Making the Common Core Real: Middle School … Dr.%Shelagh%A.%Gallagher Engaged%Educaon Charlo6e,%NC [email protected] Making the Common Core Real: Middle School Science,

1

Dr. Shelagh A. GallagherEngaged Educa2on

Charlo6e, [email protected]

Making the Common Core Real: Middle School Science, Problem-Based

Learning, and the Common Core

Slides available on Royal Fireworks Press websiteh6p://www.rfwp.com

Wednesday, November 28, 12

mailto:[email protected]


http://www.rfwp.com

http://www.rfwp.com

2

An AsideNEW Research Study on MCT

Word Within A WordRoyal Fireworks Press is looking for 16 classrooms.

8 middle or high school teachers of giPed students who have used WWW for three or more years.

8 middle or high school teachers of giPed students who are not using WWW.

Students will take Prac2ce SAT-‐V, Sentence Comple2on Test, and Learning/Language ATtude Survey. No more than two class periods, total.

Teachers will be asked to complete a brief survey about their teaching prac2ces.

ALL par/cipa/ng teachers will receive up to $495.00 of materials of their choice from Royal Fireworks Press.

For more informa/on or to be considered for the study, please contact Royal Fireworks Press [email protected] or Dr. Shelagh Gallagher [email protected]






meaningful education

COMMON CORE

an UNIMAGINABLE future


Unraveling Complexity

Over the course of a year of office practice—which, by definition, excludes the patients seen in the hospital—physicians each evaluated an average of 250 different primary diseases and conditions. Their patients had more than 900 other active medial problems that had to be taken into account.

Atul Gawande


The new age of science is marked by the dissolution of barriers across traditional disciplines and fields. Scientists are grouping and regrouping not based on similarity in background, but to ensure that diverse perspectives are considered.

Lewis Thomas



passionate, engagedlife long learners


from

gifted STUDENTS


creative EXPERTS


Stage 1: Romance


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You start to notice what's around you, and you get very curious about how things work. How things interrelate. It's as simple as seeing a bug that intrigues you. You want to know where it goes at night; who its friends are; what it eats.!David Cronenberg


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The most exci2ng phrase to hear in science, the one that heralds the most discoveries is not ‘Eureka!’ (I found it!) but ‘That’s funny...’ .


Wherever we look upon this earth, the opportunities take shape within problems

Nelson Rockefeller


Stage 2: Precision


There is a tremendous amount of work that you have to do to get your idea to come to life. But you’re not going to do that work if you don’t have the idea; if you don’t have that inspiration, that love.

I didn’t know that you could not improve the fibers easily through plant breeding; I thought it would be fairly straightforward and then WHAM, it’s extremely complex. But by then I was hooked.

Sally Fox, Entomologist


16

Stage 3: Generalization


17

Creating a new theory is not like

destroying an old barn and erecting a

skyscraper in its place. It is rather

like climbing a mountain, gaining

new and wider views, discovering

unexpected connections between our

starting points and its rich

environment. But the point from

which we started out still exists and

…forms a tiny part of our broad view

gained by the mastery of the

obstacles on our adventurous way up.

Albert Einstein.


a different approach


19

Welcome tothe Prairie!


Learning Issues Board

What do we know? What are our Learning Issues? What is our Action Plan?

Hunches:


21


What is “Problem-Based Learning”?

A form of inquiry-based education,

where learning is initiated with an ill-structured problem and students direct their own course of study.

originally invented for medical school,

learn to


Goals of Problem-Based Learning

Core ContentProblem Solving

Conceptual ReasoningResearch

DispositionsThinking Skills

Ethics


24

Key Components of PBL

!  Initiating Instruction with an Ill-Structured Problem

!  Student-as-Stakeholder !  Teacher as (Metacognitive) Coach


The Ill-Structured Problem

• Needs more information before it becomes clear

• Can be solved in more than one way

• Has more than one resolution• Changes sometimes with new

information• Is ambiguous and unclear• STIMULATES QUESTIONS


Student-As-Stakeholder

• Real world problem solvers are not objective

• Increases ownership• Provides a form of

apprenticeship in a discipline


The PBL “Coach”

• Cruise Director

n Socrates


Engagement

Inquiry and Investigation

Problem Definition

Problem Resolution

Problem Debriefing

The Flow

of

the Problem


Laying out the Plan...Problem Engagement1. The BFFRIT

Inquiry and Investigation

1 Ferret Facts (research)2 Habitat Threats3. Systems and Risk4. What’s the Source

5 Problem Definition

Resolution1. The Model2. Presentation

Debriefing1. Review/Reflect/Extend

(Ferret Math)

