Supported by the National Science Foundation under Grant No. EHR-0315060 Before we begin….. Take a...
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Transcript of Supported by the National Science Foundation under Grant No. EHR-0315060 Before we begin….. Take a...
Supported by the National Science Foundation under Grant No. EHR-0315060
Before we begin…..
• Take a few minutes to reflect on impacts of the NCOSP project in your building. Record your thoughts.
Supported by the National Science Foundation under Grant No. EHR-0315060
Welcome!
Learning Community Forum
Best Teaching Practices
Supported by the National Science Foundation under Grant No. EHR-0315060
LCF Schedule Changes:• The Notebooking LCF scheduled for December
has been moved to January.– The Partnership is developing a ‘general framework’
for notebooking.
– Peggy Willcuts, a key person involved in this work will be available in January.
– We would like to include your thinking and experience with notebooking in this preliminary work.
• The new December LCF topic: TBA
Supported by the National Science Foundation under Grant No. EHR-0315060
Things to consider…
• Research indicates that only 17% of teachers implement best teaching practices!
• Districts adopt curriculum, but fail to provide professional development in instruction.
» (BERC Group, Evaluation, Research & Consulting)
Supported by the National Science Foundation under Grant No. EHR-0315060
Lesson Learning Targets Developed from CTS Content:
– Mutations can be caused by radiation. – DNA molecules are the universal code of life.– Self care measures affect health.
Process:– Apply critical thinking skills.– Design and carry out a controlled experiment to test
their own question.– Communication of findings.
Today we will look at Instruction:
Supported by the National Science Foundation under Grant No. EHR-0315060
To meet these learning targets…
– What would good instruction look like?
Supported by the National Science Foundation under Grant No. EHR-0315060
Remember our Summer Institute?
Supported by the National Science Foundation under Grant No. EHR-0315060
Why is it important?
What do you remember about
Supported by the National Science Foundation under Grant No. EHR-0315060
What else do you know about
• How can it be dangerous?
Supported by the National Science Foundation under Grant No. EHR-0315060
Supported by the National Science Foundation under Grant No. EHR-0315060
Product Investigation:Read your advertisement
Record:• Identify the explicit (obvious) claims about UV sun
light and cancer.• Identify the implicit (implied) claims about UV sun
light and cancer.• What evidence is offered to support the claims?
Supported by the National Science Foundation under Grant No. EHR-0315060
Now you are the Scientist…• What do you think you would need to know
to be able to test the claims for these products? Share your ideas……– What are you curious about that might help you
research the claims for your product?– What terms have you heard that need
clarification?
Supported by the National Science Foundation under Grant No. EHR-0315060
Sun Radiation
Visible light – what we see– Wave length 380 nm to
760 nm
Supported by the National Science Foundation under Grant No. EHR-0315060
Invisible Light
• What we cannot see– Infrared: greater than 760 nm.
• Long waves – low energy• Feels warm
– Ultraviolet: shorter than 380nm.• Short waves - High energy• Can cause sun burn and eye damage
Supported by the National Science Foundation under Grant No. EHR-0315060
Cellular Effects of Ultraviolet
• High energy waves interact with DNA
• Can cause mutations
• Mutations can lead to skin cancer depending repeat exposure, age, genetic factors
• Can burn the fovea leading to blindness
Supported by the National Science Foundation under Grant No. EHR-0315060
Supported by the National Science Foundation under Grant No. EHR-0315060
Cells fight back• To be able to survive in a world with
sunlight, early cells developed ways to repair DNA
• Four different mechanisms have been identified
• Our cells use the exact same four mechanisms to repair sun damage as bacteria and yeast
Supported by the National Science Foundation under Grant No. EHR-0315060
DNA Repair
Supported by the National Science Foundation under Grant No. EHR-0315060
Supported by the National Science Foundation under Grant No. EHR-0315060
How can we use this info?• To be able to survive in a world with
sunlight, early cells developed ways to repair DNA
• Four different mechanisms have been identified
• Our cells use the exact same four mechanisms to repair sun damage as bacteria and yeast
Supported by the National Science Foundation under Grant No. EHR-0315060
Yeast?
• What do you remember about yeast from last summer?
Supported by the National Science Foundation under Grant No. EHR-0315060
Check for Understanding: Which of these petri dishes was exposed to sunlight?
Supported by the National Science Foundation under Grant No. EHR-0315060
Moving into Inquiry
• Using all of the materials provided and new knowledge, what would you have your students do next?
• Share your ideas at your table.
Supported by the National Science Foundation under Grant No. EHR-0315060
When we come back we will see what have we done.
Let’s take a short break!
Supported by the National Science Foundation under Grant No. EHR-0315060
How People Learn
• 1: “Students come to the classroom with preconceptions about how the world works. Their initial understanding must be engaged before they can grasp new concepts and information.”
Supported by the National Science Foundation under Grant No. EHR-0315060
How People Learn• 2: “To develop competence in an area of
inquiry, students must a) have a deep foundation of factual knowledge (content), b) understand facts and ideas in context of a conceptual framework,c) organize knowledge in ways that facilitate retrieval and application.”
Supported by the National Science Foundation under Grant No. EHR-0315060
How People Learn
• 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.”
Supported by the National Science Foundation under Grant No. EHR-0315060
How Teachers Respond• “Teachers must draw out and work with
students’ preexisting understandings.”
• “Teachers must teach some subject matter in depth, providing a firm foundation of factual knowledge”
• “Teaching of metacognitive skills should be integrated into the curriculum”
Supported by the National Science Foundation under Grant No. EHR-0315060
Let’s take a look…..• List instructional strategies experienced in the
short lesson.• Compare with others at your table.• Analyze each strategy through the lens of How
People Learn.• What was the learning goal of the strategy:
– Identify preconceptions?– Develop Content? Context? Application? – Provide opportunity for metacognition?
Supported by the National Science Foundation under Grant No. EHR-0315060
Whiteboard Reflection• As a group, report on one strategy that you
experienced.
• Describe what was effective about this strategy.
• What could be improved?
• How does it relate to How People Learn?
Supported by the National Science Foundation under Grant No. EHR-0315060
What do you think….
What are the common characteristics of the strategies that you consider effective?
Supported by the National Science Foundation under Grant No. EHR-0315060
‘Bringing Order to Chaos’
How People Learn
(3 elements)
Technology Enhanced
Individual vs. Group
Lecture Based
Skills Based
Inquiry Based
Supported by the National Science Foundation under Grant No. EHR-0315060
• Take a minute to reflect:– What will I be teaching on Monday?– How can I apply what I have learned today to
that lesson?
Supported by the National Science Foundation under Grant No. EHR-0315060
Final Reflection
• How can your classroom practice influence others in your department or in your building?
• How can you apply this to your leadership role?
Supported by the National Science Foundation under Grant No. EHR-0315060
Works Cited• Donovan S, Bransford J, et al, How People Learn,
National Academy Press, Washington DC, 2000• Baker D, The BERC Group, Excerpted from
Lecture at LASER Networking, Bremerton WA, October 26, 2005
• BSCS and Videodiscovery, Sun and Cancer http://science.education.nih.gov/supplements/nih1/cancer/guide/pdfs/ACT4M.PDF, 1999