Yoly McCarthyInstructional Supervisor, MS/K-8

Dane Jaber

Science CSS, MS

Cristina Madrigal

Science CSS, K-8

Department of Science

Science Liaisons iCAD #1:Secondary Science

Office of Academics and Transformation

Sebastian OddoneInstructional Supervisor, HS

Ana Fenton

Science CSS, HS

AM• Welcome and Ice Breaker• Norms• Effective Science• Review of District Resources• Hands On ActivityPM• Writing in Science (LAFS)• Effective Planning• Reflections: Back to the Future

AGENDA

Session Outcomes

• Participants will be able to:– Incorporate M-DCPS instructional

resources to support science teaching and learning

– Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning

– Plan for Inquiry in science

Group Resumes and Introductions

Develop a group resume to include:• Experience• Expertise• Skills• Hobbies/Interests

NORMS

• Polleverywhere

What Does effective Science Look Like?

• Place your ideas on separate sticky notes on the chart paper

• Affinity Mapping Protocol– Organize the sticky notes by “natural”

groups (What seems to go together?)

• Proximal/Distal Protocol– Rearrange the sticky notes along a

continuum with one end being Proximal and thethe of as Distal.

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Review of District Resources

• Think-Ink-Pair-Share– What are the most useful parts of the

District Pacing Guides?– What new resources did you discover?

Pacing Guide Updates

Florida StandardsBYOD Link

Middle School Pacing Guide Updates

Links by standard

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• General professional development information can be found at:Prodev.dadeschools.net

Technology Integration

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Break

15 minutes

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Hands on Activities

• 6th grade – modeling the greenhouse effect

• 7th grade – Wave Speed• 8th grade – Clay Molecules, Elements,

Compounds & Periodic Table• Biology – Evidence for the Theory of

Evolution

What is Inquiry?

Inquiry is a multifaceted activity that involves:– making observations; – posing questions; – examining books and other sources of information to see what is

already known; – planning investigations;– reviewing what is already known in light of experimental evidence;– using tools to gather, analyze,– and interpret data; proposing answers, explanations, and predictions;

and communicating the results.

Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p 23)

LUNCH

•    You have 60 minutes. Please be prompt

Observation vs. Inference – Would you want to play in this

water?

Develop a T-chart • O (Observations)

= Evidence• Six people wearing yellow suits

and green gloves are around the water.

• The water is brown.• There is some plant life in the

water.• The water is near a Subway.• Some type of barrier is on the

water’s surface.• There is a hose/pipe behind the

individuals• There is a large dumpster and a

truck in the area• A golf cart is on the grass

I (Inferences) = Claim/Reasoning

• The water is contaminated.• The individuals in the picture

are trying to clean up a toxic waste spill.

• This is an area with a high population

• The individuals have placed a barrier in the stream to stop the toxic waste in the water from spreading.

• The plants in the water might die.

• Enough waste has been spilled to turn the whole stream brown.

• People might be at risk of being exposed to the contaminants in the water.

• The group is going to pump out some of the waste.

C-E-R Would you want to play in this

water?

Sample Claim Evidence Reasoning Student Response

• Claim: I would not want to play in this water.

• Evidence: There are six people in hazmat suits around the brown water that has some sort of barrier in it. There is a hose/pipe behind the individuals in suits. There is a large dumpster and a truck in the area and the individuals are wearing gloves and looking at the water.

• Reasoning: Besides just looking dirty, there’s probably some type of toxic waste in the water. There is no way I’m playing in the water, or any near by body of water as the contaminants can be absorbed into the ground and transported to other areas. I wouldn’t play in this water until long after it has been cleaned up. I would even wait to see if the plants stay healthy before trying to play in this water with my friends. I’m also going to need to find another lunch spot, because that Subway is too close for my comfort.

Conclusion Writing -Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).

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Identifying FL Standards: “Gallery Walk” of

presented/posted CERs

Use stickies to identify the specific skills and strategies (one for each) from the FL standards that are evidenced displayed work.