(Gene2c Bo6leneck)


Goals for Ferret it OutPBL Goal Applica/on

Content Habitats, Food Web, Biomes, Gene2c DriP,

Human Impact

Concept Systems

Research Primary Resources, Modeling

Disposi2ons Perspec2ve

Thinking Skills Cause-‐Effect, Risk Assessment, Problem Solving

Ethics Compe2ng Needs


Embedded Instruction

• Research Skills–Internet Search–Primary Resources

• Analysis–Comparing/Contrasting

Points of View –Cause and Effect

• Creating Criteria• Comparing Options


32

COMMON CORE


33

Common Core StandardsWriting Standards

Standard Ferret it Out Lesson & Exercises

Text Types and Purposes

Write arguments to sup-port claims with clear reasons and relevant evidence.

Students use research evi-dence to support their point of view about a variety of issues in the problem

)HUUHW�)DFWV�5HÁHF-tive Moment

Threats to the Habi-

tat

What are the

Cause(s)

Creating the Model

Write informative/ex-planatory texts to exam-ine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Students write a letter to the editor explaining and justify-ing their model.

Update memo

Presentation letter to

the editor

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

Students write a memo to their supervisro (Mitchell Ladner) and a letter to the editor

Update memo

Presentation letter to

the editor

Research to Build and Pres-ent Knowledge

Conduct short research projects to answer a question (including a self-generated ques-tion), drawing on sev-eral sources and gener-ating additional related, focused questions that allow for multiple av-enues of exploration.

Students generate questions to research on the Learning Issues Board and then con-duct research to investigate their questions using a variety of resources, including print, audio and video-based res-rouces.

Students complete simulation of a genetic bottleneck.

The Black-Footed

Ferret Recovery Re-

introduction Team

Ferret Facts

Genetic Bottleneck

Draw evidence from literary or informa-tion texts to support DQDO\VLV��UHÁHFWLRQ�DQG�research.

Students provide factual evi-dence to support their think-ing about the problem.

5HÁHFWLYH�0RPHQWV�throughout the unit

CommonCore

WritingStandards


34

Writing Standards


Common Core Standards for Literacy in Science and Technical SubjectsGrades 6-8Common Core Ferret it Out Lessons & ExercisesKey Ideas and Details

&LWH�VSHFL¿F�WH[WXDO�HYLGHQFH�WR�VXSSRUW�DQDO\VLV�RI�VFLHQFH�DQG�WHFKQLFDO�WH[WV

6WXGHQWV�VHOHFW�HYLGHQFH�WKDW�VXSSRUWV�GLIIHUHQW�LQWHUSUHWDWLRQV�RI�WKH�SUREOHP��6WXGHQWV�VHOHFW�IDFWV�WKLQN�DUH�LPSRUWDQW�WR�WKH�SUREOHP�DQG�GHIHQG�

What are the

Cause(s)

5HÀHFWLYH�0RPHQWV�WKURXJKRXW�WKH�XQLW

'HWHUPLQH�WKH�FHQWUDO�LGHDV�RU�FRQFOXVLRQV�RI�D�WH[W��SURYLGH�DQ�DFFXUDWH�VXPPDU\�RI�WKH�WH[W��GLVWLQFW�IURP�SULRU�NQRZOHGJH�RU�RSLQLRQV�

6WXGHQWV�SURYLGH�FHQWUDO�LGHDV�RI�UHVHDUFK�UHJDUGLQJ�WKH�VKRUW�JUDVV�SUDLULH�DQG�VKDUH�LGHDV�GXULQJ�GLVFXVVLRQ�

6WXGHQWV�GLVWLQJXLVK�EHWZHHQ�IDFWV�DQG�RSLQLRQV�UHJDUGLQJ�WKH�SUDLULH�GRJ��

Ferret Facts

What are the Cause(s)

)ROORZ�SUHFLVHO\�D�PXOWLVWHS�SURFHGXUH�ZKHQ��FDUU\LQJ�RXW�H[SHULPHQWV��WDNLQJ�PHDVXUHPHQWV��RU�SHUIRUPLQJ�WHFKQLFDO�WDVNV�

