111 makingconnections one-day introduction. 222 primaryconnections professional learning facilitator...
TRANSCRIPT
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MakingConnectionsOne-day Introduction
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PrimaryConnections Professional Learning FacilitatorOne-day workshop
Facilitator: Sophia McLean
Professional Learning Manager
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Workshop purpose
You are here to develop knowledge and understanding of:• the purpose and major features of PrimaryConnections• the relationship to the Australian Curriculum:Science• the curriculum units that exemplify the approach
in order to make informed decisions about its potential benefits and suitability in enhancing the teaching and learning of science and literacy in your school.
Is this your bus? Will you get on it?
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Outcomes
On completion of the Introductory day you will be able to:
• describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian
Curriculum:Science
• make informed decisions about the potential benefits and suitability of PrimaryConnections to enhance the teaching and learning of science and literacy in schools
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Workshop outline (one-day)
INTRO: Purpose, outline, outcomes(15 mins) What do you want to know and be able to do
ENGAGE: Elicit participants’ beliefs about primary science and discuss the (25 mins) challenges facing primary teachers
The PrimaryConnections BridgeScientific literacy
EXPLORE: Explore the purpose and five underpinning principles of (140 mins) PrimaryConnections
EXPLAIN: The elements of the Australian Curriculum:Science and(105 mins) PrimaryConnections curriculum resource organisation
Research underpinning PrimaryConnections
ELABORATE: The shift from science as “activities” to developing concepts(45 mins) inquiry skills
EVALUATE:Dos and don’ts: focus on learning(45 mins) Ask questions, reflect and evaluate
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Learning pyramid
The learning pyramid visually depicts approximate learning retention rates depending on the learning mode. It reflects learning theory which suggests that people learn best when they are actively involved in the learning process.
(Average learning retention rates)
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Affinity diagram
• Describe one thing you would most like to know by the end of the workshop.
• Describe one thing you would most like to be able to do by the end of the workshop.
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ENGAGE
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Consensogram Questions
What is the degree of importance of the teaching and learning of science in primary school?
What is the effectiveness level of the teaching and learning of science in primary schools?
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• Low priority for science in the primary curriculum• Overcrowding of the primary curriculum• Un-achievable syllabus requirements in science • Inadequate resourcing of science education• Limited access to in-service professional learning for teachers• Limited opportunities for teachers (and trainee teachers) to see quality
teaching of science• Limited time for science education units in pre-service teacher courses• Limited understanding by decision makers of the issues in the teaching of
primary science• Limited understanding of science itself in the school context by teachers,
principals and decision makers• Change-weary teachers• Low teacher confidence
Challenges facing primary teachers in thedelivery of quality science education
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…is building a bridge for the gaps!
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The Bridge – single arch, two halves
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What sort of bridge is it?
Five underpinning principles provide sturdy foundations
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How do you cross The Bridge?
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More lanes!
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Is there a toll to cross The Bridge?What support is available?
Involvement in any project requires some effort – the
question is does the benefit outweigh the cost?
PrimaryConnections has lots of support if you feel you need some help to cross The Bridge:
• colleagues• curriculum leaders• professional learning facilitators • master facilitators
• education officers• state coordinators• Academy of Science• website.
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What is PrimaryConnections?
Professional learning program linking science with literacy
supported by quality curriculum resources
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Purpose of PrimaryConnections
To
improve learning outcomes for primary students in science and
literacy
by
developing a professional learning program supported with
curriculum resources
that will
improve teachers’ confidence and competence for teaching
science through developing their science pedagogical content
knowledge.
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A question to consider!
What makes the sun shine?
Try to represent your understanding in some way.
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Scientific and technological literacy is a high priority for all citizens, helping them:
• to be interested in, and understand the world around them and consider problems to be solved
• to engage in the discourses of and about science and technology
• to be sceptical and questioning of claims made by others about scientific and technological matters
• to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions
• to make informed decisions about the environment, the use of technology and their own health and well-being.
Scientific literacy and technological literacy
Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning
of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.
McLean, S. and Rostron. S (2014). PrimaryConnections NSW syllabus to success.
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Critical literacy
Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others.
Image: Stock.xchng
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Scientific literacy develops
___________________________________________________None/very little informed adult
‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’
Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning
of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.
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EXPLORE
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The five underpinning principles…
…let’s explore!
