Science Leaders Dialogue COACHES

Session 5Coaching Continuum

Self Reflection and Student Engagement

Presented byDr. Ava D. Rosales, Instructional Supervisor

Heriberto “Eddie” Bonet, Curriculum Support Specialist

Miami-Dade County Public SchoolsDivision of Mathematics, Science and Advanced

Academic Programs

Science Leaders DialogueCOACHES

Welcome

Make a Name Tent and include:

•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim and Quarterly assessments

Source: Wordle.net

Support coaching continuum to improve teaching and learning:

Model acquisition of scientific literacy

Facilitate self-discovery processes

Develop activities that differentiate instruction

Outcomes/Goals

04/21/234M-DCPS Division of Mathematics, Science and Advanced Academic Programs

Collaborative

Ownership into action

Actively participate

Consensus building

Helpful •Electronic devices

•Restrooms

An Instructional Coach Serves

as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.

as a stable resource at the school site to support high quality implementation of research-based instruction.

as a mentor in developing ideal content-rich classrooms

A Coaching Continuum -reminder

Coaching duties take many forms including:

Facilitating Workshops

Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing

Facilitating “teacher self-discovery”The constant in all of these activities is that they lead to better instructional practices and higher student

achievement…

Facilitate astudy group

to investigatecommoninterest topics

to improveinstruction

and studentachievemen

t

Facilitateaction

research toseek

resourcesafter

reflectionto improveinstruction

andstudent

achievement

Highly directive… Highly reflective…

Facilitate aworkshopor sessionto improveinstruction

and studentachievement

Provide anobservation

lesson to improve

instruction and

studentachievement

withfeedback andcollaborative

input

Co-teach withcolleague to

improve instruction

and studentachievement

basedon mutually

agreedupon learning

goalsand successindicators

Confer,observe,

anddebrief toimprove

instructionand

studentachieveme

nt

Coaching Continuum

http://www.indiana.edu/~ensiweb/lessons/sunsets.htmlENSI

WHATSCIENCEIS…

LIMITED TO THE NATURAL WORLD OBSERVABLE TESTABLE MEASURABLE REPEATABLE MODIFIABLE VERIFIABLE BUILT UPON TESTABLE PREDICTIONS BASED ON EXPERIMENTATION OPEN TO CHANGE BIASED DISPROVABLE OBJECTIVE STRONG THEORIES INFERRED FROM SOLID EVIDENCE MADE STRONGER BY DIFFERENT LINES OF EVIDENCE A SEARCH FOR UNDERSTANDING

WHAT SCIENCE IS NOT….

BASED ON PROOF (Do not use this word!) RIGID BASED ON BELIEF (Do not use this word either!) BASED ON FAITH BASED ON AUTHORITY DECIDED BY DEBATE OR LAW A SEARCH FOR TRUTH CERTAIN (These either!) FAIR ABLE TO SOLVE ALL PROBLEMS A COLLECTION OF FACTS DEMOCRATIC ABSOLUTE

Inquiry involves answering questions about the world in which we live.

Inquiry means more than constructing laboratory experiments or hands-on activities.

Dorothy Gabel, Educational HORIZONS, Winter 2003

Learning should be based around student questions.

Students work independently to solve problems rather than receiving direct instructions from the teacher.

Teachers are viewed as facilitators of learning rather than vessels of knowledge.

The teacher's job in an inquiry learning environment is not to provide knowledge, but to help students discover knowledge themselves.

1. Ask a question about objects, organisms and events in the environment.

2. Plan and conduct a simple investigation.

3. Use appropriate tools and techniques to gather and interpret data.

4. Use evidence and scientific knowledge to develop explanations.

5. Communicate investigations, data and explanations to others.

National Research Council, 1996 http://www.nap.edu/html/nses/

When learning science through inquiry, learners:

Are engaged by scientific questions Give priority to evidence as they plan and conduct

investigations Develop descriptions, explanations, and predictions

using collected evidence Engage in critical discourse with others about

procedures, evidence and explanations

Carin, A.A., J.E. Bass & T.L. Content, 2005. Methods for Teaching Science as Inquiry. Upper Saddle River, NJ: Pearson.

Structured or Bounded

◦Students engage in a hands-on activity and draw conclusions, but follow specific teacher instructions.

Guided or Directed

◦Students may assume responsibility for determining procedure, but the teacher chooses question for investigation.

Open or Free

◦Students generate their own questions from a teacher-selected topic and design their own investigation.

