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From PAEMST and Beyond

From PAEMST and Beyond. Dr. Jenny Sue Flannagan Associate Professor/Director, Martinson Center for Mathematics and Science School of Education, Regent University. About Jenny Sue. B.S. in Biology from Longwood University Minor in Earth/Space Sciences General Science 6-12 Endorsement

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From PAEMST and Beyond

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  1. From PAEMST and Beyond Dr. Jenny Sue Flannagan Associate Professor/Director, Martinson Center for Mathematics and Science School of Education, Regent University

  2. About Jenny Sue • B.S. in Biology from Longwood University • Minor in Earth/Space Sciences • General Science 6-12 Endorsement • M.Ed.-Curriculum and Instruction • Gifted Endorsement • Ed.S- Administration Supervision • Ed.D.- Adult Learning/Staff Development • Teaching Experience: • Bayside Middle School (Physical Science) • Green Run High School (Earth Science, Biology, AP.Bio) • Kemps Landing Magnet (6th, Life Science, Physical Science, Earth/Science Oceanography)

  3. Catalyst for Change • Curriculum Development at Kemps Landing • Gifted Endorsement

  4. Instructional Strategies in Application • Cognitive Strategies in Unit: Jigsaw, 2 column notes, research • Organizing Strategies: Concept Maps, Flow Chart • Convergent Thinking: Generalizing, Inductive/Deductive Reasoning • Divergent Thinking: Brainstorming, Analogies • Evaluative; PMI (Plus, Minus, Interesting), Peer Assessment, Circle Maps

  5. Science Process Skills Embedded in Unit • Observing • Measuring • Generalizing • Hypothesizing • Classifying • Estimating/Predicting

  6. Habits of Mind Reinforced in Unit • Cooperative • Curious • Communication • Careful attention to detail

  7. 1999 PAEMST Award • Earth Exploratorium! • You and your assigned teammates have been asked to create a webpage that explains and illustrates how the forces that shape the Earth cause patterns of change for our planet. Your team’s final product will be launched as the Earth Exploratorium Museum. This online museum will allow the public to learn about constructive and destructive forces that shape our planet and create patterns of change for those who live on the surface.

  8. Assessment Tools Used in Unit • Graffiti Board • Lab Reports • Socratic Seminar • Circle Maps • Web Page • Peer/Self Evaluation

  9. One experience can change your life.

  10. Lesson Study Planning Phase Research Lesson Post-Lesson Activities Discussion of Lesson Discuss research lesson. Focus on evidence of whether the lesson promoted the long-term goals and lesson/unit goals Discuss Long Term Goals for Students’ Academic, Social and Ethical Development RESEARCH LESSON Actual classroom lesson; attending teachers study student thinking, learning, engagement, behavior, etc. Choose Content Area and Unit Discuss Learning Goals for Content Area, Unit and Lesson Consolidate Learning Write report that includes lesson plan, data, and summary of discussion. Refine and re-teach the lesson if desired. Or select a new focus of study. Plan Lessons(s) that Foster Long-Term Goals and Lesson/Unit Goals

  11. MAP OF RESEARCH CONCEPTION Ideal Profile of Students Should be able to design their own experiment; use language of the discipline of science; work in cooperative teams effectively; work autonomously when needed Actual Situation of Students School’s Educational Goals • Students do not know a strategy for designing their own experiments • Students have a hard time with the terminology of the discipline-experimenting • Students do not always work together effectively as teams In partnership with parents and the community, the mission of Corporate Landing Middle School is to create a safe and welcoming environment where students are actively engaged in the learning process and empowered to reach their maximum potential.  RESEARCH FOCUS To explore how to use the four-question strategy to help students to design their own experiments. Ideal Profile of Students (from Grade-Level Groups) Upper Grades Middle Grades Lower Grades analyze the variables in a simple experiment and identify the manipulated (independent) and responding (dependent) variables Students should be able to apply experimental design in any course design an experiment in which one variable is manipulated over many trials Research Hypotheses If the four-question strategy is used in the science classroom, then students will be able to design their own experiments and will understand how to manipulate variables over many trials. Methods and Measures Use the four question strategy with cooperative learning structure: Numbered Heads Together

  12. Questions teachers used to Collect Data in Observation • Academic Learning • How did the four question strategy help students to design their own experiment? • What were students saying as they were engaged in the four question strategy? • Motivation • Percent of children who were contributing during the group brainstorming process • Body language, “aha” comments, shining eyes

  13. Questions teachers used to Collect Data in Observation • Social Behavior • How many times did student students refer to and build on classmates’ comments? • How often do the quietist students speak up? • Are students friendly and respectful? • Student Attitudes Toward Lesson • What did students seem to like and dislike about the lesson?

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