science 1 summer 2009 welcome to science 1 we begin to explore! your name your [email protected] your...
TRANSCRIPT
Science 1 Summer 2009
Welcome to Science 1
We Begin to Explore!
Your NameYour [email protected]
Your websiteIf you have been to
a Science 1 SI or Path training . . .
Move to Science 2.
Table Tents
Front of the CardName Years TeachingCourses TaughtA Vehicle Representing Your Teaching Approach
Back of the CardName City / State Number of Years TeachingThe Speed You Best Learn and Process InfoA Goal for the Science Strand and Institute
60 Second Summary
Introduce yourself to the others at the table in 60 seconds or less.
– Summarize the information on the table tent and ADD a piece of interesting information about yourself.
The Challenge - Remember the name with at least ONE piece of information about each person seated at the table.
WHOSE FAULT IS IT? Certainly Not Mine!
The college professor said,
“Such wrong in the student is a shame,
Lack of preparation in high school is to blame.”
Said the high school teacher,
“Good heavens, that boy is such a fool,
The fault, of course, is with the middle
school.”The middle school teacher said,
“From stupidity may I be spared,
They send him to me so unprepared.”
WHOSE FAULT IS IT? Certainly Not Mine!
The elementary teacher said,
“The kindergarteners are block-heads all,
They call it preparation, why, it’s worse than none at all.”The kindergarten teacher said,
“Such lack of training never did I see,
What kind of mother must that woman be?”
The mother said,
“Poor helpless child, he’s not to blame,
For, you see, his father’s folks are all the same.”
Said the father, at the end of the line,
“I doubt that rascal’s even mine!”
Four Corners is a tool designed to assess prior knowledge of a topic quickly, using
collaborative discussion.
FOUR CORNERS and a Me Map Three-Ring Binder Page 1
Stand with the group you best identify with.
Explain to others in the group what is known or understood.
One person records and reports.
Summarize info, report to class.
More knowledgeable groups correct info and add unique info.
FOUR CORNERS and a Me Map Three-Ring Binder Page 1
ME MAP MODIFICATION• Move to the area marked for each
topic as it is called to observe where you fit in the continuum.
• Discuss the LAST topic using the above mode.
FOUR CORNERS and a Me Map Three-Ring Binder Page 1
W I C R – The AVID Way Three-Ring Binder Page 7
WIC
WRITING● Prewrite● Draft● Respond● Revise● Edit● Final Draft● Class and Textbook Notes● Learning Logs/Journals
INQUIRY● S killed Questioning● Socratic Seminars● Quickwrite/Discussion● Critical Thinking Activities● Writing Questions● Open-Mindedness Activities
COLLABORATION● Group Projects● Study Groups● Jigsaw Activities● Read-Arounds● Response/Edit/Revision Groups● Collaborative Activities
RREADING
● SQ5R (Survey, Question,Read, Record, Recite, Review, Reflect)
● KWL (what I Know; Want to Learn; Learned)● Reciprocal teaching
“Think-Alouds”●
Cornell Notes
Heading SectionTitle or Topic
NameDate
Traditional Notes Section
Lecture InformationReading NotesVideo NotesDemonstrations Observations
(Cue Column)
Processing Section
Review QuestionsStudy QuestionsGeneral Questions
Science Needs?Graphs / Diagrams
Summary Section Key Concepts, Thoughts & Understanding
Sample Week in the AVID Elective Class
Daily or Block* Schedule
AVID Curriculum Includes:
Writing Curriculum College and Careers Strategies for SuccessCritical Reading
AVID Tutorials Include:
Collaborative Study GroupsWriting GroupsSocratic Seminars
AVID Introduction
The Big Picture
Rigor and Success
The Science Teacher’s Role in the AVID Puzzle
The AVID Elective Schedule
RIGOR: Defined
“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”
Adapted from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Strong, Silver, and Perini, ASCD, 2001.
RIGOR: AVID Goals
Increase the rigor of science courses in elementary, middle and high school.
• Thinking and Processing• Writing• Inquiry• Collaboration• Reading
Raise the bar for ALL students.
• Explore test should be taken by middle school students (Practice ACT, assesses academic skills).
• PSAT should be taken by ninth, tenth and eleventh graders (NMSQT qualifying year).
• SAT and ACT should be taken by juniors and seniors once, if not multiple times.
RIGOR: AVID Goals
• Enroll in Advanced Placement and IB Courses as early as the tenth grade.
• Success and survival in college increases by students having taken at least ONE AP Course, no matter the subject area.
• Seniors should■ Apply to AT LEAST ONE 4-year college or university.■ Apply for AT LEAST ONE college scholarship.
RIGOR: AVID Goals
Support Success for Students in the Middle by…
Using AVID methodologies with all students.
