Connecticut Connecticut Science Science CoordinatorsCoordinators

I Understand, We Understand, You I Understand, We Understand, You Understand: Trends in Science Understand: Trends in Science Content Sense-MakingContent Sense-Making

What to look for in presentationWhat to look for in presentation• Need to know

– develop a connection between “sense-making” strategies and standards

• Trends in common standards– organize how to frame trends in standards,

emphasizing sense-making

• Concrete Example of trends– show research-based strategies that reflect

trend in standards

English (Common Standards; National Governor's Association)Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Connecting Sense-making to StandardsConnecting Sense-making to Standards

Task: What is your immediate, visceral response after reading these example standards? Write it as a question.

Action: I’ll show you three standards in quick fashion.

Complex Cognitive Skills

Math (Common Standards; NGA)Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. (modeling standard)

Complex Cognitive Skills(draw arrows on your own)

Connecting Sense-making to StandardsConnecting Sense-making to Standards

Connecticut Science Standards* Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena. *Identify questions that can be answered through scientific investigation.* Read, interpret and examine the credibility andvalidity of scientific claims in different sources of information.* Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.* Design and conduct appropriate types of scientific investigations to answer different questions; make observations and gather data.Task: What is your immediate, visceral response after reading these example standards? Write it as a question.Share: Read what you wrote to a person next to you.

Complex Cognitive Skills(underline on your own)

Connecting Sense-making to StandardsConnecting Sense-making to Standards

Trends in Sense-makingTrends in Sense-making

Classicsubjects

Experience Post-SputnikBSCSPSSCESCPIPSChemStudy

Objectives

Open schoolSelf pacedSpiral

1800 1900 50’s 2000

Standards

Outcome-based

Critical thinking skills

Cultural Literacy

Trends in Sense-makingTrends in Sense-makingmodel

grain size

focus

change agent

examplestandard

transfer

reproducedknowledge

I Understand We Understand You Understandsocial/situated cognition constructivism

shared knowledge& equity

constructed knowledge of individual

population small groupclassroom

individual

adapting to teacher & “school” knowledge

adapting to group & it’s shared understanding

adapting to challenges to amount & validity of prior knowledge

parts of cell and their interdependence

inquiry requires sharing findings & ideas with others

learn from mistakesself motivationexecutive controlnumber of standards decreases

Trends in Sense-makingTrends in Sense-making• Language from National Academy of Sciences and Achieve (next generation of national standards)

• New Standards will …• include new developments in cognitive science• blend current understanding of teaching and learning with new developments in science• provide key tools for understanding or investigating more complex ideas and problem solving

Systematic Strategic

Instructional Model

Content Organization

Cognitive Management Metacognition

Motivation

teacher Moves

Trends in Sense-makingTrends in Sense-makingSynergistic

3Ms

• Systematic– Overarching, repeated patterns of interdependent

feedback among components of program– 5E ↔ Inquiry ↔ Multidisciplinary

• Strategic– Applying cognitive tools explicitly at pivotal times toward

long-term goals– Motivation ↔ Metacognition ↔ teacher Moves

• Synergistic– Emerging properties (increasingly expert-like conceptual

framework; metacognitively aware) – Learn how to learn science content– Application of science learning to math, social studies,

language arts, and world of work

Trends in Sense-makingTrends in Sense-making

Systematic Sense-making ToolsSystematic Sense-making Tools• Instructional Models

– 5E– Project-based– spiral

• Cognitive Management– Inquiry approach– Cognitive Load– Cognitive Apprentice

• Content Organization– Multidisciplinary– Domain specific– Thematic

StrategicStrategic

teac

her

teac

her MM

oves

oves

MMotivationotivationMM

etac

ogni

tion

etac

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tion

Moves• Highlight comments and caption (sketch, graph, chart interpretation)• Focus Question with investigation design (minds-on labs)• Explanation template (evidence, claim, reasoning)• Chunking (parse activities for formative assessment)• Manage cognitive load (increase germane, decrease extraneous)

• page management (proximity of information and interpretation)• problem type (worked-out, reverse, completion, edit, open ended)• level of guided inquiry; hands-on, small group, notebook

• Manage subject-independent versus dependent methods• don’t assume kids know strategies (complex cognitive skills implicit in standards)

Metacognition• Think, Share, Revise, Advise (TSAR) (turn and talk protocol)•Analogy maps (transfer tool)• Notebooking (active mental processing tool)• Revision strategies (knowledge as a work-in-progress) •Active translation among forms of representation (cognitive flexibility)• Reading/literacy strategies • Assessment (dynamic versus static) • Alternative explanations (assessing plausibility and reasonableness)• Learn from mistakes• Knowing difference between memorization and understanding

Motivation• Autonomy (I’m not a puppet)

• investigation design• feedback from nature• prior knowledge

• Mastery (I can do this and do it well)• models• conceptual framework (expert versus novice)• practice, rehearsal, drill

• Purpose (I have a meaningful reason to do this)• for self• for others• knowing why we do an activity

Concrete ExampleConcrete Example• Highlight Comments and Caption, TSAR, page management,

note booking, chunking for formative assessment, turn and talk protocol, active translation among forms of representation, autonomy

• Content: Force and motion• Context: collision forces

Think: Which vehicle applies a greater force when they hit each other? Write an answer that includes why you think the way you do.Share: read what you wrote to peer.Advise: ask for and give advice to peer.Revise: your original thinking based on peer feedback (use different colored pen; highlight; circle).

