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CSSS Annual Meeting and Conference
Workshop I: Engaging in Professional Learning through the Three Dimensions
Brett Moulding, CS3 Associate Member, Utah
Overview of SessionA Vision and Plan for Science Teaching and Learning –
Participants engage in science performances designed to add to their vision for science teaching and learning consistent with the NRC Report, “A Framework for K-12 Science Education.” Participants are encouraged to engage in science performances that integrate the three dimensions: science and engineering practices, core disciplinary ideas, and crosscutting concepts to add to their understanding of teaching and learning science.
Participants will listen to a description of a science professional development program and use the description as well as the earlier performances to initiate a discussion of the CSSS Science Professional Learning Standards.
Participants are encouraged to reflect on ways to incorporate these ideas and models into their own vision for science teaching and learning. The models used in the presentation come from the book, A Vision and Plan for Science Teaching and Learning.
Presentation Topics• Engaging Students in Science Performances• Structure of Instruction• Conceptualizing the Dimensions of Science
PracticesCrosscutting ConceptsCore IdeasIntersection of Three Dimensions
• Science Performances• Reflecting on Teaching and Learning• Overview of Science Professional Learning Program for the
Partnership for Effective Science Teaching and Learning (PESTL)
• Reflection and Discussion• Closure
3-D Model = Science Performance at the Intersection
3D Student Performances
GatheringReasoning
Communicating
Science and Engineering
Practices
Crosscutting Concepts
Disciplinary Core Ideas
Engaging Students in Science Performances
Children Are Born InvestigatorsInvestigation is a practice; the ways children act on curiosity are within the practices.
Science and Engineering Practices1. Asking questions (science) and defining problems (engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics, information and computer technology, and
computational thinking6. Constructing explanations (science) and designing solutions
(engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information
Framework Pages 41-82
Gather
Reason
CommunicateReasoning
• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Mathematics & Computational Thinking• Use Models to Organize Data and/or
Information
• Evaluate Information• Analyze Data • Use Mathematics and Computational
Thinking • Construct Explanations/Solve Problems• Develop Arguments for why or how Evidence
Supports Explanations or Claims• Use Models to Predict & Develop Evidence
• Communicate Information• Communicate Arguments (written/oral) for
how the Evidence Supports an Explanation• Use Models to Communicate Reasoning(Moulding, 2012)
Crosscutting Concepts
1. Patterns2. Cause and Effect3. Scale, Proportion, and Quantity 4. Structure and Function 5. Systems and System Models 6. Matter and Energy7. Stability and Change
SystemsScale and Proportion Stability and ChangeMatter and Energy
Causality Cause and EffectStructure and Function
Patterns
Science Phenomenon
Phenomena May Not be Phenomenal
Structuring Experiences to Engage Students in Making Sense of Phenomena
Core Ideas• Core Ideas have a new role in science
education.• Core ideas are used by students to make sense
of phenomena. • Larger grain size that leads to utility across
many phenomena.• Students should own their learning not just
rent it from the teacher.
Example of a “Select List of Core Ideas/Conceptual Models” Developed by PESTL TeachersMatter
• Matter is made of particles.• Matter is conserved.• Matter cycles.• Energy is involved when matter changes.Energy• Energy is conserved.• Energy flows.• Energy is transferred and transformed. Forces• Gravitational and electromagnetic forces are forces between objects that can act across a distance. • Gravitational force – the closer & more massive objects are the greater attractive forces between objects.• Electromagnetic force – the closer and greater the charge on a pair of objects, the greater the electromagnetic
force between the objects. Living Organisms• Living organisms are different than non-living things. • Cells are the basic unit of life.• Genetic material provides the information for reproduction of cells and organisms. • Genetic information is passed from parent to offspring. • Species of living organisms evolve through natural selection.• Organisms interact with the environment in ecosystems.Earth and Universe• The size of the universe and distance between stars is nearly inconceivable.• Light and heat are produced in stars including the sun.• Gravitational force shapes the planets, stars, solar systems, galaxies, and universe.• Uneven heating of the Earth by the sun cycles water and causes weather on Earth.• Radioactive decay of heavy elements in the interior of the Earth provides the energy that causes the cycling of Earth
materials and provides energy to move tectonic plates.