Having all students take and use Cornell Notes.
Allowing students to collaborate on and share their notes.
Considering open-note tests or quizzes on occasion.
Require the use of a notebook or binder (Interactive Notebook) that includes notes, assignment sheets, and a calendar.
SCHEMATA: How to Play and Win
• Prior knowledge and skills
• The world view of a student
• How students approach problems
• How students attempt to solve problems
Three-Ring Binder Page 1
Interactive NotebooksThree-Ring Binder Pages 2-7
What is an Interactive Notebook?
Why use Interactive Notebooks?– Binocular Vision – Brain Research– Processing Information– Students – A Way to ‘Win’
Make a MODEL to TAKE HOME as an EXAMPLE
Use and Model the Notebook all session long!
Make it WORK for YOU!
Use a Piece of Blank White Paper
Cover Page for HomeworkPersonalizes the Notebook
Course Title
Student Name
Two Illustrations
Minimum of Four Colors
Do It - (Student Homework) Glue It - (In Class)
Use a Spiral Binder –
It can be used as the science section in the AVID three-ring binders.
Interactive NotebooksThree-Ring Binder Pages 2-7
HOMEWORK – Number to the LAST page (after
gluing pages in) – so pages cannot be torn out
and used for other classes.
Number the First 11 PagesThree-Ring Binder Pages 2-7
Place numbers on the bottom outside corner (see below) of the first 11 pages, starting on the first lined page (right side).This HELPS a lot in quickly and correctly attaching the pages.
1
Begin ConstructionIn Class - A flurry of cutting and pastingSupplies: Scissors, White glue/Glue sticks, tapePlan on an HOUR for younger or slower students.
Front Inner Cover
Gems of Wisdom Is Glued Here
First Lined Page
Table of Contents Will Be Constructed
Here Later
Interactive NotebooksThree-Ring Binder Pages 2-7
Interactive Notebooks
Score Sheet (Page 2) Rubric Page (Page 3) Left Page Work (Page 4) Right Page Work (Page 5) Levels Of Questioning (Page 6) Fold It One (Page 7) Fable Assignment (Page 8) Acrostic Poem (Page 9) People in Your Neighborhood (Page 10) Public Service Announcement (Page 11) WICR / Vertical Teaming (the last two lined pages) Inside Back Cover - Adult Input Page
Construction – Glue onto the Appropriate Pages
Interactive Notebooks
Teacher Thoughts and IdeasVertical Teaming / WICR
Last Lined Page
Concepts Uses Applications
HOW to USE or ADAPTThis page is an EXAMPLE, use and adapt ideas
Make it WORK for YOU
Gems of Wisdom
Possible Types of Information– Equations– Concepts– Diagrams/Illustrations– Key Vocabulary Terms
Custom design for specific courses
Make it WORK for YOU!Use this page during the week to record KEY and
IMPORTANT information for use IN YOUR classroom.
Interactive Notebooks
Make a Table of Contents!
First Blank Page
Ideas / Modifications
Add a FLIP PAGE when out of room.
Use 2 or 3 pages in the front.Use 1 MAIN T.O.C. and Unit T.O.C. pages.
Table of Contents
Left Page # Right Page #Score Sheet 2 Rubric Page 3Left Page Work 4 Right Page Work 5Levels of Questioning 6 Fold it 1 7Fable 8 Acrostic Poems 9People In Neighborhood 10 Public Service Anncmt 11
Interactive Notebooks
Table of Contents
GENERALLY
Left Page # Right Page #Processing Input
Left Side Pages Right Side PagesAssignments done Notes,before OR after Lectures, Labstaking notes Practice ProblemsStudent Generated Teacher GeneratedProcessing Information Traditional Teaching
EVEN NUMBERS ODD NUMBERS (TEACHERS are ODD!)
Make it WORK for YOU!
Interactive Notebooks
Cornell Note-taking
S.T.A.R. Technique
Set up the paper
Take notes
After class process the notes
Reflect / Review
1/3 and 2/3
Title / Topic
Title / Topic
Heading: Name Date
Period
Name DatePeriod
Note Taking AreaCue Column
Summary Section
Summary Section
Take Notes during a Lecture Reading Video Demonstration Instructions Or Other Activity
Right after the Lecture 20-30 Minutes
Reflect / Review
Study Questions
or Questions
for Clarification
Cornell Note-taking
Title / TopicName DatePeriod
Note Taking AreaCue Column
Summary Section
Take Notes during a Lecture Reading Video Demonstration Instructions Or Other Activity
Right after the Lecture 20 – 30 Minutes
Reflect / Review
Study Questions
or Questions
for Clarification
NOTE-TAKINGThree-Ring Binder Pages 9 - 11
Read and Take Notes about the CORNELL NOTES information on Page 9 - 11 of the Three-Ring Binder. Use ONLY the TOP PORTION of the page!
