TfR Seminar: Session 13

TfR Seminar: Session 13

Evidence, Models,and Explanation

Do Now! (2 min)

• Take out all session 13 Handouts, please!• Take out completed Handouts 12.8 and 12.9, the

planning investigations strategy implementation planning and reflection sheets

• Review your work in preparation for the discussion in your strategy discussion.

Session 13 Objectives• PRACTICE Least Invasive Behavior Classroom Management

Strategies and Effective Engagement Strategies• ANALYZE the unifying concept of evidence, models, and explanation.• BUILD a continuum showing how the concept develops in the

standards in each major discipline, noting where the related topics are introduced, developed, and mastered.

• IDENTIFY common misconceptions and values about evidence, models, and explanation, hypothesize places within the curriculum where these misconceptions may have developed, and develop strategies for teaching content in a way that corrects the misconceptions.

• EXAMINE and select effective strategies for teaching students to make inferences and communicate

Session Agenda

TIME ACTIVITY5:00 - 5:1010 minutes

Open Strategy Debrief

5:10 - 5:5040 minutes

Practice Least Invasive Behavior-C lass room Management and Engagement Strategies

5:50 - 6:2535 minutes

Section 1

Overview of Unifying Concept: Evidence, Models, and Explanation

6:25 - 6:3510 minutes

BREAK Free to do whatever you wish!

6:35 - 7:0530 minutes

Section 2

Building a Continuum for Evidence, Models, and Explanation

7:05 - 7:4540 minutes

Section 3

Implementing Effective Strategies for Making Inferences and Communicating Scientific Arguments

7:45 - 8:0015 minutes

Closing Portfolio Process Review and Session Reflection

Strategy Implementation Pairs–Will and Laura – Chris and Ann Marie –Ashley and Adrianna– Jessica and Caitlin–Alison, and Travis–Michael and Blake

Strategy Debrief

• (6 minutes ) Meet with your strategy partner and follow the directions for the strategy debrief on Handout 13.1.

• Remember you will be using all of the strategy planning and reflection work for an analysis during Session 15, so you should keep them all in an organized fashion.

Transition• As you try out new instructional strategies, it is

essential that you evaluate them in the context of your students’ skills and learning goals.

• Lets practice classroom management and demonstrate how we use models

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Least Invasive Intervention ( 3 min) Student misbehavior should be addressed directly and consistently using the least invasive form of intervention:– Nonverbal correction– Positive group correction– Anonymous individual correction– Private individual correction– Lightning-quick public correction

Practice Classroom Management

Protocol• Review look for indicators• View Video, score on look for tool (11 min)• https://www.teachingchannel.org/videos/new

-teacher-classroom-management• Debrief video ( 3 min)• Assemble in groups of 6, role play teacher and

students

https://www.teachingchannel.org/videos/new-teacher-classroom-management

https://www.teachingchannel.org/videos/new-teacher-classroom-management

Classroom Management (20 min)

• Assign order of presentation.(teacher) 1. Each “student” draws a behavior card

• This indicates the behavior they will role play during the presentation

2. Each “teacher” explains the model they brought to todays session (2 min)

3. 1 min debrief after each presentation4. Repeat until all are done

Debrief Practice

• What are your next steps?• How will your practice be impacted by this

practice?

Transition

• Next we will analyze the way the different disciplines treat scientific evidence, models, and explanation.

• We will see how you can use models in your classrooms to help your students understand science concepts.

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Section 1: Overview of Unifying Concept: Evidence, Models, and Explanation

• Take out Handout 13.2, which you read for homework, use your written notes on Handout 13.2 to review briefly the main points of the unifying concept evidence, models, and explanation.

• Guiding Question: How do models help students to understand and explain the world and how it works?

• ( 2 min) On Handout 13.3, describe two of the models which were presented in the last activity ( one should be yours).

Share Out (5 min)

Use the chart on Handout 13.3 as a guide• Describe the model• What Type of model is it?• Which Standards and topics can the model be used

to explain?• How can the model be used to teach students?• What Age- or developmental-specific modifications

could we make?• What are the Limitations of the model?

Debrief ( 3 min)

• How do models help students to understand and explain the world and how it works?

Transition

• We will now experience using a model that represents the relative distances of the planets from the sun as a way to deepen understanding of the solar system.

• As we participate in this activity, think about how this activity impacts your understanding of the concepts, and how it could impact your students’ understanding.

Models of Planetary Orbits in the Solar System

• As you experience the model, you should consider how it would help students learn, along with adaptations for different grade levels, limitations, and so on.

