home

Week 8: Next Step: Now What?

 * ===5pm Teaching Philosophy due: underline the three most important words. Turn them in. ===
 * ===5pm Prepare for first round of lessons (meet with Rachel and Sarah across the hall) ===
 * ===5:15 Leslie’s Lesson sample ===
 * ===5:30 Missy’s Lesson sample ===
 * ===5:45 - 6:45 ===


 * 1) ===Course Reflection: 3 people at a time on the back computers [] ===
 * 2) ===Activity: 3 Water Vapor Challenge ===
 * 3) ===Bob meet with April, Kathy, Missy and Leslie across the hall ===
 * ===6:45 Break / Prepare for second round of lessons ===
 * ===7:00 Angie’s Lesson Sample ===
 * ===7:15 Theresa’s Lesson sample ===
 * ===7:30 ===
 * ===Activity: Make Ice Cream ===


 * 1) ===Bob will meet with Angie and Theresa ===
 * 

8pm Course reflection discussion

 * How did the post assessment go?
 * Any surprises? / Any Questions?
 * Additional Opportunities to learn and volunteer:
 * Additional Opportunities to learn and volunteer:

<span style="font-family: Arial,Helvetica,sans-serif;">2. Year-Plan, Unit Plan and Philosophy due Tuesday.
==<span style="font-family: Arial,Helvetica,sans-serif;">3. Know the concepts below <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">AND <span style="font-family: Arial,Helvetica,sans-serif;">be able to identify or explain them as they pertain to <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">your <span style="font-family: Arial,Helvetica,sans-serif;"> Unit Plan ==

<span style="font-family: Arial,Helvetica,sans-serif;">I. Education Theories

 * ===Wiggins UbD===
 * Understanding by Design
 * Start with standard, develop assessment, then develop plan
 * ==== **Bloom's Taxonomy** ====
 * Six levels in cognitive domain (pyramid)
 * Levels of learning
 * Emphasis on higher order (evaluation, create, etc.)
 * ==== **Marzano** ====
 * Created Assessment Material
 * 9 Instructional Strategies
 * Learning in tandem
 * ==== **POGIL** ====
 * Process Oriented Guided Inquiry Learning
 * Cooperative learning
 * Everyone is responsible for what everyone else knows
 * ==== **John Dewey** ====
 * Emphasis on individual student
 * Relevant teaching per individual student's life
 * ==== **SDSRA** ====
 * ====Seek. Discover. Share. Reflect. Agency.====
 * ====The one who does the work is the one who learns====
 * ====Improvement/Assessment====
 * ====Applying the skill====

<span style="font-family: Arial,Helvetica,sans-serif;">II. 5 E's (Inquiry)

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Engagement ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Exploration ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Explanation: simply defined/explained (share) ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Elaboration: explanation + origins/ramifications/causes/effects ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Evaluation: agency (workshop model) ====

<span style="font-family: Arial,Helvetica,sans-serif;">III. Differentiated Instruction

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Multiple ways of getting to the same goal ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Identify adaptable curriculum ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Getting to know your students - interests, learning styles, subject levels ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Differentiate content, process, and product ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Examine your role as a teacher ====

<span style="font-family: Arial,Helvetica,sans-serif;">IV. Science Notebooks

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Reflection ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Help teacher to determine student progress (formative assessment) ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Enhances literacy ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Differentiates learning ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Helps students to self-assess ====

<span style="font-family: Arial,Helvetica,sans-serif;">V. Creative and Critical Thinking

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Complementary ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Difference: Critical is more analytical and realistic; creative is more brainstorming and thinking out of the box...trying to come up with original ideas ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Creative Problem Solvers Toolbox ====

<span style="font-family: Arial,Helvetica,sans-serif;">VI. Responsive Classroom

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Social curriculum is equally as important as academic curriculum ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Child-initiated learning, as opposed to teacher-initiated ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Know the caregivers of the students as well as you know the students ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Consider classroom layout from student point of view: Can they access the materials they need to learn? ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Community: morning meetings, group rule setting ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Teacher should model the skills she wants the children to learn ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Builds upon children's character by teaching them CARES (cooperation, assertion, responsibility, empathy, self-control) ====

<span style="font-family: Arial,Helvetica,sans-serif;">VII. STEM

 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Science, technology, engineering, mathematics ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Perseverance/Grit (P. Tough)/Gambare (Japanese word for "never give up") ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Holistic and not separate isolated disciplines ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Engineering is not solely about building, it's about testing, redesigning, and improving ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Scaffolded from highly structured to open-ended (inquiry) ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Strategic planning ====

