Big Ideas, Virtual Fieldwork, Professional Development & More... Don Duggan-Haas toc With support from the National Science Foundation. This material is based upon work supported by the National Science Foundation under grant No Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation. toc Contents Bigger Ideas Inquiry Grid Strands of Science Essential Features of Inquiry How People Learn/ About Good Teaching Effective PD Virtual Fieldwork PD Structure: Workshop VFEs Virtual Study Groups TPACK virtualfieldwork.org toc Contents Bigger Ideas Inquiry Grid Strands of Science Essential Features of Inquiry How People Learn About Good Teaching Effective PD Virtual Fieldwork PD Structure TPACK virtualfieldwork.org Bigger Ideas Inquiry Grid Strands of Science Essential Features of Inquiry How People Learn About Good Teaching Contents Effective PD Virtual Fieldwork PD Structure TPACK virtualfieldwork.org toc Click on this button to take you to the table of contents slide from any other slide. About good teaching... Share a story of some of the best science teaching youve ever experienced, either as a teacher or as a student. Share a story of some of the best science teaching youve ever experienced, either as a teacher or as a student. toc How do you know what you know? Whats something you understand or know how to do really well? Whats something you understand or know how to do really well? How do you know? How do you know? How did you gain that understanding or skill? How did you gain that understanding or skill? What does that have to do with how you teach? What does that have to do with how you teach? toc Questions/Issues What does research say about how people learn? What does research say about how people learn? How should research on how people learn inform how we teach? How should research on how people learn inform how we teach? Why are we here? Why are we here? What does good professional development look like? What does good professional development look like? What does good teaching look like? What does good teaching look like? Can we build teacher networks? Can we build teacher networks? toc Program Objectives Effectively teach key principles of Earth system science across multiple scales. Effectively teach key principles of Earth system science across multiple scales. Create and share a virtual fieldwork experience that facilitates inquiry teaching. Create and share a virtual fieldwork experience that facilitates inquiry teaching. Offer and receive teaching support within a network of professionals. Offer and receive teaching support within a network of professionals. Critically evaluate approaches to and materials for teaching. Critically evaluate approaches to and materials for teaching. toc How will we know if we meet our objectives? What kinds of evidence would convince you someone teaches through inquiry? What kinds of evidence would convince you someone teaches through inquiry? Is it the same kind of evidence that would convince the National Science Foundation? Is it the same kind of evidence that would convince the National Science Foundation? toc We want you to substantiate these claims: 1. I understand the key principles of Earth system science across multiple scales; 2. At the completion of my class, students understand key principles of the discipline; 3. I will create a VFE that facilitates meaningful geoscience inquiry and share that with a community of peers; 4. I am networked to other teachers in ways that support my continuing professional development; 5. I will critically evaluate my own teaching approach and materials and that of my colleagues. toc What if we only taught five things? On the need for teaching profound ideas Don Duggan-Haas toc Where we are: Essential Principles Fundamenta l Concepts TOTAL toc An important consensus... These initiatives represent a consensus view of the most important Earth system science concepts. However... toc There are no examples of creating a thick description of what everyone should understand about any topic that has led to wide swaths of the population understanding the target content, in spite of countless attempts to do just that throughout human history. toc How can we synthesize? toc How can we synthesize? Big Ideas from ReaL Inquiry Project toc How can we synthesize? Bigger Ideas from TFG/VFEProject toc Big ideas simply arent big enough. toc What if we taught only five profound ideas, but taught them deeply? Deep understanding of profound ideas requires knowledge of all (or most) of the literacy principles. And connects them to a coherent framework, thus increasing the likelihood of true understanding and retention. toc What makes an idea ReaLLy Big? The idea cuts across the Earth science curriculum. Understanding of the idea is attainable by students and the understanding holds promise for retention. The idea is essential to understanding a variety of topics. The idea requires uncoverage; has a bottomless quality. Furthermore, the entire Earth science curriculum is represented by this (small) set of ideas. toc Earth Science Bigger Ideas & Overarching Questions Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Does each idea cut across the entire Earth science curriculum? toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is understanding of the idea is attainable by students and does the understanding hold promise for retention? toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is each idea essential to understanding a variety of topics? toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Does each idea require uncoverage/have a bottomless quality? toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Is the entire Earth science curriculum represented by this (small) set of ideas? toc Connecting Ideas toc Connecting Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Earth is a System of Systems. The Flow of Energy Drives the Cycling of Matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary. The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts. The Earth is an open system it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earths surface. Earths internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics. Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands. Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems. The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time. Earth System Science Profound Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Earth is a System of Systems. The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts. Earth System Science Profound Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? The Flow of Energy Drives the Cycling of Matter. The Earth is an open system it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earths surface. Earths internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics. Earth System Science Profound Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Life, including human life, influences and is influenced by the environment. Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands. Earth System Science Profound Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems. Earth System Science Profound Ideas toc Overarching Questions: How do we know what we know? How does what we know inform our decision-making? To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary. The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time. Earth System Science Profound Ideas toc Climate Climate is regulated by complex interactions among components of the Earth system. The Sun is the primary source of energy for the climate system. Human activities are impacting the climate system. Climate varies over space and time through both natural and man- made processes. Our understanding of the climate system is improved through observation, theoretical studies and modeling. Climate change will have consequences for the Earth system and human lives. Human decisions involving economic costs and social values influence Earths climate system. Profound Ideas Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary. Atmosphere Earths atmosphere continuously interacts with the other components of the Earth System. Energy from the Sun drives atmospheric processes. Atmospheric circulations transport matter and energy. Earths atmosphere and humans are inextricably linked. Earth has a thin atmosphere that sustains life. Earths atmosphere changes over time and space, giving rise to weather and climate. We seek to understand the past, present, and future behavior of Earths atmosphere through scientific observation and reasoning. Overarching Questions: How do we know what we know? How does what we know inform our decision making? Earth Science Humans have become a significant agent of change on Earth. Humans depend on Earth for resources. Earth Science reduces the impacts of natural hazards. Life evolves on a dynamic Earth and continuously modifies Earth. Earth is a continually changing planet. Earth is 4.6 billion years old and the rock record contains its history. Earth is the water planet. Earth is a complex system of interactions between land, water, air and life. Ocean Literacy The ocean is a major influence on weather and climate. The ocean makes Earth habitable. The ocean and humans are inextricably interconnected. The ocean and life in the ocean shape the features of the Earth. The Earth has one big ocean with many features. The ocean is largely unexplored. The ocean supports a great diversity of life and ecosystems. But really, whats the big idea? E.O. Wilson -- Two Laws of Biology: E.O. Wilson All organic processes are ultimately obedient to the Laws of Physics and Chemistry. All living systems and processes evolved by natural selection. toc Answer knownunknown known Procedure Most school scienc e The most cool scienc e! toc Four Strands of Science: Understanding Scientific Explanations Generating Scientific Evidence Reflecting on Scientific Knowledge Participating Productively in Science Strand toc 1. Understanding Scientific Explanations "This strand includes the things that are usually categorized as content, but it focuses on concepts and the links between them rather than on discrete facts. It also includes the ability to use this knowledge." BackStrand toc 2. Generating Scientific Evidence "...it includes a wide range of practices involved in designing and carrying out a scientific investigation. These include asking questions, deciding what to measure, developing measures, collecting data from the measures, structuring the data, interpreting and evaluating the data, and using results to develop and refine arguments, models, and theories." BackStrand toc 3. Reflecting on Scientific Knowledge "This strand includes ideas usually considered part of understanding the nature of science, such as the history of scientific ideas. However, it focuses more on how scientific knowledge is constructed. That is, how evidence and arguments based on that evidence are generated. It also includes students ability to reflect on the status of their own knowledge." BackStrand toc 4. Participating Productively in Science "Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science." BackStrand toc Five Essential Features of Inquiry (Center for Science Mathematics and Engineering Education., Learner engages in scientifically oriented questions 2. Learner gives priority to evidence in responding to questions 3. Learner formulates explanations from evidence 4. Learner connects explanations to scientific knowledge 5. Learner communicates and justifies explanations to others toc How People Learntoc How People Learn Key Finding #1 Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. toc How People Learn Key Finding #2 To develop competence in an area of inquiry, students must: (b) have a deep foundation of factual knowledge, (c) understand facts and ideas in the context of a conceptual framework, and (d) organize knowledge in ways that facilitate retrieval and application. toc How People Learn Key Finding #3 A "metacognitive" approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. toc Characteristics of Effective Professional Development in Mathematics and Science (from Garet et al 2001). Form. Traditional classes, workshops or a "hands-on" activity like mentoring were less effective than reform types of activities, such as teacher networks or study groups. Duration. Longer professional development programs are more likely to make an impact. Sustained and intensive programs are better than shorter ones. Collective participation. Activities designed for teachers in the same school, grade or subject are better than professional development programs that do not target groups of teachers who work together. Content. Professional development courses that focus on how to teach but also on what to teach-the substance and subject matter-are key. Elementary schoolteachers especially may have taken fewer courses in science or math and may be less familiar with the subject matter, the researchers note. Active learning. This aspect is fostered through observing and being observed teaching, planning for classroom implementation, reviewing student work, and presenting, leading and writing. Coherence. Teachers need to perceive professional development as part of coherent programs of teacher learning and development that support other activities at their schools, such as the adoption of new standards or textbooks. toc Flexibly Adaptive Professional Development (adapted from Trautmann & MaKinster, 2010). Flexibly adaptive professional development intends to offer differentiated instruction in the context of teacher professional development. This approach recognizes that: Teachers need for and comfort with technology varies widely from classroom to classroom and school to school. Teachers, like students, benefit from learning situations and supports tailored to their own specific needs. Professional development providers ought to practice what they preach. Read more about Flexibly Adaptive Professional Development: Trautmann, N., & MaKinster, J. (2010). Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology. Journal of Science Teacher Education, 21(3), doi: /s toc Why Virtual Fieldwork? As curriculum development As professional development Use the local to understand the global Building a database toc About TPACK Teachers of Earth System Science have very specialized skills and knowledge. toc About TPACK Content: Understandi ng Earth Science Technology : Understand ing its role in teaching Pedagogy: Understandi ng how to facilitate learning toc About TPACK Content: Understandin g Earth Science Technology : Understand ing its role in teaching Pedagogy: Understandi ng how to facilitate learning TPACK: Technological and Pedagogical Content Knowledge toc Learn more about TPACK: Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 10171054. Thompson, A. D., & Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38. toc Virtual Fieldwork Experiences (VFEs) Taughannock Falls Powers of Ten (Google Earth) Norwich, NY (website) Norwich, NY Akron Falls (PowerPoint) Niagara Gorge (GigaPan) Niagara Gorge Chapman Creek (Keynote) Moretoc