Phenomenon Engage Students in
Asking Questions About Phenomenon
GatheringAsking Questions
Obtaining InformationInvestigating Phenomenon to Gather
DataSeeking Patterns
in Changes in SystemsUsing Models to Organize Data and
Information
Reasoning the Causes for Changes in Matter and Energy in Systems
Using Core Ideas to Make Sense of Phenomenon
ReasoningAnalyzing Data and Information
Constructing Explanations for the Causes of Phenomenon
Developing Arguments for Why or How the Gathered Evidence Supports
the Explanation
Using Models to Establish Relationships of Matter, Energy,
and/or Forces in Systems
Describing Causes of Changes in Systems and/or Describing how
Patterns, Core Ideas, and/or Evidence from Observations
Supports or Refutes an Explanation
Communicating Reasoning
Communicating Arguments for Why or How the Evidence Supports the
Explanation of causes of changes in systems
Using Models to Communicate Reasoning
Arch
Arches National Park Nearly 2000 arches in this region of Utah
Delicate Arch in Winter
Fin
Double Arch
Causes
Performance: Weathering of RockPhenomenon: Large arches in rock formations can be seen in Arches National Park.Group Performance
1. Develop questions to obtain information for the causes of arches forming in rock formations.
2. Obtain information to use as evidence to support explanations for the mechanisms that caused rock arches to form in Arches National Park over time.
3. Construct an explanation for the causes of rock arches forming in Arches NP. 4. Develop a model to show the changes in a system that cause the formation of
arches over time in Arches NP. Individual Performance
5. Develop an argument for how or why your evidence supports your group’s explanation for the causes of arches forming in Arches National Park. Use your group’s model to help communicate the argument.
Group Discussion Reflection
6. Reflect on the nature of science instruction that leads students to use the practices to: a) Gather information through exploring phenomena, b) develop explanationsbased on evidence, and c) communicate using models and written arguments for the causes of changes in systems.
7. Reflect on the Core Ideas and evidence needed to make sense of this phenomenon.
Related Standards• 4-ESS2-1. Make observations and/or measurements to provide evidence of the
effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]
• MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
• MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
• HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.[Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide evidence for the connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, and frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).]
Phenomenon
Student Science
Performances (GRC)
Reflection on Learning
Apply to Novel Phenomenon
Phenomenon
Student Science Performances (GRC)
Reflection on Learning
Apply to Novel
Phenomenon
PE Bundle
• Teacher presents phenomenon• Students engage in science performances
• Students Gather – Formulate questions – Investigate causes of phenomenon– Obtain data and information– Organize data and information
• Students Reason– Analyze data and evaluate information– Construct explanations for the causes of phenomenon– Develop arguments for how or why evidence supports or refutes the explanations
• Students Communicate– Present arguments for why or how the evidence supports or refutes the
explanation of the causes of changes in the defined system.
• Teacher and students reflect on reasoning• Students conceptualize core ideas and crosscutting concepts• Students increase proficiency with using practices and
crosscutting concepts to make sense of phenomena• Students apply learning to make sense of novel phenomena
beyond the classroom
Three Dimensions
Science Performance
IdeasMatter is made of particles
Change of StateWater expands when it freezes
Weathering of Rock
ConceptsCausalitySystemsPatterns
PracticesObtain Information
Develop ModelsConstruct Explanations
Develop Arguments
Nature of Science
• Why is the nature of science important in the science performances specific to the arches phenomenon?
• How does science instruction always teach students about the nature of science?
• Not all websites present science– http://creation.com/rock-arches-and-the-flood
A Vision and Plan for Science Teaching and Learning
• Premise– Student Science Performances
• Phenomenon Based• Gathering, Reasoning, and Communicating• Using Core Ideas• Examples of Science Performances
• Features– Nature of Science – Professional Development
Recommendations– Structure of Instruction– Other Ideas
What Does it All Mean?GoalsAn important goal for science education is that students enjoy science and learning science. The second most important goal is for students to value and use scientific processes to obtain knowledge based upon empirical evidence; science as a way of knowing, making sense of the world, and making decisions that affect the world and their personal lives. Third, supporting students in developing utility at using a small set of core ideas and crosscutting concepts to construct explanations and develop arguments supported by evidence. Finally, science education should help students develop a conceptual structure for retaining useful knowledge for making sense of novel phenomena they will encounter the rest of their lives.
