Professional Development workshopConcepts in Science and Mathematics

at the University of Notre DameFor SBCSC 5th and 6th grade Teachers

17 – 28 June 2013

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With thanks to

WelcomeIntroductions

The instructors: Science:

Patrick Kurowski, Edison School SBCSCNate Cole, St. Joseph School, South BendGordon Berry, University of Notre Dame

Mathematics:Karen Hunter, Edison School SBCSCAmanda Serenevy, Riverbend Community Math CenterBeth Marchant, Riverbend Community Math CenterAndrea Vollrath, Riverbend Community Math Center

IntroductionsThe teacher-

learners…1 – Introduce yourself to your neighbor and talk to him/her about something you measured this weekend.

2 – Each of you will introduce your neighbor to the class, and let us know something that you found interesting about the measurement.

Teachers e-mailSchool Grade

LevelSarah Alan salan@sbcsc.k12.in.us Greene Mark Alexander malexander@sbcsc.k12.in.us Navarre 6th John Casper jcasper@sbcsc.k12.in.us Clay IC 5thMary Cook mcook2@sbcsc.k12.in.us Edison IC 5thMary Dornbos marydornbos@comcast.net Holy Family 5thLeslie Drinkwine ldrinkwine@sbcsc.k12.in.us Marshall IC 6thPamella Harper pharper@sbcsc.k12.in.us Jackson Julie Huff jhuff@sbcsc.k12.in.us Jefferson 5/6thJoseph Hurt jhurt@sbcsc.k12.in.us Brown IC M. Bradley Lile mblile@sbcsc.k12.in.us Marshall IC 6thHolli Litka-Ness hlitka@sbcsc.k12.in.us Brown IC 6thAnn Marie Lotridge alotridge@sbcsc.k12.in.us LaSalle Jennifer McDaniel jmcdaniel@sbcsc.k12.in.us Brown IC Janet Minton jminton@sbcsc.k12.in.us LaSalle 6thPam Nachazel pnachazel@sbcsc.k12.in.us Edison Ronald Newhouse origteach@yahoo.com Sub subMatt Peterson mpeterson2@sbcsc.k12.in.us LaSalle Debbie Ramirez dramirez@sbcsc.k12.in.us Jackson Deborah Riley driley@sbcsc.k12.in.us Brown

Luz Delia Ruiz-Monteso lruiz-monteso@sbcsc.k12.in.usNavarre

Rodney Schmitt rschmitt@sbcsc.k12.in.us Clay Katie Smith ksmith4@sbcsc.k12.in.us Greene Valerie Stauffer vstauffer@sbcsc.k12.in.us Jackson Spec. EdMichelle Story mstory@sbcsc.k12.in.us Marshall IC 6thKristi Zentz kzentz@sbcsc.k12.in.us LaSalle Jason Zook jzook@sbcsc.k12.in.us Brown IC 5th

Some logisticsWorkshop times – 8:30 am to about 3:00 pm – 30 minutes for lunchStipend - $500 / week -

need to sign in each daypaid by grant – through SBCSC/Notre DameGordon needs your SS# (and address – to send check)SBCSC will start processing the payments at the end of the workshop

Coffee and tea are available most of the day, breakfast available at 8 am

Today only – A group of pre-tests in physics and mathematics – (repeated on last day)

Some materials – mostly on flash drives– you should copy contents to your PC(about 3GB) --- new materials will be added each day

Richard Hake …talking about college physics labs

I suspect that the labs are of the “traditional” cook-book type in which students follow a recipe to set up equipment, make measurements, and (supposedly) "verify" some relationship, principle, or theory.

My experience has been that such labs are of little value in promoting students understanding and appreciation of either scientific methodology or physics concepts.

Also true in K-12 classrooms….

A question!

How do we learn? Quickly? (in an instant?) Slowly? (over several lessons?) (“or several exposures”)

How and what do we remember? (for ever!)Why are concepts more important than facts?

How the brain works should affect the ways we teach….

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1. Asking questions & defining problems 2. Developing & using models3. Planning & carrying out investigations4. Analyzing & interpreting data5. Using mathematics and computational thinking6. Constructing explanations & designingsolutions 7. Engaging in argument from evidence8. Obtaining, evaluating, & communicating information

The NGSS’s Framework of Scientific and Engineering Practices

This is what happens in every Guided Inquiry or Modeling classroom!!

The Essential ABCsof Learning

Always Be Conversing

Always Be Connecting

Always Build Competence

Essential QuestionsHow do scientists solve everyday problems?

They (WE!!) design and conduct scientific investigations to answer (science) questions.

• Create testable hypotheses.• Identify variables.• Use a control or comparison group when appropriate.• Select and use appropriate measurement tools.• Collect and record data.• Organize data into charts and graphs.• Analyze and interpret data.• Communicate findings.

WE formulate and revise scientific explanations and models of measurable phenomena usinglogic and evidence to:

• Explain observations.• Make inferences and predictions.• Explain the relationship between evidence and explanation.

Essential Feature

A B C D

1 Learner engages in scientifically oriented questions

Learner poses a question

Learner selects among questions, poses new questions

Learner sharpens or clarifies question provided by teacher, materials or other source

Learner engages in question provided by teacher, materials, or other source.

2 Learner gives priority to evidence in responding to questions

Learner determines what constitutes evidence and collects it

Learner directed to collect certain data

Learner given data and asked to analyze

Learner given data and told how to analyze

3 Learner formulates explanations from evidence

Learner formulates explanation after summarizing evidence

Learner guided in process of formulating explanations from evidence

Learner given possible ways to use evidence to formulate explanation

Learner provided with evidence and how to use evidence to formulate explanation

4 Learner connects explanations to scientific knowledge

Learner independently examines other resources and forms the links to explanations

Learner directed toward areas and sources of scientific knowledge

Learner given possible connections

Learner told connections to scientific knowledge

5 Learner communicates and justifies explanations

Learner forms reasonable and logical argument to communicate explanations

Learner coached in development of communication

Learner provided broad guidelines to sharpen communication

Learner given steps and procedures for communication.

Student Directed => => => Guided Inquiry => => => Teacher Directed Adapted from Inquiry and the National Science Education Standards, National Academy Press, 2000, page 29

A self-assessment tool that you can use in your own classroom and for your lesson plan

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