• Record your thoughts on Handout 13.3.• The model we will look at represents the orbital

distances of the planets in the solar system, it combines different types of models: mathematical, interactive, and physical.

Assemble into groups

( 30 sec )Groups1. Will, Laura, Ashley and Travis ( Mercury, Venus

and Earth)2. Chris, Alison, Jessica and Michael (Mars,

Saturn)3. Ann Marie, Adrianna, Caitlin and Blake

(Uranus, Neptune)

2 Questions to Frame the Activity

• These questions can help students begin thinking about the size of the solar system as well as methods of finding out about the size.

■ How big is the sun? ■ How do we know?

Turn and Talk ( 1 min)Share out ( 3 min) Explain answers

Using the Model

• Take out Handout 13.4. • Groups will work together to build a scale model

of the planetary orbits in the solar system.• In your groups you will calculate a scale for the

orbits of your assigned planets based on the Sun’s diameter, 1,391,900 km, being equivalent to 10 mm or .01 m.

• Post your answers n the chart paper

Classroom Instruction

• Read Step 2 • ( 1 min) Turn and Talk: discuss some ideas for

classroom instruction• (2 min) Share Out

Construct the Model

• As a class, mark where the planets are positioned based on the scaled chart they created.

■ Use a tape measure to make measurements. ■ Represent the different planets using markers, different colored tape, stickers, or paper with the planet names. ■ Have different groups mark the distances for certain planets. ■ All distances should originate from the same location.

Debrief

• ( 4 min)Discuss your questions in your group and post your responses on chart paper

• Handout 13.4• Group 1 Question a• Group 2 Questions b and c• Group 3 Question d

Gallery Walk

• ( 3 min)• 1 minute per poster• Use stickies – For questions or glows

Transition ■ Models allow students to understand scientific concepts visually,

physically, and mathematically. ■ Secondary science teachers use different forms of models to build

explanations. These models and explanations are more concrete at the lower grades and develop to a more abstract and theoretical level as students mature.

■ Different forms of models support understanding of different topics and concepts. • For example, topics that deal with structure require physical models,

such as scale models of bridges or three-dimensional models of DNA, while topics that deal with calculations need mathematical models, such as those that represent forces or half-life. ■ In the next section, we will now evaluate the final unifying concept

continuum for evidence, models, and explanation.

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Break Time! 6:25-6:35

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Take out Handout 13.7 • On the first page of Handout 13.7, note :

– example on evidence and explanation – how it develops from a basic application of evidence in explanations

to a more complex understanding and evaluation of different evidence that build compelling explanations.

• In the next row, shaded, the examples of the planetary orbital scale model are shown,– first as a simple mathematical scale model in the middle school,– then as a more complex application of this scale model for high

school.• Use the second page of Handout 13.7 for note-taking on the

unifying concept.

Pair and Compare

• Find a partner and compare the continuums that you both completed for homework ( 30 sec)

• Discuss differences and revise until you have reached a Conesus on one continuum. (3 min)

• Combine with 1 other pair and repeat the process until you have a single continuum for a group of 4. ( 3 min)

• Post your final draft

Gallery Walk

• Look at each poster ( 1min/each)• Summarize the development of the unifying

concept across the grades in the areas for the process skills and models.

• Volunteer share ( 3 min)

“Start, Continue, Stop,” Debrief

• Debrief the continua for the unifying concept of evidence, models, and explanation within your groups using “start, continue, and stop” explained on Handout 13.9.

• ( 2 min)Individually reflect on Your Next Steps• ( 2 min) Then share with a partner within your

group one thing you will start doing, one thing you will continue doing, and one thing you will stop doing as a result of your new learning.

Misconceptions Connecting to Evidence and Explanations

• Why is understanding students’ preconceptions and preferred learning styles important?

• Handout 13.10 lists common misconceptions that secondary science students may hold about models and science process skills related to evidence and explanation.

( 3 min)• Review this list and place a check mark next to the misconceptions

that you have predominantly observed in your classrooms • And reflect on how you have helped students to understand

concepts better.

Minds of Their Own, Lesson 2: Lessons from Thin Air: Why Are Some Ideas so Difficult?

• Take out Handout 13.11, which you completed for homework

• What were the student explanations for the mass of the mature tree?

• What is the scientific explanation? • What are the sources of student misconceptions?• What classroom instruction did the teacher or interviewer

provide to reveal and redirect misconceptions?• What other ideas do you have?

Redirecting misconceptions:1. Students need to be effectively instructed in understanding

the particulate properties of matter, including gases.2. Show age-appropriate videos that explicitly visualize gases

and their properties3. Teachers can provide other hands-on/minds-on activities

that allow students to understand photosynthesis as a chemical reaction that uses matter to produce other matter.