Teaching and LearningIn education, we have developed a system that utilized schools to establish a place where teaching and learning occurs at the intersection of the teacher and student. Every other educator in the system is support staff for this intersection and we must all support the interactions at this intersection in every way we can. Teaching is a profession and we must respect the instructional decisions of well-informed professional teachers. We must provide professional development that supports their growth to make informed decisions about what is best for their students’ learning.
What Does it All Mean in Terms of Three-DimensionsCore Ideas – Science explains most of the universe in terms of matter, energy, and forces. Having a clear set of core ideas and understanding of these ideas are critical for students’ abilities to construct explanations and do science. Instruction should always bring students back to performances that lead to fundamental ideas about matter, energy, and forces. Matter, Energy, and Forces – Matter is made of particles, cycles, and is conserved. Energy is involved when matter changes; energy is conserved and can be accounted for in all changes in systems. Thermal energy (heat) flows from high to low. Forces are interactions within fields and act through matter and energy. There are four forces that account for the interactions between matter and energy; electromagnetic forces and gravity account for the bulk of the forces students need to make sense of phenomena. Some forces act at a distance and their effect is inversely proportional to the distance.
Life and Earth – We live on planet Earth, in the solar system, in the Milky Way Galaxy, in the universe. Specifics of the clockworks of this system are important for students to understand. Living organisms are different from non-living things. This is an important concept for all students to understand. We are living organisms and understanding life on Earth is integral to students making sense of who we are, how we function, and the nature of life on Earth. Science instruction should provide significant time for students to make sense of life on Earth. Key to this understanding is a meaningful understanding of evolution, cell theory, heredity and genetics, ecosystems, respiration and photosynthesis, and flow of matter and energy into, out of, and within organisms and ecosystems.
Universe and Earth Systems – Wondering begins at a young age and is an important context for understanding science; the universe is so large as to be nearly inconceivable, matter in the universe is rare and life even rarer; gravity is a ubiquitous force that has played a key role in the universe, the universe began with a big bang 13.7 billion years ago and continues to expand, the Earth is 4.56 billion years old and was formed as part of the solar system, the theory of uniformitarianism is essential to help us make sense of the history of Earth, and theories of plate tectonics provide us with a way of making sense of changes to Earth’s crust. The sun is the source of energy on Earth that drives weather and water cycles and energy from radioactive decay of large elements within the interior of the Earth provide the energy that drives the rock cycle and plate tectonics.
Crosscutting Concepts – Crosscutting concepts are universal across all fields of science and an important tool to help make sense of phenomena. These concepts have been significantly underutilized in science instruction and their appropriate use is an important innovation for the new vision of science education. These concepts should be included in all science instruction and utilized in all student science performances. Science education has neglected these concepts far too long; but now the new science standards place crosscutting concepts at the center of all student performance expectations.
Science and Engineering Practices – The practices are what students do. Standards built on the Framework engage students in the practices and the practices serve a role much like the cognitive verbs of previous standards. The practices are key to describing the action of the students in science performances.
What Does it All Mean?Evidence – Empirical evidence is what distinguishes science from other ways of knowing. Evidence is the key underpinning of science. Students should be expected to consistently utilize evidence to support explanations and arguments.
Science Instruction Science instruction should create classroom environments that engage students in science performances. School science should be science like, engaging students in science performances to make sense of novel phenomena. Evidence should be at the heart of all science discussions and students should support their explanations and arguments with evidence. The classroom culture must provide a safe place for students to share their ideas, ask questions, and construct explanations. Students should have opportunities to present their ideas orally and in writing that are listened to and read by others. The writing should use evidence to support explanations and arguments. The science classroom should be designed to engage students in gathering information, reasoning with the information to make sense of phenomena, and communicating explanations and arguments for the causes of phenomena. Teachers should model the dispositions, practices, and expectations of science they expect their students to develop is an important part of teaching science.
Teaching science is enjoyable, fun, important, and hard work; cherish the opportunity to teach.
Organize Learning
• Professional development, like science learning, should provide structures that help teachers and students make sense of science teaching and learning.
