making the common core real: middle school … dr.%shelagh%a.%gallagher engaged%educaon charlo6e,%nc...
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Dr. Shelagh A. GallagherEngaged Educa2on
Charlo6e, [email protected]
Making the Common Core Real: Middle School Science, Problem-Based
Learning, and the Common Core
Slides available on Royal Fireworks Press websiteh6p://www.rfwp.com
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An AsideNEW Research Study on MCT
Word Within A WordRoyal Fireworks Press is looking for 16 classrooms.
8 middle or high school teachers of giPed students who have used WWW for three or more years.
8 middle or high school teachers of giPed students who are not using WWW.
Students will take Prac2ce SAT-‐V, Sentence Comple2on Test, and Learning/Language ATtude Survey. No more than two class periods, total.
Teachers will be asked to complete a brief survey about their teaching prac2ces.
ALL par/cipa/ng teachers will receive up to $495.00 of materials of their choice from Royal Fireworks Press.
For more informa/on or to be considered for the study, please contact Royal Fireworks Press [email protected] or Dr. Shelagh Gallagher [email protected]
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meaningful education
COMMON CORE
an UNIMAGINABLE future
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Unraveling Complexity
Over the course of a year of office practice—which, by definition, excludes the patients seen in the hospital—physicians each evaluated an average of 250 different primary diseases and conditions. Their patients had more than 900 other active medial problems that had to be taken into account.
Atul Gawande
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The new age of science is marked by the dissolution of barriers across traditional disciplines and fields. Scientists are grouping and regrouping not based on similarity in background, but to ensure that diverse perspectives are considered.
Lewis Thomas
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passionate, engagedlife long learners
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from
gifted STUDENTS
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creative EXPERTS
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Stage 1: Romance
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You start to notice what's around you, and you get very curious about how things work. How things interrelate. It's as simple as seeing a bug that intrigues you. You want to know where it goes at night; who its friends are; what it eats.!David Cronenberg
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The most exci2ng phrase to hear in science, the one that heralds the most discoveries is not ‘Eureka!’ (I found it!) but ‘That’s funny...’ .
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Wherever we look upon this earth, the opportunities take shape within problems
Nelson Rockefeller
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Stage 2: Precision
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There is a tremendous amount of work that you have to do to get your idea to come to life. But you’re not going to do that work if you don’t have the idea; if you don’t have that inspiration, that love.
I didn’t know that you could not improve the fibers easily through plant breeding; I thought it would be fairly straightforward and then WHAM, it’s extremely complex. But by then I was hooked.
Sally Fox, Entomologist
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Stage 3: Generalization
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Creating a new theory is not like
destroying an old barn and erecting a
skyscraper in its place. It is rather
like climbing a mountain, gaining
new and wider views, discovering
unexpected connections between our
starting points and its rich
environment. But the point from
which we started out still exists and
…forms a tiny part of our broad view
gained by the mastery of the
obstacles on our adventurous way up.
Albert Einstein.
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a different approach
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Welcome tothe Prairie!
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Learning Issues Board
What do we know? What are our Learning Issues? What is our Action Plan?
Hunches:
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What is “Problem-Based Learning”?
A form of inquiry-based education,
where learning is initiated with an ill-structured problem and students direct their own course of study.
originally invented for medical school,
learn to
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Goals of Problem-Based Learning
Core ContentProblem Solving
Conceptual ReasoningResearch
DispositionsThinking Skills
Ethics
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Key Components of PBL
! Initiating Instruction with an Ill-Structured Problem
! Student-as-Stakeholder ! Teacher as (Metacognitive) Coach
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The Ill-Structured Problem
• Needs more information before it becomes clear
• Can be solved in more than one way
• Has more than one resolution• Changes sometimes with new
information• Is ambiguous and unclear• STIMULATES QUESTIONS
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Student-As-Stakeholder
• Real world problem solvers are not objective
• Increases ownership• Provides a form of
apprenticeship in a discipline
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The PBL “Coach”
• Cruise Director
n Socrates
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Engagement
Inquiry and Investigation
Problem Definition
Problem Resolution
Problem Debriefing
The Flow
of
the Problem
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Laying out the Plan...Problem Engagement1. The BFFRIT
Inquiry and Investigation
1 Ferret Facts (research)2 Habitat Threats3. Systems and Risk4. What’s the Source
5 Problem Definition
Resolution1. The Model2. Presentation
Debriefing1. Review/Reflect/Extend
(Ferret Math)
(Gene2c Bo6leneck)
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Goals for Ferret it OutPBL Goal Applica/on
Content Habitats, Food Web, Biomes, Gene2c DriP,
Human Impact
Concept Systems
Research Primary Resources, Modeling
Disposi2ons Perspec2ve
Thinking Skills Cause-‐Effect, Risk Assessment, Problem Solving
Ethics Compe2ng Needs
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Embedded Instruction
• Research Skills–Internet Search–Primary Resources
• Analysis–Comparing/Contrasting
Points of View –Cause and Effect
• Creating Criteria• Comparing Options
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COMMON CORE
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Common Core StandardsWriting Standards
Standard Ferret it Out Lesson & Exercises
Text Types and Purposes
Write arguments to sup-port claims with clear reasons and relevant evidence.
