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Clarion Module I

Clarion Module I. INTRODUCING Project Clarion. Steve Coxon Center for Gifted Education The College of William and Mary. Think Like a Scientist: Inquiry-Based Science Units for K-3 Learners. Joyce VanTassel-Baska, Ed.D . Co-Principal Investigator Bruce A. Bracken, Ph.D.

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Clarion Module I

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  1. Clarion Module I INTRODUCING Project Clarion Steve Coxon Center for Gifted Education The College of William and Mary

  2. Think Like a Scientist: Inquiry-Based Science Units for K-3 Learners Joyce VanTassel-Baska, Ed.D. Co-Principal Investigator Bruce A. Bracken, Ph.D. Co-Principal Investigator Lori C. Bland, Ph.D. Project Director  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  3. My goal is to involve you in: Using the Frayer model of vocabulary to define a scientist; Understanding the macro-concepts systems and change, how they can help students meta-cognitively, and their interdisciplinarity; Using inquiry with the Wheel of Scientific Investigation and Reasoning to conduct an experiment; Your unit’s content and concept-mapping; and Pre-, on-going, and post-assessments.

  4. Project Clarion Objectives • To use instrumentation sensitive to low socio-economic learners for identification and assessment of learning • To implement, refine, and extend research-based concept curriculum in grades K-3 in three different school districts • To develop and implement professional training models for teachers, administrators, and broader school communities • To conduct research on short term and longitudinal student learning gains as well as the mechanisms that promote the institutionalization of innovation through scaling up  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  5. Clarion Curriculum Goals • To develop selected basic concepts related to understanding the world of science • To develop selected macro-concepts that unify understanding basic concepts in science (i.e., systems and change) • To develop knowledge of selected content topics in science • To develop interrelated science process skills • To develop critical thinking skills • To develop creative thinking • To develop curiosity and interest in the world of science  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  6. Project Clarion Alignment to Standards National Science Education Standards Benchmarks for Science Literacy Virginia Standards of Learning Unit-specific knowledge National Association of Early Childhood Education

  7. Unit Titles by Grade Level *Published by Prufrock Press  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  8. PROJECT CLARIONLet’s stop for a moment and take a look at: Table of contents in three sections: I: Unit overview (Concept map, Overarching concept, Scientific investigation, Curriculum Framework, Alignment to standards, etc.) II: Lesson plans III: Appendices (Safety, Four teaching models: Concept development, Wheel of Scientific investigation, Concept mapping, Frayer vocabulary development), Concept paper, Assessment Package)

  9. Research Design Quasi-Experimental Random Assignment Treatment Fidelity Classroom observations Teacher self report of lesson logs and feedback Comparison Curriculum Teacher created Purchased science curricula (e.g., Harcourt Brace)  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  10. Sample Three Districts urban exurban rural More than 3400 students 6 Title I Schools 38 experimental classrooms 36 comparison classrooms Ethnicity Caucasian: 29.9% Hispanic: 26.8% Asian: 18.6% African American: 11.7% Other: 2% Native American: .6% Gender Male: 49.2% Female: 49.4%  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  11. Instrumentation: Baseline Identification Naglieri Nonverbal Ability Test (NNAT); Reliability = between .81-.89 Percent of Experimental and Comparison Students in Sample by Ability Category  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  12. Instrumentation: Assessment of Learning Performance-Based Assessments Concept, Scientific Investigation, Content Content validity: relevance, clarity, appropriateness Rubric and Protocol Adapted from Fowler Alternate Forms Reliability: .76 Inter-rater Reliability: .90-.95 Test of Critical Thinking (TCT) Administered to 3rd grade (post only) Reliability: .89  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

  13. Project Clarion works: Across two years, the performance-based assessment results showed significant and educationally important gains for experimental students in: Macro-concepts Scientific investigation Content mastery Across two years, the Test of Critical Thinking showed significant and educationally important effects for the third grade students in the experimental group.  2009 Javits Project Clarion, Center for Gifted Education, College of William and Mary

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