Southwest Educational Development LaboratoryAustin, Texas
Strategy Three:
Plan and Provide Resources
Section E
Southwest Educational Development LaboratoryAustin, Texas
It is important to have a
vision for a specific change
because:
Ho. E. 1
Southwest Educational Development LaboratoryAustin, Texas
What Leaders of Successful Change Do
• Strategy One: C______ a c_______ for c_________
• Strategy Two: D________ and a_________a shared v______
• Strategy Three: Plan and provide resources
• Strategy Four: Invest in training and professional development
• Strategy Five: Assess progress
• Strategy Six: Provide continual assistance
Ho. E. 2
Southwest Educational Development LaboratoryAustin, Texas
Plan and Provide Resources
Outcome 1: Participants will explain the importance of a clear vision for planning implementation.
Outcome 2: Participants will identify components and variations, and make recommendations for intervention through a case study.
Outcome 3: Participants will create an Innovation Configuration Matrix to clarify and describe a program as a basis for planning.
Outcome 4: Participants will identify three resources critical to school change.
Ho. E. 3
Ho. E. 4
As
prop
osed
by
the
proj
ect s
pons
orA
s sp
ecif
ied
in th
e pr
ojec
t req
uest
As
desi
gned
by
the
seni
or a
naly
st
As
prop
osed
by
the
prog
ram
mer
sA
s in
stal
led
at
the
user
’s s
ite
Wha
t the
use
rw
ante
d
Southwest Educational Development LaboratoryAustin, Texas
Configurations of Playground Swings Variations of the Components
Component 1: ___________________
V __________ V_________ V________
Component 2: __________________
V __________ V_________ V________
Component 3: __________________
V __________ V_________ V________
Ho. E. 5
Southwest Educational Development LaboratoryAustin, Texas
Team AIn this team, two teachers pool their children and teach them at the same time in all subjects, for which they plan together two or three times a week.
Team BIn Team B, teachers do not share a common group of students. Early in the year, children are assigned to each of the four teachers on the basis of achievement level, and they usually remain in that group for the remainder of the year. It is possible for a child to be moved from one teacher to another, but few are shifted. In this pattern, a child is usually taught by at least two teachers in the team but never goes to all team members. The teachers instruct in blocks of either language and social studies or math and science. When the team meets once a month, their discussions center around matters such as scheduling, administrative details or resources that concern the entire team.
Team CA team of five teachers shares a common group of students and most, if not all, students have some contact with each teacher during the course of the day. Each teacher teaches all subjects but to different groups of children, who are grouped after a broad assessment of their total needs. Much of the weekly instructional planning in the team is done cooperatively, although each teacher maintains his or her own particular teaching style and is ultimately responsible for the content of the subjects he or she teaches. Children are easily and commonly shifted from one group to another as their needs require.
Team DLike Team C, Team D teachers share a common group of students, most of whom have some contact with each teacher during the day. Each teacher teaches all subjects to different groups of achievement-grouped children, who are moved to another group when their needs suggest it. Instructional planning in the team is shared, in that certain activities are planned for the entire team by one person. For example, one teacher might plan a two-week unit on science that is taught by all six teachers. All teachers have responsibility for planning such a unit in some subject area, and share it in their weekly planning meeting.
Adapted from: Rutherford, W. L. Configurations of team teaching. Unpublished manuscript. Austin: Research and Development Center for Teacher Education, The University of Texas,
1975.
Teaming Descriptions
Ho. E. 6
Southwest Educational Development LaboratoryAustin, Texas
Analysis of the Components of Teaming
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Ho. E. 7
2 4 5 6
VARIATIONS
Team A Team B Team C Team D
Number of teachers on the
team
Frequency of meeting
CO
MP
ON
EN
TS
Southwest Educational Development LaboratoryAustin, Texas
Innovation Configurations: Some Definitions
Components
The major operational features of an innovation that describe it in use. Components are usually either materials usage,
teacher behaviors, or student activities.
