Characteristics of Effective Instruction in Science

“The whole of science is nothing more than a refinement of everyday thinking."

Albert Einstein

WelcomeWelcomeLaurie Hayzlett Cedar Falls Lynne Campbell Marshalltown Dee Dienst Clear Lake

ELI teacher leaders: Melissa Hesner East Buchanan Andy Denison West Marshall

Morning ScheduleMorning ScheduleFormative Assessment

Probe

Notebooking

Inquiry Experience:

Afternoon ScheduleAfternoon ScheduleLesson Cycle

ICC: Characteristics of Effective Instruction

Probe Follow-up

Implementation Plan

Diffendoofer School

Use one of the following prompts to create your own verse: What are your hopes for your school? What do you want this PD opportunity to be? What do you hope ICC does for your students? How does this book relate to the ICC? How does this book relate to your school? Create your own prompt!

school song

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Continuous Improvement Process

Rubric for becoming an Inquiry-based teacher

Select the place where you are right now.

Traditional approachExploring Inquiry Transitioning to Inquiry Practicing Inquiry

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Break

Probe: Doing Science The Purpose

Activates students thinking about a concept

Solidify ideas during formal concept development

Reflection at the end of the unit

Notebooking

Interactive Science Notebooks are a Research-Based Best Practice

1. Notebooks are thinking tools for students.

2. Notebooks help guide instruction3. Notebooks enhance literacy skills4. Notebooks support differentiated

learning.5. Notebook entries are good

assessment tools.

Getting started -Step 1:

Name

Grade

On the cover:

Write your name and grade.

Step 2:

Create a Title Page

Name of Unit

Year

Teacher

Building

2

a.

Step 3:

At the top of the next four pages write

Table of Contents

Table of Contents

Table of Contents

DATE ACTIVITY (Assessment) PAGE #

Step 3:

Create a Learning Partners page.

1

Learning Partners

.

Seasonal Partners

Fall Spring

Winter

Summer

Step 4:

Number remaining pages

1 32

Learning Partners

Step 5:On page One glue the

“Doing Science” Assessment Probe

“Doing Science”

Assessment Probe

Science Notebook Supplies

glue sticksscissors

colored pencils

pens & pencils

NO MARKERS! NO STAPLES! NO WHITE GLUE!

composition notebook

What goes into a science notebook?

A record of your thinking & learningNotesProcedures and dataLine of LearningQuick writesPerformance Assessments

Questions, wonderings, ideas

Example of what should be in your science notebook…

The blue center and yellow petals of this flower attract bees and hummingbirds. The flower can be cross-pollinated and the bees and hummingbirds can have food.

November 14, 2006

Example of what should be in your science notebook…

November 14, 2006

Observations: We added salt to ice water. The ice started to melt and the temperature of the ice water went down … it got colder.

Questions: Is salty ice water always colder than plain ice water? Could we add something else to ice water to make it colder?

What shouldn’t I put in my science notebook?

If the entry isn’t related to your growing understanding of science, it probably doesn’t belong in your science notebook.

Examples of what shouldn’t be in your science notebook…

I love …

Go HAWKS!!!

Science Rocks!!

Non-science doodles

SCIENTIST’S NOTEBOOKS

The following slides show pages from scientists’ notebooks:

Reference graphs and tables pasted into notebook

Materials Scientist

Results (crossed out)

A page from Leonardo da Vinci’s Notebook

Notebook Hints:Type quick write prompts on address labels.Reusable arrows can mark notebooks for

grading.Have students answer quick writes on index

cards (make sure they put their names on top) so you can grade them without having to take books home. They can tape them into their notebooks the next day.

Use post-its to make comments in student books

Use colored dots on covers to help keep different classes separated or to identify student roles.

Future Notebook DiscussionsHow to write and evaluate Line of Learning questions.

How to write and evaluate Quick Write questions.

How to evaluate notebooks.Handling vocabulary- glossary or vocabulary briefcase.

Swingers: Part 1

Lunch

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Swingers: Part 2

Break

Lesson Cycle: Unpack 5Es1. Number off 1 to 5

2. Number 1 is the engage group Number 2 is the explore groupNumber 3 is the explain groupNumber 4 is the elaborate groupNumber 5 is the evaluate group

3. Talk with your group to determine what parts of the learning cycle you observed during the Swingers Inquiry Experience

Characteristics of Characteristics of Effective Instruction Effective Instruction Student centered instruction

Teaching for understanding

Assessment for learning

Rigor and relevance

Teaching for learner differences

Doing science…..Probe follow up

Lets revisit your probe response.

Are there any changes you would like to make? Any additions?

Use a different writing instrument to make your changes.

ImplementationImplementation Implement an Engage from the 5E

Learning Cycle

Respond to the two reflection questions on the reflection log.

Bring the reflection questions and evidence of implementation to share with colleagues