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Principle 1: Collaborative learning
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Beliefs continuum
Collaborative learning strategy: Beliefs continuum
_________________________________________Disagree Agree
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Collaborative learning teams in action
• Director• Manager• Speaker
Each role has specific dutiesand responsibilities as thestudents work through theactivities.
Example: Students investigatingsmall animals in the schoolyard.
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Principle 2: 5Es
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The 5Es….what is it?
An inquiry instructional model of teaching and learning designed to facilitate conceptual change!
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PrimaryConnections 5Es teaching and learning model
PHASE FOCUS
ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment
EXPLOREProvide hands-on experience of the phenomenonFormative assessment
EXPLAIN
Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanationsFormative assessment
ELABORATE
Extend understanding to a new context or make connections to additional concepts through a student-planned investigationSummative assessment of the investigating outcomes
EVALUATE
Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomesSummative assessment of the conceptual outcomes
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Images of activities from the 5Es phases
ENGAGE: Weather in my world EXPLORE: Plants in action EXPLAIN: Plants in action
ELABORATE: Push-pull
EVALUATE: It’s electrifying
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EXPLORE BEFORE EXPLAIN!
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ONE KEY CONCEPTUAL IDEA!
• this idea spans the entire 5Es sequence and should be emphasised and referenced often
• lessons build from one to the next contributing to the key idea• actions must be consistent with the purpose of the phase to
develop the key idea
SKAMP says:
Every phase in the 5Es model is important for optimum learning. None are unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)
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Principle 3: Investigating
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Planning a science investigation
What is the question for investigation?
What are the variables?
What equipment do I need?
VARIABLES GRID (M = Measure)
Fall time of paper helicopter
(M)
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Remember:- Cows Moo Softly
Change something
Measure something
Keep everything else the Same
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Variables table for “fair tests”
What will I change? What will I keep the same?
What will I measure?
Independent variable Controlled variables Dependent variable
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Conducting a science investigation
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Stages of investigating
Planning
CommunicatingConducting
Interpreting and representing
Evaluating
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The purposes of investigating are to:
• actively engage students in learning
• provide an opportunity to learn the skills and processes of investigating
• provide students with an authentic experience of science
• help students develop an understanding of scientific evidence and of the nature of science
• provide a foundation for conceptual development through experience of science phenomena.
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Types of investigating in PrimaryConnections
Exploratory investigations• occur at the Engage and Explore phases• are characterised by hands-on exploratory activities including:
observing, measuring, testing, representing.
Fair test, Survey, Design and Secondary data investigations• occur at the Elaborate phase• are characterised by a focus on student planning, following the
investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings.
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Investigating images
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Working scientifically
There are five sub-strands:
Questioning and predicting
Planning and conducting
Processing and analysing data and information
Evaluating
Communication
Predict which of these teachers and students do
effectively / ineffectively.
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Literacy of science - graphs
Horizontal (x) axis:What was changed (independent variable)
Vertical (Y) axisWhat was measured/ observed(dependent variable)
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2007 TRIAL
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Graphs: Questioning for analysis
What is the story of your graph?
Do the data in your graph reveal any patterns?
Is this what you expected? Why?
Can you explain the pattern? Why did this happen?
What do you think the pattern would be if you continued the line of the graph?
How certain are you of your results?
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2007 TRIALContinuum for teaching science as argument
Activity based
Investigation based
Evidence based
Argument based
Fun, hands-on activities designed to motivate students and keep them physicallyengaged
Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data
Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc
Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives.
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.
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QCERQ: What question are you trying to answer?
C: What is your claim at this point?
E: What specific evidence do you have to support your claim?
R: How does the evidence support the claim? Can this be linked to a science concept? Are their alternative explanations for the data collected? How accurate is the data?
Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.
The Question Starters can be used to model and practise this
process.
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Principle 4: Science and literacy
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The confusion!
• Three different expressions are used.• What do they mean? How are they similar? • How are they different?
literacies of science
scientific literacy
everyday literacies
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Global café
Have a chat about the terms. What do they mean to you?
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Defining ‘everyday literacies’
• are the literacy skills students bring to the learning process
• are tools of learning
• are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding
• involve multiple modes of representation.
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Defining ‘literacies of science’
• are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes
• are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer-generated images, gestures, role-plays.
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Quality matrixLiteracy of science: graph
Features Characteristics of a high-quality product
Opportunity for improvement
Title Clear and accurate Write in a straight lineCheck spelling
Horizontal axis Straight lineClear labelRegular incrementsUnits of measurement
Write label clearlyMeasure the increment spaces
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The relationship
• Literacy skills do not develop in
isolation from a context.
