new teacher orientation effective instruction in the secondary science classroom department of...
TRANSCRIPT
New Teacher Orientation
Effective Instruction in the Secondary Science Classroom
Department of Mathematics and Science and Education Transformation Office
AGENDA
Pre-assessment: “What does good science instruction look like?”
Lab Activity 5E Model CER (Strategy to infuse Florida Standards)
Elements of Good Science InstructionDistrict Resources
Learning Goals Science NGSSS with Common Core Integration
Science Department Website OverviewDepartment of Science Personnel
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Norms
Keep an Open MindTrust the ProcessTry out something new and then reflectRefrain from JudgingBe Present
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Session Outcomes
Participants will be able to: Access science instructional resources to support science
teaching and learning Identify effective science teaching and learning Review content resources available through the District
website
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Pre-Assessment
What is Good Science Instruction?
How are you planning to Kick-Off the school year?
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(Engage)
Scientists who analyze samples from outer space are interested in the composition and origin of those samples. Why is this important and how do they determine the composition of these samples?
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There are three soil samples to test, from which “planet” is your sample?
(Explore) HOT Lab
Department of Mathematics and Science
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(Explain)
Observation/Data Analysis: Why can sand and salt be separated using this experiment? Why is the salt, sand and water mixture filtered? Why is the salt solution heated? How might the final traces of water be removed from your
samples to ensure that they’re totally dry? Give two reasons why the sand you have obtained might still be
contaminated with salt. Describe the technique that your team used to remove the iron
from the mixture. How could you adapt your experiment to obtain a purer sample
of sand? Give two reasons why the salt you have obtained might still be
contaminated with sand. How could you adapt your experiment to obtain a purer sample
of salt? Division of Mathematics and Science 2014
Elaborate/Explain
Claim – What do you think?
Evidence – What supports your claim? (qualitative and/or quantitative data)
Reasoning – Use a logical chain that shows how the scientific principle and evidence work together to support the claim.
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What does effective science instruction look like?
Engage Question, discussion, activity, (Discovery, NBC Learn)
Explore Lab activities (HOT Labs/hands-on activities, Gizmos)
Explain Conclusion writing, lab report, discussion, CER, ADI,
Notebooks/JournalsElaborate
Discussion, real-world connections Evaluate:
Formative and summative by benchmark
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Example 5E Plan Template
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Good Science Instruction
Revisit your answers from the pre-assessment question, at the beginning of our session
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Recommendations
Effective Planning (with the End in Mind) Knowing the objective of each lesson(course description) Plan together with teachers of the same subject area
Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic. Applying models to formulate solutions to questions Discovering answers through systematic observations
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Recommendations
Develop Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking. Asking questions about our surroundings
Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students. Make connections between content learned to real-world
events and examplesEncourage students to communicate verbally and
in writing.
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Successful Strategies
The 5 E’sHOT Questions (Web’s
Depth of Knowledge)InquiryHands-On
Activities/LabsDemonstrationsVirtual LabsNotebooks
Graphic OrganizersModels & VisualsCooperative LearningThink-Pair-ShareJigsawCenters / StationsInternet / Video Differentiated Instruction
strategies
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District Resources
How can we help you?Department of Mathematics and Science
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STEM Website
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Learning Village
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LAFS and MAFS in Science
Department of Mathematics and Science
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The Florida Standards
Currently we continue to use the Next Generation Sunshine State Standards (NGSSS) in Science
Connections to Florida Standards in Language Arts and Mathematics are established
Florida Standards are aligned to Science courses in the M-DCPS Pacing Guides LAFS and MAFS
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Learning Goals
SC.912.L17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)
SCALE LEARNING PROGRESSIONSAMPLE PROGRESS MONITORING AND
ASSESSMENT ACTIVITIES
Score/Step 5.0
I am able to analyze data and information about population dynamics and limiting factors to explain a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems.
Design an experiment to test the effects of limiting factors on the growth of a sample population. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.)
Score/Step 4.0
I am able to evaluate data and information about population dynamics and limiting factors to account for a change in carrying capacity, the effect of population size, or the distribution of species in various types of ecosystems.
Evaluate given data from a population growth experiment to hypothesize the impact of limiting factors on the population size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.)
Score/Step 3.0 Target
(Learning Goal)
I am able to identify limiting factors and other population dynamics.
Classify limiting factors as abiotic and biotic and predict their effect on population’s size. (Examples of limiting factors can be either abiotic – temperature, nutrients or biotic – competition, predation, disease.)
Score/Step 2.0 I am able to identify that population change over time. Interpret a graph of a population’s growth over time.
Score/Step 1.0 I am able to define a population.
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GIZMOS
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Discovery Education
Introduced in District Pacing Guides 2010
Train-the-trainer professional development model
Examples of Digital Media integrated with instruction
Video segment Images
Exploration Sound Songs Virtual lab Interactive Glossary Reading Passage Game Collaborative: My Content
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NBC Learn
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EdModo
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Classroom Look Fors
Strategies Effective Instruction Conduct scientific investigations following the scientific method. Evidence of in-depth planning of the lesson in Common Planning
is observed Incorporate a variety of Higher Order Thinking Strategies into
lesson delivery (collaborative strategies & questioning strategies) Incorporate reading comprehension and writing strategies into
instruction. Use data to set goals and differentiate instruction. Student Work Classroom Environment
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Real-World Applications
Science investigations must go beyond the classroom
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Student work samples
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Science Department
Department of Mathematics and ScienceOffice of Academics and Transformation
Dr. Ava D. RosalesExecutive Director - Science
Elementary Middle School High School
Dr. Millard LightburnDistrict Supervisor
Ms. Yoly McCarthyInstructional Supervisor
Mr. Sebastian Oddone
District Supervisor
Ms. Mary TweedyCurriculum Support
Specialist
Mr. Dane JaberCurriculum Support
Specialist
Ms. Ana FentonCurriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: (305)995-1939
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ETO
Education Transformation OfficeAssociate Superintendent- Pablo Ortiz
Middle School High School
Ms. Melissa MartinezInstructional Supervisor
Dr. Gladys BarrioDistrict Supervisor
Ms. Jennifer RussellCurriculum Support Specialist
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Assignment
Using the Science “Look For” Essentials handout, how would you plan for your first instructional day? Construct a sequential outline (timed segments) of what
you plan to do
Have a STEM-filled school year!See you tomorrow!
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