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Using DLESE Online Resources and Teaching Boxes in Your Classroom. Technology in Education Conference June 22, 2006. Lynne Davis Shelley Olds Bob Workman. Agenda & Goals. Meet each other Challenges of Integrating Technology Activity: Think-Pair-Share Learn about DLESE - PowerPoint PPT Presentation
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Using DLESE Online Resources and Teaching Boxes in Your Classroom
Technology in Education ConferenceJune 22, 2006
Lynne Davis Shelley Olds
Bob Workman
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Agenda & Goals• Meet each other• Challenges of Integrating Technology
Activity: Think-Pair-Share• Learn about DLESE
Activity: Explore DLESE• Learn about Teaching Boxes
Activity: Explore a Teaching BoxActivity: Discovery time Activity: Build a mini-Box
• Wrap up
* A note about terminology*
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Why integrate technology & web resources?
• Two views of technology integration• 1st Think-Pair-Share: Benefits/
Challenges/ Strategies
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People disagree about how best to use technology in education.
Technology is a medium that people learn from.
Technology is a tool that
people learn with.
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• Students learn “from” technology.• Knowledge is transmitted via media.• Learners passively receive messages.• Interaction need only be occasional and artificial.• Instructional design is best left to experts.• Materials are best when they are “teacher proof.”
The “From” View of Technology in Education
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Learning Theory Shift
• from… Behavioral View - Learning involves the transmission of fixed knowledge that can be measured precisely.
• to… Cognitive View - Learning is contextual, effortful, developmental and can only be estimated through triangulation of assessments.
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The “With” View of Technology in Education
• Students learn “with” technology.
• Knowledge is constructed, represented, and shared.
• Learners collaborate to tackle problems/tasks.
• Interaction is authentic.
• Instructional design is shared among learners, teachers, and specialists.
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Think-Pair-Share: Benefits/ Challenges/ Strategies to integrating technology & web resources into your class
• Spend a minute or two alone to think about a really exciting way to use technology in your science classroom in a perfect world. Brainstorm … don’t edit yourself
• In pairs, discuss your ideas. Work out between the two of you the one idea you think is most promising – what are the challenges?
• Share that one idea with the larger group
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Other Challenges
• How can I find good stuff, now? • Can it be integrated quickly?• It it versatile?• Will it motivate students?• Is it aligned with skills I’m expected to
teach?• Is it reliable?• If (When) it breaks, who will help?• How will it impact authority?
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www.dlese.org• National Science Foundation
supported, offering free access to quality learning materials
• The geoscience member library of the National Science Digital Library
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www.dlese.org• Supporting a broad audience of
educators and learners, including K-12, university, informal education
and the public
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www.dlese.org• Emphasis on pedagogical support for
teaching and learning approaches that view Earth as a system
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DLESE offers resources …• Earth system science
search engine for teachers Ocean & water sciences Geology Atmospheric sciences Biosciences, ecology, etc Space, math and geography
• Free access Lesson plans , activities Data, visualizations Tools and interfaces Instructor guides
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• Embeds the DLESE search engine into your website
• Expands your educational offerings
• Provides local DLESE access for the convenience of students, educators, TAs, and the public.
• Learn more at our workshop this afternoon
DLESE offers web services …
DLESE search query and results embedded into your site’s look and feel
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DLESE offers collection building support services …
• Organizations with many resources create a collection and apply for accessioning as a distinct collection
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2003 Annual Meeting
Teaching Box Workshop Series 2005
DLESE offers support services …• Communication networks
Facilitate interactions and collaborations
Effectively create, use, and share educational resources
• News and opportunities: Find a workshop Find a job
Forthcoming services:• Concept Map Service:
Conceptual maps of Earth system science based on AAAS benchmarks;
More information and demonstration at http://preview.dlese.org/jsp/cms
• Alignment tool for national and state standards
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Opportunities to get involved
• Suggest new resources for the library
• Submit teaching tips and reviews
• Provide feedback
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www.dlese.org
Suppose you want to teach about ozoneozone in your high high
schoolschool class using datadata as one component…
Using DLESE
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You can search several ways….by entering keywords…
Search for
“ozone”
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Keyword-only searching returns 322 resources about ozone
Descriptive info and links to each
resource are returned
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Refine your search: Add grade level and resource type to your criteria
High school
Datasets-
In-situ or
Remotely sensed
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Fewer, more targeted results
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View the full description of the resource
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Access the resource itselfAccess the resource itself
http://serc.carleton.edu/introgeo/teachingwdata/examples/StO3.html
http://www.ccpo.odu.edu/SEES/ozone/ozone.htm
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Refine your search: Search by educational standards
• Plan to expand to more detailed national standards and map to state standards
• A growing number of resources are cataloged to standards
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• Collections focus on particular content areas, resource types or audience
Refine your search: Search by collection
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Tools for evaluating resource quality
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You try it… www.dlese.org
• What are you teaching in the fall?• Or… what topic is hard to cover?• Other questions to explore…
How can I show my students something about Earth’s magnetic field?