In PrimaryConnections:• students use everyday literacies
and learn literacies of science
• the science context provides a
meaningful purpose for literacy development.
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So what is scientific literacy?
The use of everyday literacies to learn
about science concepts and processes –
including the development of the
literacies of science – contributes to
students’ developing scientific literacy
as they learn about, communicate and
represent science understanding.
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Scientific literacy is a high priority for all citizens, helping them to:
• be interested in, and understand the world around them• engage in the discourses of and about science• be sceptical and questioning of claims made by others about
scientific matters• be able to identify questions, investigate and draw evidence-
based conclusions• to make informed decisions about the environment and their
own health and well-being.
Defining scientific literacy
Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.
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Principle 5: Assessment
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PrimaryConnections 5Es teaching and learning model
PHASE FOCUS
ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment
EXPLOREProvide hands-on experience of the phenomenonFormative assessment
EXPLAIN
Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanationsFormative assessment
ELABORATE
Extend understanding to a new context or make connections to additional concepts through a student-planned investigationSummative assessment of the investigating outcomes
EVALUATE
Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomesSummative assessment of the conceptual outcomes
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A summative assessment task
Word loop...It’s electrifying
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• links science with literacy• is based on the 5Es teaching and learning model• uses an inquiry-based investigative approach • uses collaborative learning strategies• embeds the assessment processes in the teaching and
learning model• provides exemplary curriculum units and other resources
All of these contribute to students’ developing scientific literacy.
PrimaryConnections
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EXPLAIN
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Professional learning program
Complimented bycurriculum resources
What is PrimaryConnections? - a multi-pronged IBSE approach
Based on research
PrimaryConnections - a way of thinking about teaching and learning in science
Funded by the Australian Government 2005 – 2013 $11.2 million
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Summary of research 2005-2011
Original trial teachers: improvements for teachers, science status & quantity
Factors for successful implementation: support, science coordinator, time, resources
Professional Learning Facilitators and Curriculum Leaders: excellent
resources with effective programs
Teachers: report significant benefits in confidence and competence
Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs
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Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (2012)
Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level.
It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Scamp (2012)
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Curriculum Units – Australian Curriculum:Science
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Units with Indigenous PerspectivesYear Biological sciences Chemical sciences Earth and space sciences Physical sciences
Curriculum focus: awareness of self and the local world
F Staying alive What’s it made of? Weather in my world On the move
1 Schoolyard Safari Spot the difference Up, down and all around Look! Listen!(replaces Sounds sensational)
2 Watch it grow All mixed up Water works Push pull
Curriculum focus: recognising questions that can be investigated scientifically and investigating them
3 Feathers, fur or leaves Melting moments Night and Day (replaces Spinning in Space)
Heating up
4Plants in Action Material World
Beneath our feet Smooth movesFriends or foes? Package it better
5 Desert Survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)
6Marvellous micro-
organismsChange detectives Earthquake explorers
It’s electrifying
Essential Energy
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Australian Curriculum:Science
Three interrelated strands:Science Understanding (SU)Science Inquiry Skills (SIS)Science as a Human Endeavour (SHE)
Presented as “content” with “elaborations” for each year level
An achievement Standard for each year is also presented
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Australian Curriculum:Science
Science Understanding Strand divided into four sub-strands
Biological sciences
Chemical sciences
Physical sciences
Earth and space sciences
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Australian Curriculum:Science
Science as a Human Endeavour Strand divided into two sub-strands
Nature and development of science
Use and influence of science
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Australian Curriculum:Science
Science Inquiry Skills content is described in two-year bands.
There are five sub-strands:
Questioning and predicting
Planning and conducting
Processing and analysing data and information
Evaluating
Communicating
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Australian Curriculum:Science
General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capabilityIntercultural understanding
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability
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2007 TRIAL
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Major message
The Australian Curriculum:Science outlines the
“what” of the curriculum….what should be taught
and learnt.
It does not outline how teachers deliver the
curriculum. How do you actually do this at the most
fundamental “coal face” level….the teacher and the
students?
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2007 TRIAL
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PrimaryConnections……..
………..provides the “what” and the “how”!!!
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Where did I come from?....
…..the birth…..