6WXGHQWV�IROORZ�SURFHGXUHV�RI�JHQHWLF�ERWWOHQHFN�VLPXODWLRQ�

Genetic Bottleneck

Craft and Structure

'HWHUPLQH�WKH�PHDQLQJ�RI�V\PEROV��NH\�WHUPV��DQG�RWKHU�GRPDLQ�VSHFL¿F�ZRUGV�DQG�SKUDVHV�DV�WKH\�DUH�XVHG�LQ�D�VSHFL¿F�VFLHQWL¿F�RU�WHFKQLFDO�FRQWH[W�UHOHYDQW�WR�JUDGHV��WH[WV�DQG�WRSLFV�

6WXGHQWV�GHWHUPLQH�PHDQLQJ�RI�V\PEROV�DQG�WHUPV�RQ�PDSV�DQG�RWKHU�VFLHQWL¿F�FRQWHQW�UHODWHG�WR�XQLW��6WXGHQWV�XVH�WKH�ODQJXDJH�UHODWHG�WR�HFRV\VWHPV�DQG�ELRPHV

Ferret Facts

The Ferret Habitat

Threats to the Habitat

$QDO\]H�WKH�VWUXFWXUH�DQ�DXWKRU�XVHV�WR�RUJDQL]H�D�WH[W��LQFOXGLQJ�ORZ�WKH�PDMRU�VHFWLRQV�FRQWULE�XWH�WR�WKH�ZKROH�DQG�WR�DQ�XQGHUVWDQGLQJ�RI�WKH�WRSLF�

6WXGHQWV�DQDO\]H�VWUXFWXUH�DQG�SXUSRVH�RI�RQH�RU�PRUH�UHVHDUFK�DUWLFOHV��FKRLFH�

)HUUHW�)DFW�5HÀHFWLYH�Moment

$QDO\]H�WKH�DXWKRU¶V�SXUSRVH�LQ�SURYLGLQJ�DQ�H[SODQDWLRQ��GHVFULELQJ�D�SURFHGXUH��RU�GLVFXVV�LQJ�DQ�H[SHULPHQW�LQ�D�WH[W�

6WXGHQWV�DQDO\]H�DQ�DUWLFOH��LQFOXGLQJ�XVH�RI�IDFWV�DQG�SHU�VXDVLYH�WHFKQLTXHV��WR�GHWHUPLQH�DXWKRU¶V�SXUSRVH�

)HUUHW�)DFW�5HÀHFWLYH�Moment

Kicker--Rancher, Home-

owner

Integration of Knowledge and Ideas

,QWHJUDWH�TXDQWLWDWLYH�RU�WHFKQLFDO�LQIRUPDWLRQ�H[SUHVVHG�LQ�ZRUGV�LQ�D�WH[W�ZLWK�D�YHUVLRQ�RI�WKDW�LQIRUPDWLRQ�H[SUHVVHG�YLVXDOO\��H�J��LQ�D��ÀRZFKDUW��GLDJUDP��PRGHO��JUDSK��RU�WDEOH��

6WXGHQWV�LQWHJUDWH�VWDWLVWLFV�UHODWHG�WR�IHUUHW�DQG�SUDLULH�GRJ�SRSXODWLRQV��DQG�GDWD�IURP�DU�WLFOHV�LQ�GHVFULSWLRQ�RI�PRGHO��

Ferret Facts



3UREOHP�'H¿QLWLRQCreating the Model

'LVWLQJXLVK�DPRQJ�IDFWV��UHDVRQHG�MXGJPHQW�EDVHG�RQ�UHVHDUFK�¿QGLQJV��DQG�VSHFXODWLRQ�LQ�D�WH[W�

6WXGHQWV�DQDO\]H�DQ�DUWLFOH��LQFOXGLQJ�XVH�RI�IDFWV�DQG�SHU�VXDVLYH�WHFKQLTXHV��WR�GHWHUPLQH�DXWKRU¶V�SXUSRVH��

6WXGHQWV�GLVWLQJXLVK�EHWZHHQ�IDFW�DQG�RSLQLRQV�UHJDUGLQJ�WKH�EODFN�IRRWHG�IHUUHW�DQG�SUDLULH�GRJ�

Ferret Facts



Creating the Model

CommonCore

Literacy inScience andTechnical Subjects


36

Language ArtsSpeaking and Listening Standards

Standard Ferret it Out LessonComprehension and Collaboration

Engage effectively in a range of collaborative discussions, ...building on others’ ideas and express-ing their own clearly.

Students discuss their questions, re-VHDUFK�ÀQGLQJV�DQG�ideas for solutions

.

