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Washington State ESD Science Coordinators
Craig Gabler, Jeff Bullock, Michael Brown,
Jon Hanson, Mark Watrin
Teaching Secondary Science:
Working Smarter
• Experience reform-based instructional strategies that enable students to demonstrate “science practices”.
• Observe how reform-based science instruction is supported by research and how it links with the revised Washington Science Standards.
• Take home an instructional strategy to use in your classroom.
Goals:
Jon Hanson, ESD 101, Spokane Mike Brown, ESD 105, Yakima Mark Watrin, ESD 112, Vancouver Craig Gabler, ESD 113, Olympia Jeff Ryan, ESD 114, Bremerton Kirk Robbins, ESD 121, Puget Sound Georgia Boatman, ESD 123, Pasco Jeff Bullock, ESD 171, Wenatchee Adrienne Somera, ESD 189,
Anacortes
Regional Science Coordinators
Framing the Session:
• What it is like to experience science as scientists?
• What instructional strategies support students experiencing “science practices”?
Framing the Session:
• How does inquiry-based science connect with Washington State Science Standards?
• How does inquiry-based science connect with the research?
Connecting to Science Standards
6-8 INQA Question6-8 INQB Investigate6-8 INQC Investigate6-8 INQD Investigate6-8 INQE Model6-8 INQF Explain6-8 INQG Communicate Clearly6-8 INQH Intellectual Honestly6-8 INQI Consider Ethics
9-12 INQA Question9-12 INQB Investigate9-12 INQC Investigate9-12 INQD Investigate9-12 INQE Model9-12 INQF Explain9-12 INQG Communicate Clearly9-12 INQH Intellectual Honestly
Connecting to Science Standards
6-8 PS3D, • Draw and label a diagram showing that to see an object, light must
come directly from the object or from an external source reflected from the object, and enter the eye.
9-12INQA, • Generate and evaluate a question that can be answered through a
scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific.
9-12INQC • Draw conclusions supported by evidence from the investigation and
consistent with established scientific knowledge.• Analyze alternative explanations and decide which best fits the data.
Connecting to the research
Research on How People Research on How People LearnLearn
1.Take about 8-10 minutes to read the one page summary.
2.Think about connections between the summary of this research and the video.
Connecting to the research
Key Findings
Key Findings for StudentsKey Findings for
Teachers
HPL 1Students come to the classroom with preconceptions about how the world works.
Surface student preconceptions and adjust instruction
HPL 2
Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework.
Understand the content and conceptual framework of instructional units
HPL 3Students must be taught explicitly to take control of their own learning by monitoring their progress.
Teach students to think about their thinking.
Research on Research on HHow ow PPeople eople LLearn earn (HPL)(HPL)
A sense of urgency
“If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.”
How People Learn
18
A sense of urgency: State Science Proficiencies
Crisis in Science Education For 5 yrs, 2 of 3 students did NOT understand science.
What will be different in the next 5 yrs?
100Pr
ofici
ent S
tude
nts
on th
e Sc
ienc
e W
ASL
(%)
34.9
Grade8
High SchoolGrade 10
35.8
03
39.4
04
31.8
03
32.2
04
28.2
05 06 1007 0908
35.2
Grade5
04 05
35.7
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
0506
35.7
35.0
06
29.0
G4 2005 N
AEP
33.0
G8 2005 N
AEP1211 1307
36.4
07
44.4
42.9
36.3
2009 NAEP
40.0
48.2
19
375 Scale Score25 of 62 pts
40%
Percent of Students Who Took Test
Level 4: Advanced
Level 3:Proficient
Level 2:Basic
Level 1: Below Basic
33.5% 25,192 students
21.3%16,017 students
30.5% 22,927 students
2.4% 1,836 students
400 Scale Score34 of 62 pts
55%
458 Scale Score51 of 62 pts
83%
A sense of urgency: 2007 Grade 10 Student Performance
TIMSS?TIMSS? • Trends in International Mathematics and Science
Study (formerly known as the Third International Mathematics and Science Study)
• Developed by the International Association for the Evaluation of Educational Achievement (IEA) to measure trends in students' mathematics and science achievement.
It’s a competitive world: TIMSSTIMSS
PISAA system of international assessments
that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy,
and science literacy.
A sense of urgency: It’s a competitive world
An eye opening discourse on today’s technology, education, and our country’s future.
A sense of urgency
Published in 2007
A sense of urgency
In 2004 the New York Times reported that low-wage employers Wal-Mart and McDonalds created more
jobs in the US than high-wage employers in the science and technology industries.
Economist estimate that about half of US economic growth sense WWII is the result of technological innovation. However in 2001 we had a negative
trade balance of 50 billion dollars in high-technology products and high-wage jobs.
Thomas L. Friedman’s commentary on the ramifications of technology and people, businesses, education, and society in general
A sense of urgency
Published 2005, updated 2006
Allen Greenspan interview at the Department of Education in 2006 about education in general and science and technology specifically.
“If you can solve the education problem, you don’t have to do anything else. If you don’t solve it, nothing else is going to matter all that much”.
A sense of urgency
WHAT CAN WE DO TO HELP YOU?
Statewide network among the ESDs
We appreciate this opportunity to gather data about your needs to support science education reform in your district.
What support would be helpful?
Jon Hanson, ESD 101, Spokane Mike Brown, ESD 105, Yakima Mark Watrin, ESD 112, Vancouver Craig Gabler, ESD 113, Olympia Jeff Ryan, ESD 114, Bremerton Kirk Robbins, ESD 121, Puget Sound Georgia Boatman, ESD 123, Pasco Jeff Bullock, ESD 171, Wenatchee Adrienne Somera, ESD 189,
Anacortes
Regional Science Coordinators
What will you take home from this session?
Taking it home
• Things you’ve learned
• Things you want to know more about
• Strategies you will use