Find the Next Open Entry
Two Blank Facing Pages
Topic Heading
Read and Take Notes
Use the TOP PORTION
ONLY
HIGHLIGHT KEY points
‘HOMEWORK’ – Write a SUMMARY.
HIGHLI
GHT
KEY poin
ts
‘HOMEWORK’ – Write a SUMMARY
12 13
Writing Summaries
A notes summary— is typically 3-5
sentences long. is a concise
statement using your own words.
is written about the important concepts, not about “I learned that---.”
Sample methods of writing summariesHighlight/mark 5-10 key words or phrases in the notes or reading, and use these to write a summary.
Write compare and contrast statements.
On Page 12 (the LEFT page)Create a Tee Chart to COMPARE and
CONTRAST the current method of taking notes used IN YOUR CLASSROOM with the
CORNELL NOTE-TAKING method.
Costa’s Levels of Questioning
Write down ideas and discuss them with the Table Group.
Be ready to share out UNIQUE FINDINGS or THOUGHTS.
Note-taking Candle Observations 1
Notes about Cornell Notes Here
Candle Observations and Predictions Below Previous
Notes
Questions to Consider
“I WONDER. . . . . . “
Materials Observations
Candle on Stand
Cornell Notes / STAR Information
15
Notes about Cornell Notes Here
Candle Observations and Predictions Below Previous
Notes
Questions to Consider
“I WONDER. . . . . . “
Materials Observations
Candle on Stand
Cornell Notes / STAR Information
Note-taking Candle Observations 1
15
Notes about Cornell Notes Here
Candle Observations and Predictions Below Previous
Notes
Questions to Consider
“I WONDER. . . . . . “
Materials Observations
Candle on Stand
Cornell Notes / STAR Information
Note-taking Candle Observations 1
15
Candle Observations and Predictions Below
Previous Notes
Lighted Candle Observations
Make a ‘Flip Page’ if more room is needed
Demonstrations may be considered at Student Input – Creative and
Interpreting InformationTwo Questions to
Consider
“I WONDER . . . . . . “
Cornell Notes
Questions go here!
Note-taking Candle Observations 2
15
Notes about Cornell Notes Here
Candle Observations and Predictions Below
Previous Notes
Lighted Candle and Tube Observations
Cornell Notes
Write TWO Questions about the
Candle and Tube
Note-taking Candle Observations 3
Two Questions to Consider
“I WONDER . . . . . . “15
Note Taking Candle Observations 4
Notes about Cornell Notes Here
Candle Observations and Predictions Below
Previous Notes
Lighted Candle, Tube and Divider
Observations
Cornell Notes
Pay Close Attention!
Write TWO Questions about the
Candle, Tube, and Divider
Two Questions to Consider
“I WONDER . . . . . . “15
Note Taking Candle Observations
Notes about Cornell Notes Here
Candle Observations and Predictions Below
Previous Notes
Lighted Candle, Tube, Smoke and Divider
Observations
Cornell Notes
Pay Close Attention!
Write TWO Questions about the Candle,
Tube, Divider and Smoke
Two Questions to Consider
“I WONDER . . . . . . “15
By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question.
CUE COLUMN – Done AFTER the lecture, the Cue Column (left 1/3) should be used for writing study or test questions, diagrams, vocabulary, or review information.
By using Costa’s Levels of Questioning, students will learn how to better design questions to operate at higher levels of processing.
Costa’s Levels of Questioning
Costa’s Levels of Questioning
By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question.
List the materials used in the candle demonstration.
Compare the actions of the flame when using the tube with and without the metal divider.
Predict what might happen if the tube or metal were modified in some fashion.
Note-taking
Processing Assignment - Left Page
Read the Tattoo/Body Art (Special Assignment Page 10).
Highlight the Key Ideas.
Use the topic – Note-taking or Cornell Notes
Note-taking Tattoo
Slogan
Illustration
Explanation
Notes about the Candle
Demonstration
Questions about note- taking and the Candle
Demo
1514
Practice Collaborative AssessmentSpecial Assignment - Tattoo/Body Art, 0 to 4(5)SloganReflects Note-taking orCornell Notes
IllustrationReflects Note-taking orCornell NotesUses Four ColorsShows Creativity
Explanation - Explains how theslogan and the illustration refer toNote-taking or Cornell Notes.
Cornell Notes Variation
Physics, Chemistry & Math Word Problems
Do the DUFASDiagram
Units
Formula
Algebra
Solution
Heading – No Changes
Diagram
Units
Formula
Algebra – Show all the work with units
Solution – Circle and Highlight