InterActions Overview This Presentation will touch on the following topics. Brief Overview Major Content Themes Pedagogical Principles Scaffolding

InterActions Overview

This Presentation will touch on the following topics.

Brief Overview Major Content Themes Pedagogical Principles Scaffolding Implementation

First, we will look at a brief overview of InterActions.


Unit Structure

One-year physical science course for

middle school Designed to help students develop a deep understanding of physical science content and nature of science standards for middle school

Developed based on research, field testing and feedback from teachers and students

One-year physical science course for

middle school Designed to help students develop a deep understanding of physical science content and nature of science standards for middle school

Developed based on research, field testing and feedback from teachers and students

InterActions in Physical Science

Unit 1 – Building a Foundation Unit 2 – Interactions and Energy Unit 3 – Interactions and Forces Unit 4 – Interactions and Conservation Unit 5 – Materials and Their Interactions

Unit 6 – Physical Interactions and Phases

Unit 7 – Chemical Interactions

Unit 1 – Building a Foundation Unit 2 – Interactions and Energy Unit 3 – Interactions and Forces Unit 4 – Interactions and Conservation Unit 5 – Materials and Their Interactions

Unit 6 – Physical Interactions and Phases

Unit 7 – Chemical Interactions

Content Overview

Units in InterActions are composed of cycles, cycles are composed of activities, activities are divided into sections.

Units in InterActions are composed of cycles, cycles are composed of activities, activities are divided into sections.

Structure of InterActions

Cycles of Unit 1 UNIT 1 – Building a Foundation

Cycle 1: Interprets measurements, experiment design and good reasoning

Cycle 2: Introduces interactions (magnetic, electric charge, and electric circuit)

Cycle 3: Introduces properties (mass, volume, density, electrical conductivity)

While a unifying content theme is not as obvious as in later units, all the U1 cycles lay a foundation for later work by introducing the use of evidence and conclusions, interactions, properties, and cooperative learning skills.

Cycles of Unit 1 UNIT 1 – Building a Foundation

Cycle 1: Interprets measurements, experiment design and good reasoning

Cycle 2: Introduces interactions (magnetic, electric charge, and electric circuit)

Cycle 3: Introduces properties (mass, volume, density, electrical conductivity)

While a unifying content theme is not as obvious as in later units, all the U1 cycles lay a foundation for later work by introducing the use of evidence and conclusions, interactions, properties, and cooperative learning skills.

Unit Structure

Look at the cycles that compose the other units:

UNIT 2 – Interactions and Energy Cycle 1: Energy Description of Interactions

Cycle 2: Mechanical Interactions and Energy

UNIT 3 – Interactions and Forces Cycle 1: Force and motion Cycle 2: Gravity and circular motion

Look at the cycles that compose the other units:

UNIT 2 – Interactions and Energy Cycle 1: Energy Description of Interactions

Cycle 2: Mechanical Interactions and Energy

UNIT 3 – Interactions and Forces Cycle 1: Force and motion Cycle 2: Gravity and circular motion

Unit Structure

Units continue on next slide

UNIT 4 – Interactions and Conservation Cycle 1: Conservation of mass Cycle 2: Conservation of Energy

UNIT 5 – Materials and their Interactions

UNIT 6 – Physical Interactions and Phases

UNIT 7 – Chemical Interactions

UNIT 4 – Interactions and Conservation Cycle 1: Conservation of mass Cycle 2: Conservation of Energy

UNIT 5 – Materials and their Interactions

UNIT 6 – Physical Interactions and Phases

UNIT 7 – Chemical Interactions

Unit Structure

Cycle Structure Cycle Structure


Each cycle is composed of activities, and each activity targets a particular idea or ideas. The cycle idea is the compilation of its activity ideas.

UNIT 1 – Building a Foundation Cycle 1: Introducing Interactions

Activity 1:Evidence of Interactions Activity 2: The Magnetic Interaction Activity 3: The Electric Charge Interaction

Activity 5: Electromagnets and Buzzers Activity 6: Interaction between a Magnet and an Electric Current

Each activity has a key question whose answer is the main objective of the activity, but not necessarily the only objective.

Each cycle is composed of activities, and each activity targets a particular idea or ideas. The cycle idea is the compilation of its activity ideas.

UNIT 1 – Building a Foundation Cycle 1: Introducing Interactions

Activity 1:Evidence of Interactions Activity 2: The Magnetic Interaction Activity 3: The Electric Charge Interaction

Activity 5: Electromagnets and Buzzers Activity 6: Interaction between a Magnet and an Electric Current

Each activity has a key question whose answer is the main objective of the activity, but not necessarily the only objective.

