Attendance Attend all of the workshops, and not more than two
absence (official excuse required) are allowed, or you will be
disqualified and you have to repeat the Course from the beginning.
Dates of attendance for the Course: March 22,29. April 5, 12,19,26
May 3,10,17,24,31. June 7,14,21,28. 12
Slide 13
Tardy or Leave Early If you come late 10 minutes 2 times, it
will be considered missing one class. 13
Slide 14
Assignments and Due Dates Submit 9 reflections about the
workshop (3 for each session). You can apply new information from
Proficient Course in your classroom, Then write a journal page
stating what worked well and what needs improvement accompanied by
lesson plan and evidence from students work. These need to all be
completed by the end of each session (1 for each session). One
Scientific experiment or activity (microteaching / presentation).
This should include a clear scientific question and all the related
scientific steps as part of the lesson plan. Please make sure that
all related resources are attached (1 for whole the course).
14
Slide 15
Assessment Teachers files will be assessed three times through
the course 19 April 2011. 24 May 2011. 21 June 2011. 15
Slide 16
Trainees will be evaluated according to:- Interaction during
the sessions Tasks to be completed by the trainees (Assignments -
Journal entries) N.B: Copy and Paste work will not be accepted.
Impact/ Application (Microteaching/ demonstration lesson) 16
Slide 17
There is a need to have a mini evaluation by session 5 of the
training program. This evaluation will allow us to inform trainees
with poor performance that they need to work harder. Schools will
be informed ( via a letter issued by the PD office) with the names
of the trainees who are not benefiting/ with poor performance/
facing difficulty comprehending the material. 17
Slide 18
Another evaluation will be held by session 10 and if trainees
are still not benefiting they have to be informed that they may not
be able to continue attending the rest of the sessions. Trainers
should follow the timing schedule precisely and not leave the
training rooms before 8:00 pm. Trainers should be at the workshop
15 minutes before the beginning. Incase of absence the trainer has
to inform head of science curriculum office by a formal email one
night before. 18
Slide 19
The pace/ sequence of any activity: Introduction and
exploration Modeling/ examples/ teachers support Teachers create
their own examples Link the activity to the NPST 19
Slide 20
Three step interview 20
Slide 21
Are quick responses important for survival? Are they needed for
humans to survive in a urban environment? How quickly do humans
react to sensory stimuli? 21
Slide 22
What differences are there among individuals or groups of
individuals? Do males have quicker reaction times than females?
22
Slide 23
Will your reaction rate be quicker if the initial stimulus is
by sight, by touch, or by hearing? You will be testing
experimentally your reaction time. 23
Slide 24
INFER When you infer, you explain data, observation, or
measurement. Be sure that you do more than just describe the
results of an investigation. When you infer, you want to explain
why the results happened. 24
Link the activity to the science curriculum standards 26
Slide 27
Link the activity to the NPST 27
Slide 28
(DOK) Depth of Knowledge & Scientific Inquiry 28
Slide 29
DOK stands for Depth of Knowledge. DOK is one way
administrators, teachers, and parents can understand the objectives
in terms of the complexity of what students are expected to know
and do. DOK is a system for categorizing cognitive demand (Bloom is
a system we are all familiar with). Developed by Norman L. Webb. 29
Depth of Knowledge (DOK)
Slide 30
Webb s Depth of Knowledge levels: Recall and Reproduction:
Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3
Extended Thinking: Level 4 30 Depth of Knowledge
Slide 31
31
Slide 32
Broad Area 1: Formulating Questions and Hypothesizing Broad
Area 2: Planning and Critiquing Investigations Broad Area 3:
Conducting Investigations Broad Area 4: Developing and Evaluating
Explanations Broad Areas of Inquiry 32
Slide 33
1. Analyze information from observations, research, or
experimental data for the purpose of formulating a question,
hypothesis, or prediction: (DOK 3) 1a. Appropriate for answering
with scientific investigation 1b. For answering using scientific
knowledge 2. Construct coherent argument in support of a question,
hypothesis, prediction (DOK 2 or 3 depending on complexity of
argument) 3. Make and describe observations in order to ask
questions, hypothesize, make predictions related to topic (DOK 2)
Broad Area 1: Formulating Questions and Hypothesizing 33
Slide 34
4. Identify information/evidence that needs to be collected in
order to answer the question, hypothesis, prediction (DOK 2
routine; DOK 3 non-routine/ more than one dependant variable) 5.
Develop an organized and logical approach to investigating the
question, including controlling variables (DOK 2 routine; DOK 3
non- routine) 6. Provide reasoning for appropriateness of
materials, tools, procedures, and scale used in the investigation
(DOK 2) Broad Area 2: Planning and Critiquing of Investigations
34
Slide 35
7. Follow procedures for collecting and recording qualitative
or quantitative data, using equipment or measurement devices
accurately (DOK 1 use tools; routine procedure; DOK 2 follow
multi-step procedures; make observations) 8. Use accepted methods
for organizing, representing, and manipulating data (DOK 2 compare
data; display data) 9. Collect sufficient data to study question,
hypothesis, or relationships (DOK 2 part of following procedures)
10. Summarize results based on data (DOK 2) Broad Area 3:
Conducting Investigations 35
Slide 36
11. Analyze data, including determining if data are relevant,
artifact, irrelevant, or anomalous (DOK 2 specify relationships
between facts; ordering, classifying data) 12. Use evidence to
support and justify interpretations and conclusions or explain how
the evidence refutes the hypothesis (DOK 3) 13. Communicate how
scientific knowledge applies to explain results, propose further
investigations, or construct and analyze alternative
explanations(DOK 3) Broad Area 4: Developing and Evaluating
Explanations 36