections 5Es teaching/learning model

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Types of assessment

Diagnostic

Formative

Summative

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‘More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding.’

Questioning

Black, P. et al. (2003). Assessment for learning. UK, Open University Press.

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Effective questioning

View Part Eight of Questioning Minds DVD

• What are broad questions?• What are narrow questions?• What is the purpose of wait time?

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Questioning and the 5Es modelSee Elaboration of the 5Es (pages 22-23)

• ENGAGE: Broad questions that encourage students to discuss their ideas and

experiences

• EXPLORE: Questions that encourage students to discuss their ideas and to

express common experiences

• EXPLAIN: Focused questions that reinforce the explanations of the concepts

• ELABORATE: Questions that help students understand the concept in a new

situation and that assess inquiry skills

• EVALUATE: Questions that assess students’ understanding.

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Assessment examples from Heating up

Diagnostic: How does heat move?

Formative: Moving heat

Summative: Where’s the heat?

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Student science journals and using assessment rubrics

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PrimaryConnections website

All teaching information and resources in members section

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• links science with literacy• is based on the 5Es teaching and learning model• uses an inquiry-based investigative approach • uses collaborative learning strategies• embeds the assessment processes in the teaching and

learning model• provides exemplary curriculum units and other resources

All of these contribute to students’ developing scientific literacy.

PrimaryConnections

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EXPLAIN

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Australian Curriculum:Science

Three interrelated strands:Science Understanding (SU)Science Inquiry Skills (SIS)Science as a Human Endeavour (SHE)

Presented as “content” with “elaborations” for each year level

An achievement Standard for each year is also presented

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Science Understanding Strand divided into four sub-strands

Biological sciences

Chemical sciences

Physical sciences

Earth and space sciences

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Science as a Human Endeavour Strand divided into two sub-strands

Nature and development of science

Use and influence of science

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Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

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General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capabilityIntercultural understanding

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

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2007 TRIAL

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Major message

The Australian Curriculum:Science outlines the

“what” of the curriculum….what should be taught

and learnt.

It does not outline how teachers deliver the

curriculum. How do you actually do this at the most

fundamental “coal face” level….the teacher and the

students?

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2007 TRIAL

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PrimaryConnections……..

………..provides the “what” and the “how”!!!

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Professional learning program linking science with literacy

Supported byquality curriculum

resources

What is PrimaryConnections? – a complete approach to teaching and learning science

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has begun in 2014

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Suite of Curriculum Units-after the Australian Curriculum:Science

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Units with Indigenous PerspectivesYear Biological sciences Chemical sciences Earth and space sciences Physical sciences

Curriculum focus: awareness of self and the local world

F Staying alive What’s it made of? Weather in my world On the move

1 Schoolyard Safari Spot the difference Up, down and all around Look! Listen!(replaces Sounds sensational)

2 Watch it grow All mixed up Water works Push pull

Curriculum focus: recognising questions that can be investigated scientifically and investigating them

3 Feathers, fur or leaves Melting moments Night and Day (replaces Spinning in Space)

Heating up

4Plants in Action Material World

Beneath our feet Smooth movesFriends or foes? Package it better

5 Desert Survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)

6Marvellous micro-

organismsChange detectives Earthquake explorers

It’s electrifying

Essential Energy

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ELABORATE

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Form groups of 6 to analyse ONE curriculum unit in detail

1. Complete the curriculum unit checklist (page 55)

2. Identify and summarise the “science understanding” at the front of the unit

3. For one phase of the unit only, identify and summarise the following in the charts on pages:

• Activities• Literacy focuses and practices• Collaborative learning activities• Assessment focus

Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart.(Pages 40-41)

Essence of a curriculum unit

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PrimaryConnections – a collaborative project

• Australian Academy of Science project• Steering Committee: AAS and DEEWR• Reference Group:

– Australian Academy of Science– Department of Education, Employment and Workplace Relations– Universities – Australian Council of Deans of Education– Literacy, English and Science Educator Associations– State Education Departments– Catholic and Independent Schools Associations– Australian Primary Principals Association– Academy of Technological Sciences and Engineering

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Summary of research 2005-2011

• Original trial teachers: improvements for teachers, science status & quantity

• Factors for successful implementation: support, science coordinator, time

• Professional Learning Facilitators and Curriculum Leaders: excellent resources with effective programs

• Teachers: report significant benefits in confidence and competence

• Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs

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Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (2012)

Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level.

It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Skamp (2012)

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Teacher Flash Cards

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Student Flash Cards

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Wristbands – collaborative learning roles

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Feathers – Interactive Resource

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Resource kits

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Costs and ordering

All costs are available on the website

All ordering done via the website• Online• Online with printed fax order form

All professional learning registered online

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EVALUATE

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2007 TRIALContinuum for teaching science as argument

Activity based

Investigation based

Evidence based

Argument based

Fun, hands-on activities designed to motivate students and keep them physicallyengaged

Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data

Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc

Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives.

Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.

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Making a difference

The PrimaryConnections program:• is based on research• is well conceptualised• uses extensive trialling • is collaboratively developed• has a national profile• Is fully aligned to the Australian

Curriculum:Science• is involved in ongoing research• is providing evidence of significant

changes for teachers and students.

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2007 TRIAL

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DOS AND DON’TSDO

• Teach 4 units each year (1 from each colour)

• Teach the lessons in the sequence as written

• Modify the unit based on the literacy outcomes

• Base decision making on the “Disaster Scale”

• Check website for updates

DON’T

• Cherry pick from units

• Try to cover multiple conceptual areas at once

• Avoid the Chemical and Physical sciences

• Leave out the literacy processes

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PrimaryConnections website

www.primaryconnections.org.au

http://www.primaryconnections.org.au/

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There is much excitement and enthusiasm around the school this term…it is all a buzz with science.

I now feel I can actually teach science in a quality way…and enjoy doing it.

I had children walking out saying that science was fun, interesting and even their ‘favourite subject’.

It gave me renewed skills as a teacher.

Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way.

This has been the most invigorating and rewarding project I have been involved in.

What teachers are saying about PrimaryConnections

Documents

111 MakingConnections One-day Introduction to PrimaryConnections Wollongong, 18 December 2014