<span style="font-family: Arial,Helvetica,sans-serif;">XI. Science Education Standards
= = Total ||   || ||
 * Score || Homework || Points Available || Classwork || Score ||
 * || Year Long Plan || 5 || 10-Minute Inquiry ||  ||
 * || Science Unit || 20 || Wiki Entries ||  ||
 * || DI / Tech || 10 || Pedagogy Jigsaw ||  ||
 * || Sustainability || 10 || (text) book review ||  ||
 * || Philosophy || 5 || Agency ||  ||

=** Week 7: This I Believe about Me and Science Education **= > [] > >
 * == What is Sustainability? ==
 * == Make your own Study Guide ==
 * == Prepare for Lessons ==
 * == April’s Lesson sample ==
 * == Kathy’s Lesson sample ==
 * == Visit Upper School and site of new STEM building ==
 * == LNT ==
 * == Electricity Stations ==
 * == Rachel’s Lesson ==
 * == Sarah’s Lesson ==
 * == Break ==
 * == Role of reflective practice: ==
 * == Science Teaching Philosophy due Week 8. ==

Create one question and add it to all the Wiki pages by Thursday night. Respond to all your classmates' Wiki Questions by Monday Night. All assignments are due next Tuesday night.
= = = = =** Week 6: What is Sustainability? **= = =

9. Who will teach a lesson Week 7 and Week 8?
Participants will: || Assessment: || 15 points || = =
 * Learning Outcomes
 * Become familiar with major concepts and principles of science and science disciplines (Physical Science, Life Science, Earth and Space Science) || 1. Develop a year-long plan identifying outcomes and assessments. See checklist for details and hints. Identify four strengths and two struggles with the plan. Send via email and be prepared to share in class. 10 points ||
 * Understand the relationship between science and technology and how to design curriculum that integrates both || 2. Develop a science unit (from your year-long plan) that has student outcomes that require use of technology to acquire, explore, and demonstrate knowledge. Be prepared to share and discuss @ or after Week 4 meeting. 50 points ||
 * Understands the history/nature of science as a human endeavor and uses this knowledge to make subject matter meaningful for students || 3. Develop a compact or contract or other form of differentiation including student assessment options for a science unit (from your year-long plan). Organize the tasks into tiers of developmental understanding. Be prepared to share and discuss @ or after Week 5 meeting. 15 points ||
 * Develop skills for designing and conducting scientific investigation with purpose and inquiry and designing curriculum that creates an environment where students feel safe, challenged, responsible and empowered to improve his/her mind and community by solving real world problems || 4. Develop a sustainability portion (from your unit or year-long plan) that allows students to investigate a real issue at school and develop a list of strategies and next steps to solve/improve the issue. Consider our discussions regarding: inquiry / technology / differentiation / community / and economy. Be prepared to share and discuss @ Week 7 meeting.
 * Develop an understanding of the relationship of science to social and cultural values and how it relates to the economic and environmental health of the planet ||^  ||
 * See all of the above || 5. Create a Philosophy Statement that reflects your values and vision for teaching science. Be prepared to share and discuss this at our last meeting. 10 points ||

=** Week 5: How can I make subject matter, matter? (Focus Content: Engineering) **=
 * == Build a Solar Oven (PBL) ==
 * == Differentiated Instruction ==
 * ==** Teaching Channel **** [] **==
 * == Building Understanding -LEGOs – are you kidding me? (Task List in MS) ==
 * == Responsive Classroom Modeling ==
 * == Connecting to modern issues and current events ==
 * == Defining differentiated instruction & strategies (Tiering, compacting, contracting, pre-assessment. ) ==
 * == Light a light bulb Activity in US ==
 * == Classroom Centers / The Science Workshop Model ==
 * == Buckets ==
 * == Next Generation Science Standards / Framework ==
 * == Who will present week 7 and who will present week 8? ==

8. Wiki Blog
=**__ Week 4: Building Big Ideas __**=
 * 1) === Stream Survey (weather permitting): You may want to bring boots or shoes you don't mind getting wet (and a water bottle). The stream is up 45cm (18 inches) deep. Mallard Duck of Meadow View Pond ===
 * 2) The main Missouri Stream Team website is: http://www.mostreamteam.org/index.a
 * 3) Here are two videos for the stream team monitoring program:
 * 4) Testing procedures: @http://www.mostreamteam.org/videos/New%20WQM/BiologicalMonitoring.wmv
 * 5) Stream Discharge: @http://www.mostreamteam.org/videos/New%20WQM/Discharge.wmv
 * 6) The critters we may find: @http://www.mostreamteam.org/inverts.asp
 * 7) Here is what we will use as the main resource when picking: @http://www.mostreamteam.org/Documents/VWQM/BugChart2.pdf
 * 8) **Discussion of the Best Practices Reading and Gambare ([|Text-based Answers])**
 * 9) === Technology part 2 ===
 * 10) === Science Notebooks: 10 minute Inquiry: What are they? How can they be used? What do they look like? ===
 * 11) === Low-tech solutions to resource deficits: Who pays for science? ===
 * 12) === Advancing problem solving (Logic) ===
 * 13) === Pairing with Communication Arts / Math / Art / Technology ===
 * 14) === Pick a book from the cart to review on Week 6 / meet with Bob / Break! ===
 * 15) **Unit Plan Outlines: How are they coming? – Scope and Sequence: National / State Standards. Where to begin?**
 * 16) Week 4: Lesson Plan format?
 * 17) Week 5: Differentiated Instruction
 * 18) Week 6: Sustainability, Book Review due
 * 19) Week 7: Unit Plans ready to share (half will 'teach' in class)
 * 20) Week 8: Year Long Plan & Unit Lesson Plans Due, Science Teaching Philosophy Due, other half 'teaches', Post Assessment (computer lab)
 * 21) ===** Feedback and Assessment strategies: Start: Stop: Continue **===
 * 22) === [|Sir Ken Robinson Revised] ===
 * 23) ** What [|Drives] people? **