CarTruck

Clay ball

Assumptions:

Clay ball is massless “force meter” (more squish = more force)

perfectly flat bumpers (like two books hitting)

Before squish

After squish

What I see:

What it means:

What I see:

What it means:

What I see:

What it means:

Ball squished a certain amount from right to left

Ball experienced a force from right to left caused by car

Ball squished a certain amount from …

Caption: This sketch shows …. (see next slide for complete caption example).

First, let’s agree on what we did NOT see.

Revise your original prediction based on advice from teacher. Use a different color pen.

Highlight Comments and CaptionHighlight Comments and Caption• Caption

• Combine minimum-sized “sense-making” units (highlight comments) into full sentences based on evidence (great for low-level language and ESL students).

• Combine full sentences into a meaningful paragraph.

– Writing is to verbal language as gourmet cooking is to fast food.

• Include introduction and comparisons for higher-level writing.

Topic sentence (what are we looking at?)

Highlight comment 1: evidence + reason linked to claim = sense making.

Highlight comment 2

Highlight comment 3

Place caption under sketch and highlight comments on same page.

Would you be satisfied with this caption, plus highlight comments and sketch as a formative assessment?

This sketch shows a clay ball before and after being squished between books of different mass. I saw some squish on the right. Since

squish only occurs when there’s a force, this means the car applied a force to the truck.

Caption:

I also saw some squish on the left. This means the truck applied some force to the car.

I saw the same amount of squish on both sides. This means the amount of force applied from each vehicle is the same, but in opposite directions.

Science Content “Take-aways”

• Forces occur in pairs, equal in size and opposite in direction (Newton’s 3rd Law)

• Test yourself: A grasshopper and windshield collide head-on on the interstate. Which applies a greater force? Invent a “tug of war” question?

• Learning value of scientific models: Mentally place a tiny clay ball between any two objects.

• Force pairs are not net forces!

F net = ma

Forces act on two objects Forces act on one object

Wrap UpWrap Up• Need to know

– It’s one thing to write “good” standards, it’s another to _________.

• Trends in common standards– I Understand, We Understand, You

Understand –3 S’s– 3 M’s• Concrete Example of Near-term trend

– Forces and Motion (highlight comments and Caption, page management, chunking, motivation)

Contact InformationContact Information• Dave Pinkerton, Ph.D.

–kdpinkerton@yahoo.com–970.641.2584

Audience questions ?Audience questions ?

Effect size = 1.25

Forc

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once

pt I

nven

tory

What I see:

What it means:

Upward trend in posttest; notebook class shows largest gains (effect size = 1.25)Teaching associated with notebook class could reliably increase student achievement compared to hands-on and small group teaching

What I see:

What it means:

Pretest scores almost equal

Kids started with about the same …

Reference: Electronic Journal of Science Teaching: VOL 1, NO 3. Sept 1998

increasing germane cognitive load

Effect size = .47 What I see:

What it means:

Inquiry-based has greater slope than commonplace teaching (effect size = .47)

Teaching associated with guided inquiry could reliably increase student achievement compared to common place teaching

This graph shows how pre & posttests scores correlate for inquiry-based and then commonplace classes. Inquiry-based has a greater slope than commonplace. This means kids in the inquiry-based class achieve .47 standard deviations better, regardless of their starting score.

Caption:

Reference: JRSTVOL. 47, NO. 3, PP. 276–301 (2010)

Achievement gapCommon place: YESInquiry: NO

RTO

P SC

ORE

1.89 sd higher

What I see:

What it means:

Caption: This graph shows…

MEASURING THE EFFICACY AND STUDENT ACHIEVEMENT OF RESEARCH-BASED INSTRUCTIONAL MATERIALS IN HIGH SCHOOL MULTIDISCIPLINARY SCIENCE : An Interim Report of Achieved Relative Treatment Strength Joseph Taylor, Susan Kowalski, Steven Getty, Christopher Wilson, and Janet Carlson - Center for Research & Evaluation, BSCS.

• Moves (for guided inquiry)• Chunking (parse activities for formative assessment)• Page management (proximity of information and interpretation)• Problem type (worked-out, reverse, completion, edit, open

ended)• Assessment (feedback not judgment; work in progress)• Cognitive load management (germane vs extraneous)• Active translation among forms of representation• Notebooking

• Metacognition (personal responsibility for sense-making)• Sense-making strategies (TSAR, highlight comments and

caption, analogy maps, focus question w/investigation design, evidence-claim-reason, T-tables)

• Motivation (personal responsibility for effort)• Autonomy (I’m not a puppet)• Mastery (I can do this and do it well)• Purpose (I have a meaningful reason to do this)

Strategic Sense-making ToolsStrategic Sense-making Tools