1 / 36

Curriculum Topic Study- Bridging the Gap Between Standards and Practice

Curriculum Topic Study- Bridging the Gap Between Standards and Practice. Page Keeley. Purpose of Tonight’s Session: Using CTS to Improve Opportunities for Students to Learn Abilities of Inquiry CTS Topic: Experimental Design. Who Is in the Audience?. CTS and Inquiry Topics.

oded
Download Presentation

Curriculum Topic Study- Bridging the Gap Between Standards and Practice

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Curriculum Topic Study- Bridging the Gap Between Standards and Practice Page Keeley

  2. Purpose of Tonight’s Session:Using CTS to Improve Opportunities for Students to Learn Abilities of InquiryCTS Topic: Experimental Design

  3. Who Is in the Audience?

  4. CTS and Inquiry Topics 26 Topics in Chapter 6, Section “Inquiry and the Nature of Science and Technology” pp 228-254 Such as… Experimental Design Evidence and Explanation Observation, Measurement, and Tools Summarizing and Representing Data And more…..

  5. Materials We Will Use Tonight • CTS Experimental Design Study Guide (downloaded from web site or see p 235) • CTS summaries from Sections II, III, and IV (downloaded from web site) • Student Inquiry Scaffold (downloaded from web site) • Small sticky notes- 2 different colors

  6. Yes, I have them  No, I don’t have them  Do you have the materials with you?

  7. CTS Guide Sections and Outcomes I- Identify Adult Content Knowledge II- Consider Instructional Implications III- Identify Concepts and Specific Ideas IV- Examine Research on Student Learning V- Examine Coherency and Articulation VI- Clarify State Standards and District Curriculum

  8. Experimental Design CTS Sections

  9. National Science Education Standards Abilities of Inquiry Understandings of Inquiry Inquiry-Based Teaching Benchmarks for Science Literacy Scientific Inquiry Habits of Mind Inquiry and the Standards

  10. CTS and Inquiry Chapter 4 pp 77-79 What contributed the most to your knowledge of how students learn The abilities of inquiry?

  11. The CTS Funnel Controlling Variables Experimental Design Inquiry Skills and Dispositions

  12. What is the Difference between a Scientific investigation and an experiment?

  13. CTS Section II- Discussion Questionfor “Experimental Design” Using the summary sheet for Section II- What instructional considerations described in the standards (K-12 or at specific grade levels) should we be aware of if we want to develop the skill of designing experiments?

  14. Opinion vs. CTS My opinionCTSCTS & Opinion

  15. Section III Discussion Question- Learning Goals Using the summary sheet for Section III- According to the standards, what are students are expected to know and be able to do at different grade levels related to the topic of “Experimental Design”? Summarize one or two specific skills.

  16. At what grade span are your students expected to know how to identify and control variables?

  17. CTS Section IV- Discussion Questionsfor “Experimental Design” Using the summary sheet for Section IV- • How does the research on student learning related to experimentation and variables help you consider how and when students learn the skills of “Experimental Design”? • What developmental issues should be considered?

  18. Applying CTS Results to An Instructional Scaffold

  19. Scenario Ken noticed his rubber ball did not always bounce the same way when he dropped it. He wondered how different surfaces affected the way his ball bounced.

  20. PRE-EXPERIMENTAL DESIGN CONSIDERATIONS • Phenomenon, object, or event being observed: • What am I wondering about (initial question)? : • What prior knowledge, including observations made, do I have about this?

  21. Part A: Things I could change or vary about the phenomenon, object, or event

  22. Part B: Things I could measure or observe about the phenomenon, object, or event:

  23. IDENTIFYING VARIABLES I will change: I will measure: The height of the bounce The type of surface

  24. I will not change (conditions held constant so it is a fair test): Place remaining sticky notes from Part A here. The type of ball The height the Ball is dropped from The temperature of the ball

  25. I will not measure: Place remaining sticky notes from Part B here. Time Direction Number of bounces

  26. FORMULATING A QUESTION (Refining the initial question) When I change:What will happen to: The height of the bounce The surface

  27. Based upon my question, I predict (or hypothesize):

  28. The Experimental Design Materials I will need: What I will change or vary (also called the independent variable) The surface

  29. What I will do (how I will carry out the change): Number of trials I will conduct: The data I will measure or observe (the dependent variable). The height of the bounce

  30. Mneumonic(Think: Dog food) DRY MIX

  31. How I will collect the data: How I will record and display the data (for example- table, graph, chart, picture)

  32. Think and Share How does the student scaffold support the findings from the CTS on Experimental Design (learning goals, instructional considerations, and research on student ideas) ?

  33. Other CTS Guides Related to Experimental Design • Controlling Variables • Correlation • Data Collection and Analysis • Evidence and Explanation • Graphs and Graphing • Mathematical Modeling • Observation, Measurement, and Tools • Scientific Sampling • Summarizing and Representing Data

  34. How Likely Are You to Use the Scaffold and CTS? CTS by itself is not enough. CTS, combined with classroom applications, helps all educators develop a common language and understanding about teaching and learning that can be used to inform classroom practice in a way that is meaningfully aligned with standards and research on student learning.

  35. “By taking the time to study a topic before planning a unit or lesson, teachers build a deeper understanding of the content, connections, and effective ways to help students achieve understanding of the most important ideas and skills in that topic.” CTS p 7

  36. Thanks for being a terrific audience! Stay tuned for more CTS opportunities at the NSTA regional and fall conventions

More Related