Variations
The different ways in which the components can be operationalized, e.g., program materials, teacher-made
materials, or commercial textbook; homogenous grouping, heterogeneous grouping, or individualization. Components
can simply be present or absent, e.g. use of diagnostic tests
or no use of diagnostic tests.
Configurations
The operational patterns of the innovation that result from selection and use
of different innovation component variations.
Ho. E. 8
Southwest Educational Development LaboratoryAustin, Texas
Analysis of the Components of Teaming Variations
Ho. E. 9
VARIATIONS
Team A Team B Team C Team D
Number ofteachers on the
team
Frequency ofmeeting
2 4 5 6
Planning
Teaching Assignment of
Teachers
Organizing/GroupingStudents
Flexibility ofGroup
Membership
2-3 times aweek
Once amonth
Plan all subjectstogether
No instructionalplanning. Planfor scheduling,administration, and resources
Teachers teachall subjects to all
students
Teachers teachall subjects to
different groupsof students
Teachers teachall subjects to
different groupsof students
One group of all students
Students assigned to
achievementgroups
Studentsgrouped
according to their needs
No movement asthere is only
one group
Once aweek
Once aweek
Once aweek
Once aweek
Teachers instruct in blocks of
language/social studies or
math/science
Studentsassigned to
achievementgroups
Students remainin the group for
a year, few are shifted
Students are easily shifted based on their
needs from one group to another
Students are easily shifted
based upon their needs from one group to another
CO
MPO
NE
NT
S
Developed by Research and Development Center for Teacher Education, The University of Texas at Austin. Available from Southwest Educational Development Laboratory, Austin, Texas.
Southwest Educational Development LaboratoryAustin, Texas
The Science Program Case Study
BackgroundDuring the previous year a large committee of teachers, parents, and administrators agreed that the school system should adopt a new science program. The Science Program (TSP) was selected. This program places equal emphasis on the processes of science and science content. In August, all teachers received four days of training in the TSP philosophy and curriculum materials. Teachers began using the TSP curriculum with the opening of school in September.
Now it is late January. The teachers have been using the TSP curriculum for half a year. The science supervisor has suggested that a representative sample of teachers in each building be monitored to see what is actually happening. If necessary, follow-up inservices will be scheduled, although the superintendent doubts that more workshops are really needed. “We did all that last August.”
The Science Program (TSP)TSP is a second generation science curriculum. It was developed in recent years, and is based on the science curricula that were developed for students’ use in hands-on, inquiry-based science experiences. The philosophy of TSP places equal emphasis upon learning the principles and theories of science, and being able to design, conduct and interpret the results of investigations.
TSP places emphasis upon students working with materials and the teacher serving in more of a tutorial role. The program is divided into a series of units with each unit having a theme that gradually develops as the activities of the unit are covered. There are a set of standardized TSP tests that have been designed to assess achievement in science content and science process. Thus, each TSP test has a pencil and paper portion and a materials manipulation portion.
Ho. E. 10
Southwest Educational Development LaboratoryAustin, Texas
Activity I: Implementation Monitoring
Ho. E. 11
Task 1: Familiarize yourself with the TSP program by reading the program description on the previous page and reviewing the TSP Matrix.
What kinds of implementation problems would you anticipate with this type of program?
Task 2: On the table is a stack of Innovation Configuration Matrices for the TSP program and descriptions of what each of the seven teachers are doing. Your group should read the description for each teacher and complete a TSP Configuration Matrix for each teacher.
What, if anything, stands out about each teacher?
Task 3: Through discussions with your group, summarize the data for all program components and variations across the school. A summary sheet is available on Tp E.11 and Ho E. 11.
What are your impressions of the total sample?
Summarize the data by components and variations for the school building on the second chart.