= = = = =** Week 3: What’s the [Curriculum] Plan? **=


 * 1. Hot Topics: Any Wiki problems? **

** Bloomberg asks youth to consider plumbing as a career **
[]

** and in other news: **

 * [] **

** POGIL: Process Oriented Guided Inquiry Learning **

 * ===== Return, Report and Reflect =====
 * ===== How does this fit in the science / STEM? =====
 * ===== How does this fit with how you learn? =====
 * ===== How does this fit with what you believe? =====

Read 1st page of the Gambare Article. Does Gambare have a role in today’s schools?
This link is no longer working and I cannot find it on the Internet. We'll see if anyone read it before it was removed otherwise, we'll disregard.

=Week 1&2: Seek Discover Share Reflect Agency / Why is Science Education Important?= >>> ===** Hint: Later, one of the units from your year-long plan will be expanded to include at least 10 days of science lessons. This unit will include the integration of technology, aspects of Differentiated Instruction, Sustainability, student leadership and various methods and demonstrations of learning. **=== >>> >>> ====
 * ==Pre-Meeting: Look around the room and garden. Make some observations, assessments and hypotesies==
 * ==Introductions: Name Tents with a graphic, icon, modicon, etc.==
 * ==Course Philosophy: sort of==
 * ==How to login on the MICDS network==
 * ===Pre-Assessment: @https://docs.google.com/forms/d/1ZIdJyi5Mar1YYRw5byY13QESnBZarWW7MEDuIz-eRzg/viewform===
 * ==Any General Questions?==
 * ==Introduce the Course Wiki (note the web URL) 2013scic5010.wikispaces.com==
 * ==5E Lesson Planning==
 * ===What questions can we start out answering already?===
 * ===What is the role of the learner and what is the role of the teacher?===
 * ===Is this a different approach than we have experienced in school?===
 * ===What do you like about the approach?===
 * ===What do you not like or not understand about the approach?===
 * ==Sir Ken Robinson: <span style="font-family: Arial,Helvetica,sans-serif;">http://www.youtube.com/watch?v=zDZFcDGpL4 ==
 * ===<span style="font-family: Arial,Helvetica,sans-serif;">Questions and Observations ===
 * ==10 minute Inquiry: The History of Science Curriculum==
 * ===Engage: When/Where did this start? Why science as a course?===
 * ===Explore: How can we find out more?===
 * ===Explain: Tell us what you found===
 * ===Elaborate: Tell us what you you found means===
 * ===Evaluate: Have we fulfilled the plan? What is next? Why is that next?===
 * ==Return, Report and Reflect==
 * = Get on the Bus! =
 * ==Year-long curriculum. What needs to happen in a school year in science?==
 * ===What do you notice?===
 * ===Why is this set up this way?===
 * ===What would make it better?===
 * ==Assignment==
 * ==Read the 5E lesson format==
 * ==Develop a year-long list of science topics for one gradelevel to share next week==
 * ===What would make it better?===
 * ==Assignment==
 * ==Read the 5E lesson format==
 * ==Develop a year-long list of science topics for one gradelevel to share next week==
 * ==Develop a year-long list of science topics for one gradelevel to share next week==
 * ==[|Read about Gambare: follow this web link]==
 * ==[|Next Generation Science Standards link]==
 * ==Journal/Blog on the Wiki==
 * ==Journal/Blog on the Wiki==
 * ==Journal/Blog on the Wiki==

Getting Started

 * Click on the edit button above to put your own content on this page.
 * To invite new members, click on **Settings** and **Invite People**.
 * To change your wiki's colors or theme, click on **Settings** and **Look and Feel**.
 * To set who can view and edit your wiki, click on **Settings** and **Permissions**.2