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Effective Planning:

5E Model and Gradual Release of Responsibility

Use of data to Drive Instruction and differentiate

A Framework for Inquiry-Based Instruction through

• The 5E Learning Cycle and• The Gradual Release of

Responsibility Model

Effective Planning

Science Content

ObservingCommunicating

ClassifyingMeasuring

Relating objects in space & time

PredictingInferring

Controlling variablesDefining operationally

Experimenting

Concepts of Science

Process Skills of Science

Scientific Inquiry

Students should develop the abilities that characterize science as inquiry, they must actively participate in scientific investigations, and they must actually use the cognitive and manipulative skills associated with the formulation of scientific explanations.

And…

To successfully achieve inquiry in the secondary classroom, the following must be taken into consideration:

Understanding of ConceptsMeaningful InvestigationsStudents Must Reflect on the ConceptsStudents as Data ManagersPeer Review of InvestigationsQuestioning and Connections

(Excerpted from the National Science Education Standards, NSTA)

5E Learning Cycle

The Five E Learning Cycle (Trowbridge, Bybee, & Powell, 2000), is a constructivist model that takes students through the learning cycle by tapping into prior knowledge and experiences, new explorations, and investigations. It consists on following five phases of instruction:

Engage

Explore

ExplainElaborate

Evaluate5 E’s

Science Lesson

Engage

Activity that focuses student’s attention to the main idea, stimulates thinking, and accesses prior knowledge.

Demonstration

ReadingFree WriteAnalyze a Graphic Organizer

KWLBrainstorming

Teacher uses questioning strategies to instill a sense of inquiry and encourages students to self evaluate by asking

• What, How, and Why

Explore

Activity which gives students time to investigate, test, collect information, problem solve, make decisions, and generate conclusions

Perform an Investigation

Read Authentic Resources to Collect Information

Solve a Problem

Construct a Model

Explain

Activity that allows students to analyze their exploration. Student’s understanding is clarified and modified through a reflective activity.

Student Analysis & Explanation

Supporting Ideas with Evidence

Structured Questioning

Reading and Discussion

Teacher ExplanationThinking Skill

Activities: compare, classify, error analysis

Elaborate

Activity that expands and solidifies student’s thinking as concept is applied it to a real-world situation.

Problem SolvingDecision MakingExperimental Inquiry

Thinking Skill Activities: compare, classify, apply

Evaluate

Activity that allows the teacher to assess student performance and understandings of concepts, skills, processes, and applications.

Any of the Previous Activities

Develop a Scoring Tool or Rubric

Performance Assessment

Produce a ProductJournal EntryPortfolio

Gradual Release of Responsibility Model

• Listen • Observe • Note

taking • May

participate on limited basis

• Listen • Interacts • Note

taking • Ask and

Respond to questions verbally or written form

• Practice • Participate

s

• Asks and responds to questions

• Works with teacher and classmates

• Completes process alongside others

• Applies learning

• Take charge of learning

• Self-directs • Collaborat

e among peers

• Problem solve

What does Direct Instruction Look Like When “I Do”

Clear Purpose Establishing purpose, setting learning objectives & providing feedback, is one of the most critical instructional strategies.

Simply posting standards on the wall is not establishing a purpose.

Students need to be involved with the process.

Students need to be provided with clear explanations of the purpose and the activities that are linked with the purpose.

What do I think about when planning Direct Instruction?

Have I established a clear purpose for the lesson, including why this is important for students to learn?

How will I model this skill/strategy for my students?

How will I use a think aloud to make my thinking visible to my students? (metacognition)

What do I do when I Model a strategy or skill?

I am explicit in my modeling I name the strategy, skill, or task I state the purpose of the strategy, skill or task

I explain when the strategy or skill is used

I make connections to link prior knowledge to new learning

I demonstrate how the skill, strategy, or task is completed, alerting learners about errors to avoid

I access the new skill

What does Guided Instruction Look Like When “We Do”

Cognitive load begins to shift to the student The teacher role begins to shift from modeling to or for learners, then works with them as a guide, and eventually is by their side as they become more independent.

