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Science Curriculum Standards Proficient Level Secondary Workshop1: 22/3/2011

Science Curriculum Standards Proficient Level Secondary Workshop1: 22/3/2011. Agenda. Ice Breaking. Norms. Course Requirements. Attendance.

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Science Curriculum Standards Proficient Level Secondary Workshop1: 22/3/2011

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  1. Science Curriculum StandardsProficient Level SecondaryWorkshop1: 22/3/2011

  2. Agenda

  3. Ice Breaking

  4. Norms

  5. Course Requirements

  6. Attendance • Attend all of the workshops, and not more than two absence (official excuse required) are allowed, or you will be disqualified and you have to repeat the Course from the beginning. • Dates of attendance for the Course: • March 22,29. • April 5, 12,19,26 • May 3,10,17,24,31. • June 7,14,21,28.

  7. Tardy or Leave Early • If you come late 10 minutes 2 times, it will be considered missing one class.

  8. Assignments and Due Dates • Submit 9 reflections about the workshop (3 for each session). • You can apply new information from Proficient Course in your classroom, Then write a journal page stating what worked well and what needs improvement accompanied by lesson plan and evidence from students’ work. These need to all be completed by the end of each session (1 for each session). • One Scientific experiment or activity (microteaching / presentation). This should include a clear scientific question and all the related scientific steps as part of the lesson plan. Please make sure that all related resources are attached (1 for whole the course).

  9. Assessment • Teacher’s files will be assessed three times through the course 19 April 2011. 24 May 2011. 21 June 2011.

  10. Trainees will be evaluated according to:- • Interaction during the sessions • Tasks to be completed by the trainees (Assignments - Journal entries) N.B: Copy and Paste work will not be accepted. • Impact/ Application (Microteaching/ demonstration lesson)

  11. There is a need to have a mini evaluation by session 5 of the training program. • This evaluation will allow us to inform trainees with poor performance that they need to work harder. • Schools will be informed ( via a letter issued by the PD office) with the names of the trainees who are not benefiting/ with poor performance/ facing difficulty comprehending the material.

  12. Another evaluation will be held by session 10 and if trainees are still not benefiting they have to be informed that they may not be able to continue attending the rest of the sessions. • Trainers should follow the timing schedule precisely and not leave the training rooms before 8:00pm. • Trainers should be at the workshop 15 minutes before the beginning. • Incase of absence the trainer has to inform head of science curriculum office by a formal email one night before.

  13. The pace/ sequence of any activity: • Introduction and exploration • Modeling/ examples/ teachers support • Teachers create their own examples • Link the activity to the NPST

  14. Three step interview

  15. Are quick responses important for survival?Are they needed for humans to survive in a urban environment? How quickly do humans react to sensory stimuli?

  16. What differences are there among individuals or groups of individuals? Do males have quicker reaction times than females?

  17. Will your reaction rate be quicker if the initial stimulus is by sight, by touch, or by hearing?You will be testing experimentally your reaction time.

  18. INFER • When you infer, you explain data, observation, or measurement. Be sure that you do more than just describe the results of an investigation. When you infer, you want to explain why the results happened.

  19. Useful web sites:- • http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf • http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=137 • http://getyourwebsitehere.com/jswb/rttest01.html • http://www.topendsports.com/testing/reactionmake.htm

  20. Link the activity to the science curriculum standards

  21. Link the activity to the NPST

  22. (DOK) Depth of Knowledge & Scientific Inquiry

  23. Depth of Knowledge (DOK) • DOK stands for “Depth of Knowledge.” • DOK is one way administrators, teachers, and parents can understand the objectives in terms of the complexity of what students are expected to know and do. • DOK is a system for categorizing cognitive demand (Bloom is a system we are all familiar with). • Developed by Norman L. Webb.

  24. Depth of Knowledge Webb’s Depth of Knowledge levels: Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 Extended Thinking: Level 4

  25. Broad Areas of Inquiry • Broad Area 1: • Formulating Questions and Hypothesizing • Broad Area 2: • Planning and Critiquing Investigations • Broad Area 3: • Conducting Investigations • Broad Area 4: • Developing and Evaluating Explanations

  26. Broad Area 1: Formulating Questions and Hypothesizing • Analyze information from observations, research, or experimental data for the purpose of formulating a question, hypothesis, or prediction: (DOK 3) 1a. Appropriate for answering with scientific investigation 1b. For answering using scientific knowledge • Construct coherent argument in support of a question, hypothesis, prediction (DOK 2 or 3 depending on complexity of argument) • Make and describe observations in order to ask questions, hypothesize, make predictions related to topic (DOK 2)

  27. Broad Area 2: Planning and Critiquing of Investigations 4. Identify information/evidence that needs to be collected in order to answer the question, hypothesis, prediction (DOK 2 – routine; DOK 3 non-routine/ more than one dependant variable) 5. Develop an organized and logical approach to investigating the question, including controlling variables (DOK 2 – routine; DOK 3 non-routine) 6. Provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation (DOK 2)

  28. Broad Area 3: Conducting Investigations 7. Follow procedures for collecting and recording qualitative or quantitative data, using equipment or measurement devices accurately (DOK 1 – use tools; routine procedure; DOK 2 – follow multi-step procedures; make observations) 8. Use accepted methods for organizing, representing, and manipulating data (DOK 2 – compare data; display data) 9. Collect sufficient data to study question, hypothesis, or relationships (DOK 2 – part of following procedures) 10. Summarize results based on data (DOK 2)

  29. Broad Area 4: Developing and Evaluating Explanations 11. Analyze data, including determining if data are relevant, artifact, irrelevant, or anomalous (DOK 2 – specify relationships between facts; ordering, classifying data) 12. Use evidence to support and justify interpretations and conclusions or explain how the evidence refutes the hypothesis (DOK 3) 13. Communicate how scientific knowledge applies to explain results, propose further investigations, or construct and analyze alternative explanations(DOK 3)

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