Students use research evi-dence to support their point of view about a variety of issues in the problem
)HUUHW�)DFWV�5HÁHF-tive Moment
Threats to the Habi-
tat
What are the
Cause(s)
Creating the Model
Write informative/ex-planatory texts to exam-ine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Students write a letter to the editor explaining and justify-ing their model.
Update memo
Presentation letter to
the editor
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.
Students write a memo to their supervisro (Mitchell Ladner) and a letter to the editor
Update memo
Presentation letter to
the editor
Research to Build and Pres-ent Knowledge
Conduct short research projects to answer a question (including a self-generated ques-tion), drawing on sev-eral sources and gener-ating additional related, focused questions that allow for multiple av-enues of exploration.
Students generate questions to research on the Learning Issues Board and then con-duct research to investigate their questions using a variety of resources, including print, audio and video-based res-rouces.
Students complete simulation of a genetic bottleneck.
The Black-Footed
Ferret Recovery Re-
introduction Team
Ferret Facts
Genetic Bottleneck
Draw evidence from literary or informa-tion texts to support DQDO\VLV��UHÁHFWLRQ�DQG�research.
Students provide factual evi-dence to support their think-ing about the problem.
5HÁHFWLYH�0RPHQWV�throughout the unit
CommonCore
WritingStandards
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Writing Standards
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Common Core Standards for Literacy in Science and Technical SubjectsGrades 6-8Common Core Ferret it Out Lessons & ExercisesKey Ideas and Details
&LWH�VSHFL¿F�WH[WXDO�HYLGHQFH�WR�VXSSRUW�DQDO\VLV�RI�VFLHQFH�DQG�WHFKQLFDO�WH[WV
6WXGHQWV�VHOHFW�HYLGHQFH�WKDW�VXSSRUWV�GLIIHUHQW�LQWHUSUHWDWLRQV�RI�WKH�SUREOHP���6WXGHQWV�VHOHFW�IDFWV�WKLQN�DUH�LPSRUWDQW�WR�WKH�SUREOHP�DQG�GHIHQG�
What are the
Cause(s)
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'HWHUPLQH�WKH�FHQWUDO�LGHDV�RU�FRQFOXVLRQV�RI�D�WH[W��SURYLGH�DQ�DFFXUDWH�VXPPDU\�RI�WKH�WH[W���GLVWLQFW�IURP�SULRU�NQRZOHGJH�RU�RSLQLRQV�
6WXGHQWV�SURYLGH�FHQWUDO�LGHDV�RI�UHVHDUFK�UHJDUGLQJ�WKH�VKRUW�JUDVV�SUDLULH�DQG�VKDUH�LGHDV�GXULQJ�GLVFXVVLRQ�
6WXGHQWV�GLVWLQJXLVK�EHWZHHQ�IDFWV�DQG�RSLQLRQV�UHJDUGLQJ�WKH�SUDLULH�GRJ��
Ferret Facts