What are magnetic reversals? How often do they happen?
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Share your findings
• What kinds of resources did you find?• How would you adapt it for your
classroom?
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Take a Break
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DLESE Teaching Boxes
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Stuff in a typical teaching box /binder /garage …• Background content• Lesson plans• Overheads• Posters and pictures • Bulletin board • Props – field lens,
magnets, maps• Extra credit• Quizzes
Question: How organized are these materials? How do you tell someone how to use these resources? … show them!? Is there another way?
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What makes DLESE Teaching Boxes so cool?
1. How they are built… teachers working with scientists and designers Development uses a team approach,
therefore the product is sound in both science content and pedagogy – a quality guarantee.
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Development process details• Two cycles of development (so far)
15 middle and high school master teachers 4:1 teacher to scientist ratio
• Workshop process 2 weekends:
o Topic area and scopeo Conceptual frameworko Instructional approach
One week summer ‘camp’o Resource search o Lessons and activities
• Review and Revision Science, pedagogy Usability In-classroom trial
• Outcome: 6 Teaching Boxes -middle & high school
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Teamwork
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What makes DLESE Teaching Boxes so cool?
1. How they are built … teachers working with scientists and designers
2. A conceptual framework… Each box is developed around a set of
interconnected concepts that incorporates national and state science standards.
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Framing the Concepts…
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What makes DLESE Teaching Boxes so cool?
1. How they are built… teachers working with scientists and designers
2. A conceptual framework3. A focus on inquiry…
Each box engages students in the process of science – focusing on the gathering and analyzing of evidence.
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From continental drift …
To plate tectonics …
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What makes DLESE Teaching Boxes so cool?
1. How they are built… teachers working with scientists and designers
2. A conceptual framework3. A focus on inquiry4. Earth system science
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What makes DLESE Teaching Boxes so cool?
1. How they are built… teachers working with scientists and designers
2. A conceptual framework3. A focus on inquiry4. Earth system science resources
Examine DLESE resources within a pedagogical context
Adaptation and adoption
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FeedbackFrom Teachers“The kids really wanted to come to class,” says the
California teacher. “They were delighted. It made the topic come alive for them.”
“I’m totally jazzed about this teaching box!”
“It feels good to be treated as a professional.”
From Students “My favorite website is ‘What did T Rex Taste like?’
I’m not finished yet, but it’s really interesting.”
“I like to take the little quizzes on the web pages we used.”
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Forthcoming capabilities:• Conduct more rigorous research
Turn the pilot into a program• Explore innovative discovery pathways
Link DLESE search results to Box contentsProvide additional DLESE educational
resources inside each Box
• Develop collaborative technology tools Facilitate lesson creation Incorporate DLESE
resources automatically Modify existing Boxes
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Explore DLESE Teaching Boxes
www.teachingboxes.org
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Share with the group:
• Which Box(es) did you explore?• What did you find in your Teaching Box?
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Time to go outside!
Discover concepts for Sea Floor Spreading…
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What is so important about concepts …
• Science is about collecting evidence• Evidence contributes to the concepts• Science concepts inform the content of the
box• Related concepts are clustered and lead to
an overarching concept and understanding
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Create a mini-Teaching Box
Title :Concept: What concepts are you covering
Materials/Resources/URLs:
Procedure: (Use complete sentences.)1.
2.
3.
4.
Break into teams of 4. a) Create a concept map from
concept cards• Think about teaching using
lecture vs discovery• Choose an order to teach the
concepts• Concentrate on 1-2 concepts
b) Sketch out instructional strategy – what’s the story you are telling
c) Search DLESE for a few resources to support the concepts
d) Sketch out a procedure describing • What to do in classroom• How to use the resources
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Title: Fossils provide evidence of past life Concepts: At the end of this lesson, students will understand that fossils provide
evidence for past life.Additionally, they will be able to identify different types of fossils, understand how they
are formed, and where they are likely to be found.
Materials/Resources:http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.htmlProcedure: (Use complete sentences.)1. Have the students brainstorm ideas about what kind of evidence they can think of
that proves that a particular organism was once alive.
2. Accept any reasonable answer – including cemeteries, writings and photos of a person or other organism. Ask them to also include evidence that could prove that a given organism lived long ago, before there were any written records.
3. Once fossils have been mentioned, introduce the web lesson: “Getting Into The Fossil Record.” Explain to students that they will be using a web module to learn more about what they have just been discussing.
3. If in a laboratory setting, have students work in pairs beginning at: http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html
4. After students have completed the web lesson, elicit from students or group of students one new piece of information that they learned from the lesson.
Sample
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Wrap-up: Technology as a tool
DLESE & Teaching BoxesTime saver for teachersSafe zone for students