Australian Curriculum: Science (ACARA)
NSW Science and Technology K-6 (BOSTES)
So:
The NSW Syllabus for the Australian curriculum Science and Technology….……………………………………………
is a version of the Australian Curriculum: Science
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Context
Question or Problem
Linking Science & Technology
Science
• Hands-on scientific investigations.• Draws on: - tools - processes developed by technology.
Technology
• Hands-on design projects.• Uses: - concepts/principles - processes developed by science.
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NSW from AC
Science concept: Page 63
A student describes how relationships between the sun and the Earth cause regular changes ST2-9ES
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
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Coding
All PC units use these codes which you can cross-reference to the syllabus
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Colours of units:
Biological Sciences
Chemical Sciences
Physical Sciences
Earth and Space Sciences
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Physical World (PW) – blue unitsEarth and Space (ES) – red unitsLiving World (LW) – green unitsMaterial World (MW) – yellow unitsWorking Scientifically (WS) – in all units
Syllabus organisation-Content
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Teacher Flash Cards
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Student Flash Cards
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Wristbands – collaborative learning roles
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Feathers – Interactive Resource
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Resource kits
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Costs and ordering
All costs are available on the website
All ordering done via the website• Online• Online with printed fax order form
All professional learning registered online
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PrimaryConnections website
All teaching information and resources in members section
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Where to next?
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Making a difference
The PrimaryConnections program:• is based on research• is well conceptualised• uses extensive trialling • is collaboratively developed• has a national profile• is involved in ongoing research• is providing evidence of significant
changes for teachers and students.
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ELABORATE
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Claims claims claims!!!
Whenever a student makes a representation about a science phenomenon
whether verbal, written, gestured, drawn ….they are making a “claim” about
what they understand at that point.
These claims are like “gold” and provide teachers with insights into
students’ thinking. Delving into these claims with questions is like digging
for more gold.
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TWLH charts and claims
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2007 TRIALContinuum for teaching science as argument
Activity based
Investigation based
Evidence based
Argument based
Fun, hands-on activities designed to motivate students and keep them physicallyengaged
Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data
Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc
Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives.
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.
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Literacy Focus – labelled diagram
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Modifying Literacy Focus – labelled diagram
How can we modify this literacy focus for different ages / abilities / Stages?
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Measurement – Length
F – describes and compares lengths and distances in everyday language
2 – measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
4 – measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures
6 – selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length
…addition, whole numbers, fractions and decimals….
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Statistics and Probability - Data
F– represents data and interprets data displays made from objects
2– gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
4 - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
6 - uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
….Data Collection, Single variable Data Analysis, Bivariate Data Analysis…
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Literacy Focus - map
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Literacy focus - table
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What was changed (independent variable)
What was measured/ observed(dependent variable)
Each row should show a different treatment, organism, sampling site etc.
Table of the number and type of organisms found a sample of leaf litter
Organism type Number of organisms
leaves 29
Woodlouse 10
Beetle larva 4
Spider 2
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Literacy focus - graph
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Literacy of science - graphs
Horizontal (x) axis:What was changed (independent variable)
Vertical (Y) axisWhat was measured/ observed(dependent variable)
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2007 TRIAL
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Graphs: Questioning for analysis
What is the story of your graph?
Do the data in your graph reveal any patterns?
Is this what you expected? Why?
Can you explain the pattern? Why did this happen?
What do you think the pattern would be if you continued the line of the graph?
How certain are you of your results?
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The story of graphs
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EVALUATE
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2007 TRIAL
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DOS AND DON’TSDO
• Teach 4 units each year (1 from each colour)
• Teach the lessons in the sequence as written
• Modify the unit based on the literacy outcomes
• Base decision making on the “Disaster Scale”
• Check website for updates
DON’T
• Cherry pick from units
• Try to cover multiple conceptual areas at once
• Avoid the Chemical and Physical sciences
• Leave out the literacy processes
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Dialogue for meaning/DIGA
Rules of Dialogue
Suspend judgement
Ask questions
Clarify answers
Hold opinions ‘gently’
DIGA
Describe
Interpret
Generalise
Apply
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There is much excitement and enthusiasm around the school this term…it is all a buzz with science.
I now feel I can actually teach science in a quality way…and enjoy doing it.
I had children walking out saying that science was fun, interesting and even their ‘favourite subject’.
It gave me renewed skills as a teacher.
Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way.
This has been the most invigorating and rewarding project I have been involved in.
What teachers are saying about PrimaryConnections