What are the Cause(s)
)ROORZ�SUHFLVHO\�D�PXOWLVWHS�SURFHGXUH�ZKHQ����FDUU\LQJ�RXW�H[SHULPHQWV��WDNLQJ�PHDVXUHPHQWV��RU�SHUIRUPLQJ�WHFKQLFDO�WDVNV�
6WXGHQWV�IROORZ�SURFHGXUHV�RI�JHQHWLF�ERWWOHQHFN�VLPXODWLRQ�
Genetic Bottleneck
Craft and Structure
'HWHUPLQH�WKH�PHDQLQJ�RI�V\PEROV��NH\�WHUPV��DQG�RWKHU�GRPDLQ�VSHFL¿F�ZRUGV�DQG�SKUDVHV�DV�WKH\�DUH�XVHG�LQ�D�VSHFL¿F�VFLHQWL¿F�RU�WHFKQLFDO�FRQWH[W�UHOHYDQW�WR�JUDGHV�����WH[WV�DQG�WRSLFV�
6WXGHQWV�GHWHUPLQH�PHDQLQJ�RI�V\PEROV�DQG�WHUPV�RQ�PDSV�DQG�RWKHU�VFLHQWL¿F�FRQWHQW�UHODWHG�WR�XQLW����6WXGHQWV�XVH�WKH�ODQJXDJH�UHODWHG�WR�HFRV\VWHPV�DQG�ELRPHV
Ferret Facts
The Ferret Habitat
Threats to the Habitat
$QDO\]H�WKH�VWUXFWXUH�DQ�DXWKRU�XVHV�WR�RUJDQL]H�D�WH[W��LQFOXGLQJ�ORZ�WKH�PDMRU�VHFWLRQV�FRQWULE�XWH�WR�WKH�ZKROH�DQG�WR�DQ�XQGHUVWDQGLQJ�RI�WKH�WRSLF�
6WXGHQWV�DQDO\]H�VWUXFWXUH�DQG�SXUSRVH�RI�RQH�RU�PRUH�UHVHDUFK�DUWLFOHV��FKRLFH�
)HUUHW�)DFW�5HÀHFWLYH�Moment
$QDO\]H�WKH�DXWKRU¶V�SXUSRVH�LQ�SURYLGLQJ�DQ�H[SODQDWLRQ��GHVFULELQJ�D�SURFHGXUH��RU�GLVFXVV�LQJ�DQ�H[SHULPHQW�LQ�D�WH[W�
6WXGHQWV�DQDO\]H�DQ�DUWLFOH��LQFOXGLQJ�XVH�RI�IDFWV�DQG�SHU�VXDVLYH�WHFKQLTXHV��WR�GHWHUPLQH�DXWKRU¶V�SXUSRVH�
)HUUHW�)DFW�5HÀHFWLYH�Moment
Kicker--Rancher, Home-
owner
Integration of Knowledge and Ideas
,QWHJUDWH�TXDQWLWDWLYH�RU�WHFKQLFDO�LQIRUPDWLRQ�H[SUHVVHG�LQ�ZRUGV�LQ�D�WH[W�ZLWK�D�YHUVLRQ�RI�WKDW�LQIRUPDWLRQ�H[SUHVVHG�YLVXDOO\��H�J���LQ�D������������ÀRZFKDUW��GLDJUDP��PRGHO��JUDSK��RU�WDEOH��
6WXGHQWV�LQWHJUDWH�VWDWLVWLFV�UHODWHG�WR�IHUUHW�DQG�SUDLULH�GRJ�SRSXODWLRQV��DQG�GDWD�IURP�DU�WLFOHV�LQ�GHVFULSWLRQ�RI�PRGHO��
Ferret Facts
Threats to the Habitat
What are the Cause(s)
3UREOHP�'H¿QLWLRQCreating the Model
'LVWLQJXLVK�DPRQJ�IDFWV��UHDVRQHG�MXGJPHQW�EDVHG�RQ�UHVHDUFK�¿QGLQJV��DQG�VSHFXODWLRQ�LQ�D�WH[W�
6WXGHQWV�DQDO\]H�DQ�DUWLFOH��LQFOXGLQJ�XVH�RI�IDFWV�DQG�SHU�VXDVLYH�WHFKQLTXHV��WR�GHWHUPLQH�DXWKRU¶V�SXUSRVH��
6WXGHQWV�GLVWLQJXLVK�EHWZHHQ�IDFW�DQG�RSLQLRQV�UHJDUGLQJ�WKH�EODFN�IRRWHG�IHUUHW�DQG�SUDLULH�GRJ�
Ferret Facts
What are the Cause(s)
Threats to the Habitat
Creating the Model
CommonCore
Literacy inScience andTechnical Subjects
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Language ArtsSpeaking and Listening Standards
Standard Ferret it Out LessonComprehension and Collaboration
Engage effectively in a range of collaborative discussions, ...building on others’ ideas and express-ing their own clearly.