Southwest Educational Development LaboratoryAustin, Texas
TSP Program Summary of Teacher Configurations
Ho. E. 12
Teacher
(1)
UnitsTaught
(2)
Use of Materials
(3)
StudentGrouping
(4)
(5)
A
B
C
D
E
F
G
Process/Content Emphasis Assessment
Southwest Educational Development LaboratoryAustin, Texas
The Science ProgramBuilding Summary Sheet
Ho. E. 13
School ___________ Teachers____________
Variations
Component 1:Units Taught
2
2 3 4
Component 2:Use of Materials
1
1
3Component 3:Student Grouping
Component 4:Process/ContentEmphasis
Component 5:Assessment
1 2
3
1 2 3 4
1 2 3
5
Southwest Educational Development LaboratoryAustin, Texas
Activity II: Interventions
Now that you have collected information about classroom practice, what would you recommend for interventions?
Task 4: What should the principal do, if anything?
Task 5: What should the science coordinator do, if anything?
Task 6: If there is a workshop, what should be done in it?
Task 7: When would you want to monitor implementation again?
Ho. E. 14
(TS
P)
Sci
en
ce P
rog
ram
Co
nfig
ura
tion
Ho. E. 15
5N
o un
its
orac
tivi
ties
are
taug
ht
4A
few
sel
ecte
dac
tivi
ties
are
taug
ht
3S
ome
unit
sar
e ta
ught
2M
ost u
nits
and
acti
viti
es a
re ta
ught
1A
ll u
nits
and
mos
tac
tivi
ties
are
taug
ht
Com
pon
ent 1
: U
nit
s T
augh
t
Com
pon
ent 2
: U
se o
f M
ater
ials
1S
tude
nts
are
cons
tant
lym
anip
ulat
ing
scie
nce
mat
eria
ls
2O
nly
sele
cted
stu
dent
s an
d th
e te
ache
rha
ndle
the
mat
eria
ls m
ost o
f th
e ti
me
3T
ypic
ally
, the
teac
her
does
dem
onst
rati
ons
and
stud
ents
wat
ch
4 4 4M
emor
izat
ion
of f
acts
and
rea
ding
abou
t sci
ence
are
em
phas
ized
3T
he w
hole
cla
ss is
ta
ught
as
a gr
oup
3T
he p
roce
sses
of
scie
nce
are
give
n m
ajor
em
phas
is
2S
tude
nts
are
kept
in th
ree
to f
ive
perm
anen
t gro
ups
Com
pon
ent 3
: S
tude
nt G
rou
pin
g
Com
pon
ent 4
: P
roce
ss/C
onte
nt E
mph
asis
Com
pon
ent 5
: A
sses
smen
t
1S
tude
nts
wor
k in
divi
dual
lyan
d in
sm
all g
roup
s
1S
cien
ce c
onte
nt a
nd s
cien
cepr
oces
ses
are
emph
asiz
ed e
qual
ly
1A
ll T
SP
ass
essm
ent
acti
viti
es a
re u
sed
2S
cien
ce c
onte
nt is
giv
en m
ajor
em
phas
is
2S
ome
TS
P a
sses
smen
tac
tivi
ties
are
use
d
3 T
each
ers-
mad
e te
sts
are
used
all
the
tim
e
4
Southwest Educational Development LaboratoryAustin, Texas
Possible Questions for Developing a Matrix
1. Would you describe for me your innovation?
2. What does the innovation look like when implemented?
a. What do teachers do?
b. What do students do?
3. What are the most essential components of the innovation?
a. Which of these are the most important?
b. Which is a teacher likely to use first? Last?
4. What would you ideally like to see at a site that had adopted your innovation?
Ho. E. 16
Southwest Educational Development LaboratoryAustin, Texas
Demonstration Interview Task
Your task is to listen closely to the person being interviewed and identify components of the innovation. Then, wherever possible, identify variations of each component.