The Black-Footed Fer-ret Recovery Reintro-duction teamFerret FactsWhat are the Cause(s)3UREOHP�'HÀQLWLRQBuilding the Model

Delineate a speaker’s argu-PHQW�DQG�VSHFL¿F�FODLPV��evaluating the soundness of the reasoning and the UHOHYDQFH�DQG�VXI¿FLHQF\�of the evidence.

Students analyze one of the articles WKH\�ÀQG�GXULQJ�their research into the black-footed ferret.

Ferret Facts

Presentation of Knowledge and Ideas.

3UHVHQW�FODLPV�DQG�¿QG-ings, emphasizing salient points in a focused, coher-ent manner with pertinent descriptions, facts, de-tails, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Students present their model habi-tat to an audience. The Presentation Rubric supports appropriate presen-tation style.

Presentation

CommonCore

SpeakingandListeningStandards


37

Literacy in Science and Technical SubjectsCite speci)ic textual evidence to support analysis of science and technical texts.


38

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Literacy in Science and Technical Subjects


39

SCIENCE!


40

Genetic BottleneckDemonstration

Teacher Reference


41

Math!


42

Critical thinking!


43

Critical Thinking!


44

Present claims and )indings, emphasizing salient points in a focused, coherent manner, with pertinent descriptions, facts, details, ...

Speaking and Listening Standards


45


46

Engaging

in

RESEARCH, WRITING, SPEAKING and LISTENING


Systems

Elements of a system must all func/on correctly, or the system

will break down

When one element of a

system is at risk, the en/re system

is at risk

Elements of a system must all operate in appropriate balance

and propor/on


48

Differen/ated for GiWedEngaging for ALL

Intended and Unintended Consequences

Long Range Thinking

Metacogni/ve Reflec/on

Advanced Conceptual Reasoning

Biomes

Research

Endangered Species

Habitats

Communica/on

Interdisciplinary Understanding


49

Compared to other forms of learning in this class, did you like Problem-‐Based Learning more, less, the same or “it depends.” Please explain why you feel the way you do, providing enough detail that someone can tell where you’re coming from.

Engagement


50

I found that this ferret unit really made me interested in science and the world! It made me eager to come to science class every day!

Let us be creative.

Engagement


51

Authentic Learning


52

This was something real people are working on and some of us got pretty passionate about it.

Gave us a modern, real-life topic, allowed us to find realistic solutions that could make a difference.

It was an actual problem to solve. You couldn’t just turn on the computer and find the answer.

Authentic Learning


53

Helped me realize how we solve problems today/in the adult world. I learned that not everything can be fixed with duct tape.

It actually challenged us to think and solve problems.

Authentic Learning/Problem Solving


54

Self-Directed Learning


55

It was fun to be able to have control of a solution and think for myself. Learning about the human side of it all helped me think deeply.

You don’t feel like you are learning but you are, you also remember the important parts better than by just studying. We didn’t have to purposely memorize everything we learned but soaked up the information so we could solve the problem.

Self-Directed Learning


56

Comprehension


57

It was deeper than just learning from the textbook. It helped me understand interactions in ecosystems better. I also liked how the problem led to learning about other things, like niches.

We were learning two things without knowing it. Everything we learned was connected and easy to understand.

I learned how there are many different points of view, it got me to think.

Comprehension


58

Overall, on a pretest given prior to the unit the students’ average score was 70%.


59

97% 95% 93%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Avg % Post-Test

Teacher 1

Teacher 2

Teacher 3

0

10097% 95% 93%

Teacher 3Teacher 2Teacher 1

Post-test data


60

Mosquito Coast

That SinkingFeeling



To Know them is to Love Them…PBL Resources

n Royal Fireworks Press http://www.rfwp.com/

n William and Mary Science Units www.kendallhunt.com

n ASCD Materials

n PBL and the Internet http://www.amazon.com//


http://www.rfwp.com/

http://www.rfwp.com/

http://www.kendallhunt.com/

http://www.kendallhunt.com/

http://www.amazon.com/

http://www.amazon.com/

http://zephyrpress.com/

http://zephyrpress.com/

Thompson’s Truths about Curriculum

• The more academic learning is, the less academic it seems

• Students acts as hero willing to become an unknown self

• Creates a quake in the state of assumptions

• Cognition without imagination is shallow• Phasing of engagement and scholarship


Documents

Making the Common Core Real: Middle School … Dr.%Shelagh%A.%Gallagher Engaged%Educaon Charlo6e,%NC [email protected] Making the Common Core Real: Middle School Science,