Students discuss their questions, re-VHDUFK�ÀQGLQJV�DQG�ideas for solutions
.
The Black-Footed Fer-ret Recovery Reintro-duction teamFerret FactsWhat are the Cause(s)3UREOHP�'HÀQLWLRQBuilding the Model
Delineate a speaker’s argu-PHQW�DQG�VSHFL¿F�FODLPV��evaluating the soundness of the reasoning and the UHOHYDQFH�DQG�VXI¿FLHQF\�of the evidence.
Students analyze one of the articles WKH\�ÀQG�GXULQJ�their research into the black-footed ferret.
Ferret Facts
Presentation of Knowledge and Ideas.
3UHVHQW�FODLPV�DQG�¿QG-ings, emphasizing salient points in a focused, coher-ent manner with pertinent descriptions, facts, de-tails, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Students present their model habi-tat to an audience. The Presentation Rubric supports appropriate presen-tation style.
Presentation
CommonCore
SpeakingandListeningStandards
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Literacy in Science and Technical SubjectsCite speci)ic textual evidence to support analysis of science and technical texts.
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Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Literacy in Science and Technical Subjects
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SCIENCE!
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Genetic BottleneckDemonstration
Teacher Reference
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Math!
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Critical thinking!
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Critical Thinking!
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Present claims and )indings, emphasizing salient points in a focused, coherent manner, with pertinent descriptions, facts, details, ...
Speaking and Listening Standards
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Engaging
in
RESEARCH, WRITING, SPEAKING and LISTENING
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Systems
Elements of a system must all func/on correctly, or the system
will break down
When one element of a
system is at risk, the en/re system
is at risk
Elements of a system must all operate in appropriate balance
and propor/on
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Differen/ated for GiWedEngaging for ALL
Intended and Unintended Consequences
Long Range Thinking
Metacogni/ve Reflec/on
Advanced Conceptual Reasoning
Biomes
Research
Endangered Species
Habitats
Communica/on
Interdisciplinary Understanding
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Compared to other forms of learning in this class, did you like Problem-‐Based Learning more, less, the same or “it depends.” Please explain why you feel the way you do, providing enough detail that someone can tell where you’re coming from.
Engagement
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I found that this ferret unit really made me interested in science and the world! It made me eager to come to science class every day!
Let us be creative.
Engagement
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Authentic Learning
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This was something real people are working on and some of us got pretty passionate about it.
Gave us a modern, real-life topic, allowed us to find realistic solutions that could make a difference.
It was an actual problem to solve. You couldn’t just turn on the computer and find the answer.
Authentic Learning
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Helped me realize how we solve problems today/in the adult world. I learned that not everything can be fixed with duct tape.
It actually challenged us to think and solve problems.
Authentic Learning/Problem Solving
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Self-Directed Learning
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It was fun to be able to have control of a solution and think for myself. Learning about the human side of it all helped me think deeply.
You don’t feel like you are learning but you are, you also remember the important parts better than by just studying. We didn’t have to purposely memorize everything we learned but soaked up the information so we could solve the problem.
Self-Directed Learning
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Comprehension
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It was deeper than just learning from the textbook. It helped me understand interactions in ecosystems better. I also liked how the problem led to learning about other things, like niches.
We were learning two things without knowing it. Everything we learned was connected and easy to understand.
I learned how there are many different points of view, it got me to think.
Comprehension
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Overall, on a pretest given prior to the unit the students’ average score was 70%.
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97% 95% 93%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
Avg % Post-Test
Teacher 1
Teacher 2
Teacher 3
0
10097% 95% 93%
Teacher 3Teacher 2Teacher 1
Post-test data
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Mosquito Coast
That SinkingFeeling
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To Know them is to Love Them…PBL Resources
n Royal Fireworks Press http://www.rfwp.com/
n William and Mary Science Units www.kendallhunt.com
n ASCD Materials
n PBL and the Internet http://www.amazon.com//
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Thompson’s Truths about Curriculum
• The more academic learning is, the less academic it seems
• Students acts as hero willing to become an unknown self
• Creates a quake in the state of assumptions
• Cognition without imagination is shallow• Phasing of engagement and scholarship
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