Component 1:Variation:Variation:Variation:
Component 2:Variation:Variation:Variation:
Component 3:Variation:Variation:Variation:
Component 4:Variation:Variation:Variation:
Component 5:Variation:Variation:Variation:
Ho. E. 17
Ma
trix
Ho. E. 18
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
Com
pone
nt 1
:
Com
pone
nt 2
:
Com
pone
nt 3
:
Com
pone
nt 4
:
Com
pone
nt 5
:
Var
iati
ons
to th
e ri
ght a
re u
nacc
epta
ble;
var
iati
ons
to th
e le
ft a
re a
ccep
tabl
e.
Var
iati
ons
to th
e le
ft a
re id
eal.
Southwest Educational Development LaboratoryAustin, Texas
Steps in Developing anIC Matrix
1. Visualize and brainstorm parts of the new practice or change in terms of what the user would be doing.
2. Identify components that constitute the major pieces of the new practice—by referring to and organizing the brainstorm list, adding to it, combining, or deleting.
3. Actionalize the components by stating them in behaviors or actions/use verbs—what are the users’ behaviors, what are they doing?
4. Consider the sequence of the components and reorder them to make the best sense.
5. Generate variations for each component from ideal to unacceptable—state variations in action terms also.
6. Review, refine, edit the entire document for clarity.
7. Draw lines to indicate ideal, acceptable, and unacceptable variations.
Ho. E. 19
Co
op
era
tive
Le
arn
ing
Ma
trix
Ho. E. 20a
5 5 5 5 5
4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
Com
pone
nt 1
: St
ruct
ure
Tas
k G
roup
s
Com
pone
nt 2
: R
ewar
ds
Com
pone
nt 3
: In
divi
dual
Acc
ount
abil
ity
Com
pone
nt 5
: P
osit
ive
Inte
rdep
ende
nce
Com
pone
nt 6
: G
roup
Pro
cess
ing
Var
iati
ons
to th
e ri
ght a
re u
nacc
epta
ble;
var
iati
ons
to th
e le
ft a
re a
ccep
tabl
e.
Var
iati
ons
to th
e le
ft a
re id
eal.
Co
op
era
tive
Le
arn
ing
Ma
trix
Ho. E. 20b
1C
ompo
nen
t 1:
Str
uct
ure
Gro
ups
Com
pon
ent 2
: S
tru
ctu
res
Tas
ks
Com
pon
ent 3
: A
ssu
res
Indi
vidu
al A
ccou
nta
bili
ty
Com
pon
ent 5
: P
rom
otes
Pos
itiv
e In
terd
epen
den
ce
Com
pon
ent 6
: A
sses
s th
e G
rou
p P
roce
ssin
g
Var
iati
ons
to th
e ri
ght a
re u
nacc
epta
ble;
var
iati
ons
to th
e le
ft a
re a
ccep
tabl
e.
Var
iati
ons
to th
e le
ft a
re id
eal.