• Conceptual structures help learners to apply learning to new situations or novel phenomena.
• Conceptualizing learning requires deep understanding of meaningful goals for science learning as well as the knowledge of standards.
Nature of Professional Development
• Partnership for Effective Science Teaching and Learning (PESTL)– Models Science Teaching and Learning
• Engage educators in science performances• Engage educators as professionals• Focus on three-dimensional science teaching and
learning• Reflect on science teaching and learning
Partnership for Effective Science Teaching and Learning (PESTL)
• Third Cohort • Teachers participate in 105 hours of in person
professional learning opportunities• Focus on three-dimensional science
performances
Scie
nce
Lear
ning
Co
mm
uniti
es
Summer Seminar
Content CoursesNature and Practices of Science
Instructional Alignment
Elements of the PESTL Program 1. Summer Seminar
a. One week of full day sessions and one evening field experience.b. Focus on modeling how to engage students in science
performances at the intersection of science and engineering practices, disciplinary core ideas, and crosscutting concepts.
c. Focus on understanding how standards are translated into classroom instruction.
d. Engage teachers in science performances.e. Reflect on teaching and learning science.f. Development in teacher’s conceptual models (e.g., matter is
made of particles, energy flows, matter cycles) to support explanations of novel phenomena and meaningful understanding of science phenomena.
g. Help teachers enjoy learning science and teaching science.
Elements of the PESTL Program 2. Science Content and Practices Course
a. One Saturday in the Fall, online module throughout year, another Saturday in the Spring.
b. Focus on developing teachers science content knowledge for the science disciplines for their grade-level.
c. Focus on engaging teachers in using science practices.d. Develop science knowledge beyond the content teachers
teach and connect to conceptual models.e. Model effective science instruction.
Elements of the PESTL Program 3. Instructional Alignment
a. Three 3-hour after school sessions each year in each district by grade-level
b. Engage teachers in investigating the alignment of the instructional activities they are currently using to standards.
c. Development of three-dimensional (i.e., SEP, CCC, DCI) GRC lessons within a 5E instructional sequence.
d. Supporting teachers development of instructional activities aligned to standards.
Elements of the PESTL Program 4. Professional Learning Communities
a. Five 2-hour after school sessions in each school facilitated by a teacher at the school.
b. Facilitators receive additional trainingc. Year one using A Vision and Plan for Science Teaching and Learning
and the PESTL PLC discussion outlines.d. Year two using grade-level specific investigations from the alignments
and the PESTL PLC discussion outlines to engage teachers in discussion. Supporting their investigations with specific materials and equipment specific to the grade-level.
e. Year three using video clips and the PESTL PLC discussion outlines, teachers bring 3-5 minute edited video clips of their own instruction using “Crosscutting Concept Prompts” to elicit student responses structured with crosscutting concepts. The teachers discuss the positive attributes of this instruction.
Expected PLC discussion culture is specifically modeled in a summer PLC session
Elements of the PESTL Program 5. Evaluation
a. Pre/post-test of teacher science content knowledgeb. Pre/post attitude inventoryc. Observations of classroom instruction using the POPS
tool in the experimental group as well as a matched control group
d. Comparison study of students’ test data on state CRTsfor grades four, five, and six
Professional Teachers• The classroom teacher is the most important
component of the education system• Teaching and learning is accomplished by
teachers and students within an educational system
• PESTL precepts– Teacher knowledge of science and how students learn
science is critical for successful student learning. – Professional educators consistently seek to improve
their teaching skills and understand how students learn specific to the discipline.
– Teachers are professionals and hence lifelong learners.47
Science Education in the 21st Century
Principled Professional Development Needs a Vision
DiscussionA Vision and Plan for Science Teaching and Learning
Brett Moulding [email protected]
http://pestl.org/sciencebook.html
Thank you,
Some Attributes of the PESTL Professional Learning Program
315 hours of in Person Professional Development in three years Educators as Professionals University Credit Teachers in Grades 3-6 Clear Expectations for Science Teaching and Learning Research Based Instructional Strategies and Three-Dimensional
Student Performance Expectations as Described in the Framework for K-12 Science Education
University Partners District and School Partner Needs Assessment Classroom Observations Instructional Alignment Multiple lines of evidence in evaluation