4. Teachers need to provide opportunities for students to connect different knowledge, concepts, and skills to other knowledge, concepts, and skills so they can develop sound scientific explanations.

Transition

• Student understanding of evidence will influence how accurately they will formulate explanations of scientific concepts.

• In the next section, participants will experience strategies to develop students’ abilities to make inferences from evidence and alternative explanations and to communicate their scientific arguments.

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Implementing Effective Strategies for Making Inferences and Communicating Scientific

Arguments• While evidence, models, and explanation is a

unifying concept, these three things are also critical components of the science process skills.

• In science, students record data and drawings as they gather evidence of their experimentation.

• They present models in the form of plans, diagrams, and equations in their science notebooks.

• Students then use their evidence and models to make inferences and support their explanations.

Think and Write ( 1min)

• What Challenges do your students face when drawing conclusions and discussing an experiment in a lab report.

• Write those challenges on a sticky note and put it on the table in front of you.

Student challenges with explanations, conclusions, and discussion of

experiments: Call out and Identify with

• Students do not include the evidence in the explanation.• Students do not discuss patterns, trends, or anomalies

in the data.• Student-written discussions are not connected to the

problem/hypothesis of the experiment.• Students do not provide an explanation of their findings.• Students do not discuss any new ideas or questions

encountered in the experiment.• Students have errors in their evidence and therefore

come to incorrect conclusions.

Handout 13.12

• Using concrete and guiding questions to support students.

• Volunteer read aloud the description in the box on the top of the handout.

• Compare the two sets of questions for similarities and differences: concrete questions and guiding questions

Reassemble into Strategy Groups

• ( 5 min) Discuss concrete questions and guiding questions and complete Handout 13.13.

Debrief ( 3 min)

• What are the commonalities between the two sets of questions?

• What elements are unique to the concrete questions?

• What elements are unique to the guiding questions?

• When and for what purpose would you use concrete questions with your students?

• When and for what purpose would you use guiding questions?

Communicating Scientific Arguments with Lab Report Conclusions

• Looking at a writing strategy using criteria charts and text analysis to help students to clarify the expectations for a piece of writing using examples.

• Handout 13.14a • The criteria listed in the left column align to the

rubric you have been using to score the lab reports. • Some details have been added here to make the

criteria list for the conclusion more helpful as a guide to writing a conclusion.

Reviewing a student sample

• Read the sample student lab report on Handout 13.14b.

• Note any of the criteria on the list.

Think Aloud Modeling ( 3 min)

• This is how a student might self- or peer-evaluate a conclusion to determine whether it has the needed elements or needs to be revised.

• This is a model for how a teacher would conduct a think-aloud with secondary students.

• Mark your own text and take notes on Handout 13.14a as the think-aloud is modeled.

Why Think Aloud?

• Doing so demonstrates practical ways of approaching difficult problems and helps students to be metacognitive when engaging in complex thinking processes.

• Effective teachers think aloud on a regular basis to model this process for students.

Making Application

• How might you use the criteria chart in your classes to develop students’ abilities to communicate their scientific arguments?

• How might you support students learning English with applying what they saw in the think-aloud to the process of analyzing their own or their peer’s conclusion?

Scaffolding Conclusions

• Handout 13.4c is a scaffold to support students in writing a conclusion to their lab report.

• You can modify it for use in your own classes• Being explicit about the many components that

should go into the conclusion and helping students to understand what those components look like using models is an essential step in guiding students to communicate scientific arguments clearly

Strategy Overview

• Next step is for participants to review the strategy overview charts that accompany the session.

• Handout 13.15a and Handout 13.15b.• ( 5 min)Discuss the strategies with a partner • You will need to complete Handout 13.16 for at

least one of the strategies at home, implement the strategy, and reflect on it using Handout 13.17

Session Agenda



5:10 - 5:5040 minutes


5:50 - 6:2535 minutes

Section 1


6:25 - 6:3510 minutes


6:35 - 7:0530 minutes

Section 2


7:05 - 7:4540 minutes

Section 3


7:45 - 8:0015 minutes


Preparing to Submit Your PortfolioLet’s review the key points on the Preparing to Submit Your

Portfolio Flash Drive Handout:

• It is your responsibility to submit an organized flash drive for review. Organize your components into separate folders, and be sure to use a consistent naming system for your files.

• It is your responsibility to submit functional documents on your flash drive. Be sure to carefully check each item on your flash drive to ensure that everything opens correctly!