Stud
ents
are
not
assi
gned
to g
roup
sSt
uden
ts a
re a
ssig
ned
togr
oups
of
four
mem
bers
for
a sp
ecif
ic ta
sk
1T
he te
ache
r ex
plic
itly
defi
nes
the
crite
ria
for
succ
ess
as in
clud
ing
all
grou
p m
embe
rs a
ccom
plis
hing
the
task
1G
roup
mem
bers
are
sel
ecte
d at
ran
dom
to
ans
wer
for
the
grou
p an
d/or
indi
-vi
dual
test
s ar
e gi
ven
to e
ach
stud
ent
Com
pon
ent 4
: D
evel
ops
Gro
up
Ski
lls
1G
roup
or
soci
al s
kills
exp
ecte
d to
be
exhi
bite
d du
ring
the
task
are
exp
licitl
yst
ated
, mon
itore
d, a
nd r
ewar
ded
1G
roup
mem
bers
mus
tde
pend
on
one
anot
her
to c
ompl
ete
the
task
1St
uden
ts a
re g
iven
the
time
and
proc
edur
es to
ana
lyze
how
wel
l the
gr
oups
are
fun
ctio
ning
and
how
wel
l th
ey a
re u
sing
the
nece
ssar
y so
cial
ski
lls
2 2 2 2 2 2
Stud
ents
are
ass
igne
d to
wor
k w
ith a
par
tner
on a
spe
cifi
c ta
sk
3 3 3 3 3 3
Stud
ents
are
ass
igne
d to
gr
oups
larg
er th
an f
our
4 4 4 4 4 4
Stud
ents
are
ass
igne
dto
wor
k w
ith a
par
tner
with
out a
spe
cifi
c ta
sk
5 5 5 5 5 5
No
crite
ria
for
succ
ess
are
spec
ifie
d
Tas
ks m
ay b
e co
mpl
eted
by o
ne s
tude
nt f
or th
een
tire
grou
p
No
grou
p or
soc
ial s
kills
are
stat
ed, m
onito
red,
or r
ewar
ded
Gro
up m
embe
rs c
anco
mpl
ete
the
task
alon
e
No
grou
p pr
oces
sing
occ
urs
Co
op
era
tive
Le
arn
ing
Ma
trix
Ho. E. 20c
2C
ontin
ues
to e
nhan
ce
anal
ysis
and
as
sess
men
t ski
lls
2Fr
eque
ntly
arr
ange
s(o
rgan
izes
) ta
sks
to th
at g
roup
mem
bers
mus
t dep
end
on o
ne
anot
her
to c
ompl
ete
the
task
2St
ates
an
mon
itors
gr
oup
skill
s ex
pect
edto
be
exhi
bite
d
2R
epea
tedl
y se
lect
sth
ose
who
typi
cally
answ
er c
orre
ctly
2E
xplic
itly
defi
nes
task
s an
dcr
iteri
a fo
r su
cces
s as
mos
t gro
up m
embe
rsac
com
plis
hing
the
task
Com
pon
ent 1
: S
tru
ctu
res
Gro
ups
1A
ssig
ns s
tude
nts
to f
our-
mem
ber
grou
ps
Com
pon
ent 2
: S
tru
ctu
res
Tas
ks1
Exp
licitl
y de
fine
s ta
sks
and
crite
ria
for
succ
ess
asal
l gro
up m
embe
rsac
com
plis
hing
the
task
Com
pon
ent 3
: A
ssu
res
Indi
vidu
al A
ccou
nta
bili
ty1
Sele
cts
an o
r al
l gro
up m
embe
rsto
ans
wer
for
the
grou
p an
d/or
give
s in
divi
dual
test
s to
eac
h st
uden
t
Com
pon
ent 4
: D
evel
ops
Gro
up
Ski
lls
1E
xplic
itly
stat
es, m
onito
rs,
rew
ards
gro
up o
r so
cial
ski
llsex
pect
ed d
urin
g th
e ta
sk
Com
pon
ent 5
: P
rom
otes
Pos
itiv
e In
terd
epen
den
ce1
Con
sist
ently
arr
ange
s (o
rgan
izes
)ta
sks
so th
at g
roup
mem
bers
mus
t dep
end
on o
ne a
noth
erto
com
plet
e th
e ta
sk
Com
pon
ent 6
: s
the
Gro
up
Pro
cess
ing
1Pr
ovid
es s
tude
nts
the
time
and
proc
edur
es to
ana
lyze
how
wel
lth
eir
grou
ps a
re f
unct
ioni
ng a
ndho
w w
ell t
hey
are
usin
g th
ene
cess
ary
soci
al s
kills
3A
ssig
ns s
tude
nts
to g
roup
s la
rger
than
fou
r
3E
xplic
itly
defi
nes
task
san
d cr
iteri
a fo
r su
cces
sas
som
e gr
oup
mem
bers
acco
mpl
ishi
ng th
e ta
sk
3Fa
ils to
sol
icit
answ
ers
from
eth
nic/
min
ority
stud
ents
or
girl
s
3St
ates
but
doe
s no
tm
onito
r or
rew
ard
expe
cted
gro
up s
kills
3O
ccas
iona
lly a
rran
ges
(org
aniz
es)
task
s so
that
gro
upm
embe
rs m
ust d
epen
d on
one
anot
her
to c
ompl
ete
the
task
3M
onito
rs th
e st
uden
ts’
deve
lopm
ent o
f gr
oup
proc
ess
anal
ysis
and
asse
ssm
ent
4A
ssig
ns s
tude
nts
tow
ork
with
onl
yon
e pa
rtne
r
4Sp
ecif
ies
nocr
iteri
a fo
r su
cces
s
4Pe
rmits
one
stu
dent
to c
ompl
ete
task
s an
dan
swer
for
the
grou
p
4D