Cycle Structure

The content side of the curriculum development process started with reviewing the research and selecting concepts to teach which are the focus of the cycles. These concepts were broken down into smaller learning objectives, and activities were designed to help students develop these learning objectives.

The content side of the curriculum development process started with reviewing the research and selecting concepts to teach which are the focus of the cycles. These concepts were broken down into smaller learning objectives, and activities were designed to help students develop these learning objectives.

Content Development

Activity Structure Activity Structure


Different types of activities have different sections. Here is the structure of a typical Developing Our Ideas activity (activities designed to help students develop new ideas)

Different types of activities have different sections. Here is the structure of a typical Developing Our Ideas activity (activities designed to help students develop new ideas)

Activity Structure

Here’s a brief description of these typical sections. Purpose: Informs the reader about the purpose of the cycle or activity. Presents the key question.

We Think: Elicits students’ prior knowledge about ideas targeted for a cycle or activity.

Explore Your Ideas: Students gather evidence to answer the key question.

Make Sense of Your Ideas: Students, guided by questions, make generalized inferences that are the idea(s) targeted for the activity.

Our Consensus Ideas: The class agrees upon an answer to the key question based on evidence.

Here’s a brief description of these typical sections. Purpose: Informs the reader about the purpose of the cycle or activity. Presents the key question.

We Think: Elicits students’ prior knowledge about ideas targeted for a cycle or activity.

Explore Your Ideas: Students gather evidence to answer the key question.

Make Sense of Your Ideas: Students, guided by questions, make generalized inferences that are the idea(s) targeted for the activity.

Our Consensus Ideas: The class agrees upon an answer to the key question based on evidence.

Activity Structure

Interactions Energy Evidence-based ideas Explanations


Major Content Themes




The concept of interactions is powerful because it allows us to group or classify the myriad of physical events we see into a few types of interactions. Students will learn the identifying characteristics of different interaction types, and how to understand events in terms of interactions.

The concept of interactions is developed in Unit 1 and various types of interactions are presented throughout the curriculum.

The concept of interactions is powerful because it allows us to group or classify the myriad of physical events we see into a few types of interactions. Students will learn the identifying characteristics of different interaction types, and how to understand events in terms of interactions.

The concept of interactions is developed in Unit 1 and various types of interactions are presented throughout the curriculum.

Interactions

The Interaction Type Wall Map graphically organizes the different types of interactions. Pieces are added to the poster throughout the curriculum.

The Interaction Type Wall Map graphically organizes the different types of interactions. Pieces are added to the poster throughout the curriculum.

Interactions




Interactions can be described in terms of energy – one of the most important concepts in science. During an interaction, energy is transferred from the source to the receiver, changing the interacting objects’ energy.

Interactions can be described in terms of energy – one of the most important concepts in science. During an interaction, energy is transferred from the source to the receiver, changing the interacting objects’ energy.

Energy

The concept of energy is developed and applied in Units 2 through 6. The Energy of System Wall Map (which you can view in the TE) has pieces added throughout the curriculum.

The concept of energy is developed and applied in Units 2 through 6. The Energy of System Wall Map (which you can view in the TE) has pieces added throughout the curriculum.

Energy




In InterActions ideas have to be supported by evidence. When there is a disagreement, it has to be resolved in the light of the existing evidence. Students are introduced to that norm in the very first unit, and use it throughout the curriculum.

In InterActions ideas have to be supported by evidence. When there is a disagreement, it has to be resolved in the light of the existing evidence. Students are introduced to that norm in the very first unit, and use it throughout the curriculum.

Evidence-based Ideas




Starting from Unit 2, in every cycle students complete their learning of the new concepts by analyzing and explaining complex problems related to the ideas learned. The skill of analyzing and explaining complex situations is gradually acquired by practicing it in different contexts.

Starting from Unit 2, in every cycle students complete their learning of the new concepts by analyzing and explaining complex problems related to the ideas learned. The skill of analyzing and explaining complex situations is gradually acquired by practicing it in different contexts.

Explanations

As you go along in this workshop you will read about the principles that formed the basis for the curriculum structure and explore the way the curriculum incorporates them.

As you go along in this workshop you will read about the principles that formed the basis for the curriculum structure and explore the way the curriculum incorporates them.

Pedagogical Principles

Students’ learning is mediated by social interactions. Through social interaction students articulate and refine their ideas.

Students have intuitive knowledge about science based on life experiences as well as prior formal learning experiences

Students are active learners. They construct knowledge gradually in a complex process requiring multiple exposures.

Students’ learning is mediated by social interactions. Through social interaction students articulate and refine their ideas.