• It is your responsibility to back up your work and keep a digital copy of your Portfolio in your possession after you submit your flash drive for review.Avoid potential disaster by backing up your work as you go and by saving a copy of your completed portfolio on your computer before submitting your flash drive.

Submitting Your PortfolioWhen: Thur. May 17th 3:30-5:30

Where: ???

When you submit your portfolio, I will:• Do a basic check for completion and flash drive functionality. • Give you a time-stamped receipt.

When you submit your portfolio, you will:• Turn in your certification paperwork with check (if you have not done so already).• Keep a copy of the receipt for your records.

ONLY PORTFOLIOS SUBMITTED ON TIME WILL BE REVIEWED. Anyone who fails to submit the portfolio on time will be automatically removed from the program, so please be sure that you are able to submit by the due date!

ONLY COMPLETE PORTFOLIOS WILL BE ELIGIBLE FOR RESUBMISSION. Portfolios submitted with missing components, statements, or specifically required artifacts are not eligible for resubmission. Ratings will be assigned based only on evidence available in the initial submission.

I will score each portfolio using the descriptors.• It is to your advantage to ensure that you address each descriptor

thoroughly in your Portfolio. Remember, the portfolio is designed to give you an opportunity to provide evidence of the descriptors in multiple components. For example, you might demonstrate that you are confident in content material (C1.1) in Component 2, Component 4, and Component 5.

I won’t hunt for evidence – it is your job to make your proficiency clear!

• Your evidence should speak for itself; anyone who reviews your portfolio should be able to determine your level of proficiency. This means that I am not going to read between the lines in your components – you’ve got to make it crystal clear what you’re doing in your classroom. Remember, I am going to be paying a lot of attention to your artifacts, so make sure you’re describing them thoroughly in your written statements.

I will give you a pass/fail rating for each of the three course competencies, Content, Assessment, Instruction, based on your HOLISTIC performance on the descriptors. You must pass all three to pass all three competencies to pass the portfolio.

• There isn’t a mathematical formula on this – grading is holistic. You may have one or two descriptors that earn developing or ineffective ratings, but as long as you are generally proficient of skillful, you will pass the competency.

Portfolio Grading

After I review each portfolio, I will complete an End of Year Evaluation in TT2. The evaluation will provide you with your ratings on the portfolio, and also capture your attendance and feedback on the Professional Values.

Anyone who does not pass the portfolio will be contacted directly by the BCTR program staff. If the portfolio is eligible for submission, the case will be assigned to a site-level staff member, who will follow up to ensure that the Resident is informed of the new resubmission time line. The staff member will evaluate the resubmitted portfolio or the portfolio may be evaluated by a trained assessor, at the program’s discretion. Participants who do not receive a passing score on the resubmitted portfolio will be dismissed from the Baltimore City Teaching Residency.

You will be able to access your EOY Evaluation on or before July 1st. It is your responsibility to check this information online.

I will put your portfolio in the mail, using the address you provided when you submitted the flash drive, on July 1st as well. Be sure that you provide an address that will work for you in the month of July. If you are moving, consider using a family member’s address that you know will be stable.

End of Year Evaluations & Returning the Portfolio

Closing

• What Instructional strategies did we use tonight? (record on HO 1.8)

• Reviewing the certification application and how to fill this out

• I will collect this with a check during upcoming Seminar 14 and/ or during portfolio drop off .

• Note how the check is written

Portfolio Connections• Component 5 --- Planning Strategies (Creating

and Implementing an Instructional Plan)– Explain instructional planning process focused on

targeting instructional strategies– Artifacts: Instructional planning document and

student work samples• Component 2 --- Exploring and Developing

Content Area Knowledge and Skill– Address ability to communicate content processes

to students

Exit Slip• Complete exit slip - (2 min)• Leave on the table on your way out!

Homework

• ■ Complete Handout 13.16, implement the strategy, and then complete Handout 13.17.

• ■ Complete the second and third columns of Handout 14.2: Science in Society and the Standards. In the second column, summarize the National Science Education Standards as they relate to the elements in the fi rst column for Grades 5–8 and 9–12. Then list relevant state standards in column three.

• ■ Bring in the materials outlined on Handout 13.18:• ■ Read the sample unit plans on Handout 14.5a and 14.5b and consider

similarities and differences between the units.• ■ Bring a sample lesson or unit plan that was taught or will be taught that

deals with science and society. Preview the sample plan on Handout 14.4 as an example of the type of lesson or project you can bring to Session 14.

• ■ Bring completed Unifying Concepts Continuum charts/summaries from Sessions 8, 10, 11 and 13, as well as planning materials, calendars, pacing guides, and so on.

Documents

TfR Seminar: Session 13