oes
not s
tate
, mon
itor,
or r
ewar
d gr
oup
or
soci
al s
kills
4A
rran
ges
task
s th
atpe
rmit
grou
pm
embe
rs to
com
plet
eth
e ta
sk a
lone
4A
llow
s st
uden
ts to
an
alyz
e an
d as
sess
how
thei
r gr
oups
func
tion
5D
oes
not a
ssig
nst
uden
ts to
gro
ups
5Sp
ecif
ies
no ta
sk
5D
oes
not g
ive
atte
ntio
nto
ana
lysi
s an
das
sess
men
t of
grou
ppr
oces
sing
Var
iati
ons
to th
e ri
ght a
re u
nacc
epta
ble;
var
iati
ons
to th
e le
ft a
re a
ccep
tabl
e.
Var
iati
ons
to th
e le
ft a
re id
eal.
Southwest Educational Development LaboratoryAustin, Texas
Two Basic Questions
1. Is it being used?
2. What is it?
Ho. E. 21
Southwest Educational Development LaboratoryAustin, Texas
Teacher A
Teacher A is in her second year of teaching. She has taught science both years and is well liked by the students. She is still somewhat overwhelmed by all that teaching requires. She likes the TSP science curriculum and is attempting to teach each unit and all of the activities within each unit.
In order to cut down on the logistics hassles, she has the students organized into “research teams,” with each team having a team leader who is responsible for conducting experiments. Other students in each team have responsibilities such as note taking, clean-up, etc. The teams have been together since the beginning of the school year.
Teacher A constructs and uses her own paper and pencil tests. She feels that they better assess what her students learn. She places heavy emphasis on both science process and science knowledge in her testing and teaching.
Southwest Educational Development LaboratoryAustin, Texas
Teacher B
Teacher B is one of the most senior faculty. He plans to retire in a few years. He has already taught most of the units and says there were not enough ideas there to cover a full school year. He advocates testing for both process and science content.
He uses all his own tests that are based on an elaborate test item retrieval system that he had established eight years ago when he did his Master’s degree work. The test items are selected according to the levels of Bloom’s taxonomy. His class periods begin with a mini-lecture on the science content for a particular unit, then he does a demonstration based on TSP materials and the class takes notes on the demonstration and writes up a report which is turned in and graded once a week.
Southwest Educational Development LaboratoryAustin, Texas
Teacher C
Teacher C is very enthusiastic about the TSP Program. She has been getting bored with the old curriculum and has really dug into TSP.
She has taught all the activities for each unit and encouraged individual students to pursue some of the optional activities. Her classroom is a blur of activity as students pursue their investigations, individually, in small groups, and in discussion with Teacher C.
Teacher C received her undergraduate training in the late 1960s and is a strong believer in the processes of science. As a result, she continues to place heavy emphasis on science process and only uses those portions of the TSP test that test science skills.
Southwest Educational Development LaboratoryAustin, Texas
Teacher D
Teacher D’s classroom is in what appears to be total chaos, students and materials are everywhere, and Teacher D may be anywhere. Yet on the TSP tests, his students consistently outperform other classes on both the science content and process parts.