Students have intuitive knowledge about science based on life experiences as well as prior formal learning experiences

Students are active learners. They construct knowledge gradually in a complex process requiring multiple exposures.


Students’ interpretation of experiences may be quite different from those intended depending on their prior knowledge.

Stamping out students’ alternate ideas may not work. We need to build on them, that is, bridge between them and the scientific ideas.

Understanding means being able to apply knowledge to a new situation.

Students’ interpretation of experiences may be quite different from those intended depending on their prior knowledge.

Stamping out students’ alternate ideas may not work. We need to build on them, that is, bridge between them and the scientific ideas.

Understanding means being able to apply knowledge to a new situation.


Scaffolding means providing structure. More structure is provided as students begin to learn how to do something then it is reduced, allowing students to take on increasingly sophisticated tasks.

InterActions uses scaffolding in pedagogical structure, skills, group work, and content.

Scaffolding means providing structure. More structure is provided as students begin to learn how to do something then it is reduced, allowing students to take on increasingly sophisticated tasks.

InterActions uses scaffolding in pedagogical structure, skills, group work, and content.

Scaffolding

Look at how InterActions scaffolds the pedagogical structure…

Pedagogical Structure Skills Content



Scaffolding





Scaffolding

Pedagogical Structure The activity sections represent pedagogical scaffolding by first eliciting, then developing, synthesizing, and reflecting on the learning objectives.

Pedagogical Structure The activity sections represent pedagogical scaffolding by first eliciting, then developing, synthesizing, and reflecting on the learning objectives.

Scaffolding



Scaffolding

Skills The curriculum scaffolds different skills. Unit 1 has the strongest embedding of the skills but they continue to be built and practiced throughout the curriculum. Some visual aids used to assist learning these skills are the Skills Posters.

Skills The curriculum scaffolds different skills. Unit 1 has the strongest embedding of the skills but they continue to be built and practiced throughout the curriculum. Some visual aids used to assist learning these skills are the Skills Posters.

Scaffolding

Skills Cooperative group skills are essential for InterActions. We introduce them gradually – for example: students are asked to work first in pairs and only later in groups of 3-4 students.

One way to support effective team work is to assign each student a different role while doing experiments.

Skills Cooperative group skills are essential for InterActions. We introduce them gradually – for example: students are asked to work first in pairs and only later in groups of 3-4 students.

One way to support effective team work is to assign each student a different role while doing experiments.

Scaffolding

Skills These posters are used as a visual aid for cooperative group skills.

Skills These posters are used as a visual aid for cooperative group skills.

Scaffolding



Scaffolding

Contents InterActions scaffolds ideas by initially providing extensive support and then gradually reducing the support in subsequent activities. For example, students’ ability to construct explanations is carefully scaffolded along the curriculum.

The concept of energy conservation is also gradually built throughout the curriculum.

Contents InterActions scaffolds ideas by initially providing extensive support and then gradually reducing the support in subsequent activities. For example, students’ ability to construct explanations is carefully scaffolded along the curriculum.

The concept of energy conservation is also gradually built throughout the curriculum.

Scaffolding

Student Books InterActions Student Book

Activities Practices (homework) How To... (a quick step-by-step guide on procedure used in InterActions)

InterActions Record Book Record Sheets

InterActions Practice Book Worksheets for Practices Additional exercises

Student Books InterActions Student Book

Activities Practices (homework) How To... (a quick step-by-step guide on procedure used in InterActions)

InterActions Record Book Record Sheets

InterActions Practice Book Worksheets for Practices Additional exercises

Implementation

Teacher’s Books Teachers’ Edition(vol. 1 and 2)

Teacher’s Resources(TE vol. 3; Blackline Masters)

Handy InterActions Guide

(a quick reference on InterActions’ pedagogy and your role)

Teacher’s Books Teachers’ Edition(vol. 1 and 2)

Teacher’s Resources(TE vol. 3; Blackline Masters)

Handy InterActions Guide

(a quick reference on InterActions’ pedagogy and your role)

Implementation

Other support available for teachers: Getting Started Workshop Follow-up Workshops On-line InterActions Teacher’s Resource 4 (this resource is extensive and will be explored in a separate activity)

Other support available for teachers: Getting Started Workshop Follow-up Workshops On-line InterActions Teacher’s Resource 4 (this resource is extensive and will be explored in a separate activity)

Implementation Help

This concludes the InterActions Overview presentation.

This concludes the InterActions Overview presentation.


Documents

InterActions Overview This Presentation will touch on the following topics. Brief Overview Major Content Themes Pedagogical Principles Scaffolding