Teacher Modeling Whole group & small group instruction occurs

Strategic use of cues, prompts, scaffolding, and questioning

Formative assessment/data helps guides grouping

What do I think about when planning Guided Instruction

How will I release responsibility to students during the lesson? How am I going to begin to guide students through the

practice of using the focus strategy or skill? How will I scaffold my instruction to meet the

needs of all learners? What do I want students to do individually, in pairs,

and/or in small groups? What will I do – confer, listen in, observe, meet with

small groups? What types of cues, questions, and/or

prompts will I need to be ready to use to support the learners?

How will I assess student understanding?

What happens when I Scaffold effectively

Students can learn new basic skills as well as more complex skills.

Students maintain a high level of success as they learn more complex skills.

Students move towards independent use of the acquired skill.

What Does Scaffolding Look Like in the Classroom

Taking a complex skill (e.g., a multistep strategy) and teaching it in manageable and logical pieces or chunks.

Sequencing skills so that they build on each other.

Selecting examples and problems that progress in complexity.

Providing demonstrations and completed models of problems.

Providing hints and prompts as students begin to practice a new skill.

Providing aids such as cue cards and checklists to help students remember the steps and processes used to complete tasks and solve problems.

Questioning Strategies

Topic for another Day

What does Collaborative Learning look like When We Do Together “They Do”

Students working together to complete specific tasks applying what they have learned in the focus lesson and guided instruction

Students grouped based upon performance

Individual accountability for each student in the group

Purposeful student talk about the work

Assessment

Why should I use Collaborative Learning

Regardless of subject matter or content area, students learn more, and retain information longer, when they work in small groups.

(Beckman, 1990; Slavin, 1980, 1983)

Students who work in collaborative groups also appear more satisfied with their classes, complete more assignments, and generally like school better.

(Johnson & Johnson, 1999; Summers, 2006)

What do I think about when planning collaborative learning opportunities

What authentic tasks do I want students to do to practice the new strategy or skill?

What data will I use to group students? How will I build in individual accountability for all students?

How will I structure the tasks to ensure that there is purposeful student talk?

What will I do – confer, listen in, observe, meet with small groups?

What does Independent Learning look like When “You Do”

Independent learning is a time when students fully assume the cognitive load of learning by applying what they have learned to novel tasks.

Independent learning tasks need to provide students with opportunities to apply what they have learned from direct instruction, guided instruction, and collaborative learning.

Independent learning tasks need to be meaningful, relevant and authentic.

What other information do I have

Pacing GuidesItem SpecificationsLearning GoalsData

IAs, Diagnostic and Formative assessments

References

Trowbridge, L. W., Bybee, R. W., & Powell, J. C. (2000). Teaching secondary school science: Strategies for developing scientific literacy.

Duke, N., and Pearson, D. (2002). Effective Practices for Developing Reading Comprehension.

Grant, M., Lapp, D., Fisher, D., Johnson, K., & Frey, N. (2012).  Purposeful instruction: Mixing up the “I,” “we,” and “you.”  Journal of Adolescent & Adult Literacy, 56, 45-55.

Fisher and Frey Website http://fisherandfrey.com/journal_publications/

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Use of data to Drive Instruction and differentiate

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Making the Product

• Collaboratively develop a 5E lesson for your area.

• Share lessons with others to develop

(Development and sharing will be on chart paper and digitally)

Reflections: Back to the Future Protocol

What are you trying to accomplish this year?

Project into the future – What will it look like once you have accomplished your year’s goal?

From the future – Explain the steps taken to get there.

STEM Competitions

• STEM Expo 02/07/2015 Miami Dade North College

• Includes the regional Science Fair and SECME Olympiad

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Curriculum and Instruction

Science DepartmentDr. Ava Rosales,

Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist, MS

Ms. Ana Fenton Curriculum Support

Specialist, HS

Ms. Cristina MadrigalCurriculum Support

Specialist, K-8

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939