He is an older teacher who was trained in science content and “survived” the process era. He is now quite at home with what he sees as a “sensible” balance between the two emphases.
He is teaching all of the TSP units and builds on them with his vast background of experience and knowledge. He has been particularly fascinated with the TSP science process tests and is exploring the possible relationships between student achievement in science content and process and their performance in other classes.
Southwest Educational Development LaboratoryAustin, Texas
Teacher E
Teacher E is also an assistant football coach and therefore was unable to attend the August TSP inservice. He has the TSP materials on a display table at the back of the classroom.
He places heavy emphasis on science content and uses the materials and tests that he has used in past years. He has done a couple of demonstrations from the TSP materials. One he liked, in the other he found what he calls a “basic scientific mistake” . . . “that any student in my class would not have missed.”
He does not see the TSP materials as being different from what he has always done.
Southwest Educational Development LaboratoryAustin, Texas
Teacher F
Teacher F is a strong believer in students being able to remember what they have learned. Thus, she has worked many extra hours to develop techniques and charts to help students remember the “basic facts and principles” of science.
To help students understand science, she does demonstrations from time to time, assigns 15 minutes out of each class period for students to read about science, and from time to time will have student leaders do demonstrations for the class. Usually the demonstrations have come from the TSP materials. The remainder of the lessons are drawn from her vast knowledge of science facts and principles.
Southwest Educational Development LaboratoryAustin, Texas
Teacher G
Teacher G has his classroom organized into four groups and he works with each group in turn as they work through the TSP materials. He has found the materials fun to work with, although it has taken time to get things organized. He assigns the students who should do the experiments each time that the group meets with him to discuss their results.
He hasn’t used the TSP tests, “because it is easier to use tests I already have.”
He emphasizes science content in his discussions with each student group and in his tests. “You don’t know what you know about science from just messing around with all that stuff.”
(TS
P)
Sci
en
ce P
rog
ram
Co
nfig
ura
tion 5
No
unit
s or
acti
viti
es a
re ta
ught
4 4 4M
emor
izat
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of f
acts
and
rea
ding
abou
t sci
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are
em
phas
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4
4A
few
sel
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dac
tivi
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are
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3T
ypic
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teac
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d st
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atch
3T
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hole
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ss is
taug
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grou
p
3 T
he p
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f sc
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e gi
ven
maj
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mph
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each
er-m
ade
test
sar
e us
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ll th
e ti
me
3S
ome
unit
sar
e ta
ught
2O
nly
sele
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stu
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s an
d th
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ache
r ha
ndle
the
mat
eria
ls m
ost o
f th
e ti
me
2S
tude
nts
are
kept
in th
ree
to f
ive
perm
anen
t gro
ups
2S
cien
ce c
onte
nt is
giv
enm
ajor
em
phas
is
2S
ome
TS
P a
sses
smen
tac
tivi
ties
are
use
d
2M
ost u
nits
and
ac
tivi
ties
are
taug
ht
Com
pon
ent 1
: U
nit
s T
augh
t1
All
uni
ts a
nd m
ost
acti
viti
es a
re ta
ught
Com
pon
ent 2
: U
se o
f M
ater
ials
1S
tude
nts
are
cons
tant
lym
anip
ulat
ing
scie
nce
mat
eria
ls
Com
pon
ent 3
: S
tude
nt G
rou
pin
g
1S
tude
nts
wor
k in
divi
dual
lyan
d in
sm
all g
roup
s
Com
pon
ent 4
: P
roce
ss/C
onte
nt E
mph
asis
1S
cien
ce c
onte
nt a
nd s
cien
cepr
oces
ses
are
emph
asiz
ed e
qual
ly
Com
pon
ent 5
: A
sses
smen
t
1A
ll T
SP
ass
essm
ent
acti
viti
es a
re u
sed
Tea
cher
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