18

Inquiry or Not Activity

Jigsaw NSTA ArticleFostering Argumenta

tion

Positive Learning Environment

Science Grades 6 - 8

A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education 04/21/2321

The learning environment plays a significant

role in what students learn.

A positive learning environment is one that promotes, not hinders, scientific literacy.

A Positive Learning Environment

More than just a physical setting with desks, bulletin boards, and posters, the classroom and science lab environments communicate subtle messages about what is valued in learning and doing science.

The Learning Environment

If students are to learn to make conjectures, experiment with various approaches to solving problems, construct scientific arguments and respond to others’ arguments, then creating an environment that fosters these kinds of activities is essential.

The Learning Environment

Excellence in science education requires equity—high expectations and strong support for ALL students.

American Association for the Advancement of Science (AAAS) Project 2061

http://www.aaas.org/

The Equity Principle

Equity requires:

high expectations and worthwhile opportunities for all.

accommodating differences to help everyone learn.

resources and support for all classrooms, all laboratories and all students.

The Equity Principle

EQUITY

In each corner is a sign— strongly agree, agree, disagree, and strongly disagree.

I am going to put a statement on the board that adds a caveat to the statement “ALL CHILDREN CAN LEARN.” The caveat is often used to explain why all students don’t learn.

Making Schools Work for Every Child, SERVE , 2000

EQUITY

Go to the sign that best reflects your belief about the statement.

Briefly discuss why you are there.

Choose a spokesperson to share with the whole group.

You may change corners at any time.

EQUITY

ALL CHILDREN CAN LEARN…

BUT THE EXTENT OF THEIR LEARNING IS DETERMINED BY THEIR INNATE

ABILITY OR APTITUDE.

EQUITY


IF THEY ELECT TO PUT FORTH THE NECESSARY EFFORT.

EQUITY


AND WE WILL ACCEPT RESPONSIBILITY FOR ENSURING THEIR GROWTH, BUT

MUCH IS BEYOND OUR CONTROL.

EQUITY


AND WE WILL ESTABLISH HIGH STANDARDS OF LEARNING THAT WE

WILL EXPECT ALL STUDENTS TO ACHIEVE.

EQUITY

ALL CHILDREN CAN LEARN… BUT THE EXTENT OF THEIR LEARNING IS DETERMINED BY THEIR INNATE ABILITY OR APTITUDE.

“We believe that all students can learn, but the extent of their learning is determined by their innate ability or aptitude. This aptitude is relatively fixed, and, as teachers, we have little influence over the extent of student learning. It is our job to create multiple programs or tracks that address the different abilities of students and then guide students to the appropriate program. This ensures that students have access to the proper curriculum and an optimum opportunity to master material appropriate to their ability.”

EQUITY

ALL CHILDREN CAN LEARN… IF THEY ELECT TO PUT FORTH THE NECESSARY EFFORT.

“We believe that all students can learn if they elect to put forth the effort. It is our job to provide all students with this opportunity to learn, and we fulfill our responsibility when we try to present lessons that are both clear and engaging. In the final analysis, however, while it is our job to teach, it is the student’s job to learn. We should invite students to learn, but honor their decision if they elect not to do so.”

EQUITY

ALL CHILDREN CAN LEARN…AND WE WILL ACCEPT RESPONSIBILITY FOR ENSURING THEIR GROWTH, BUT MUCH IS BEYOND OUR CONTROL.

“We believe that all students can learn and that it is our responsibility to help each student demonstrate growth as a result of his or her experience with us. The extent of the growth will be determined by a combination of the student’s innate ability and effort. It is our job to encourage all students to learn as much as possible, but the extent of their learning is dependent on factors over which we have no control.”

EQUITY

ALL CHILDREN CAN LEARN…AND WE WILL ESTABLISH HIGH STANDARDS OF LEARNING THAT WE WILL EXPECT ALL STUDENTS TO ACHIEVE.

“We believe that all students can and must learn at relatively high levels of achievement. It is our job to create an environment in our classrooms that results in this high level of performance. We are confident that with our support and help, students can master challenging academic material, and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.”

A Supportive Learning Environment

Effective teaching requires a challenging and supportive classroom learning environment.


Students should gain confidence through successful experiences in science promoting life-long learning.

Teachers should believe all students can successfully learn science.

All students should receive equitable treatment without regard to gender, ethnicity, or predetermined expectations for success.

Learning styles should be accommodated through a variety of instructional methods.


Children are NEVER what you think they are

Children are NEVER what they think they are

Children ALMOST ALWAYS become what they think you think they are.

Dudley Flood, North Carolina

An Enabling Learning Environment

An enabling environment is one in which teachers stimulate the learning of good science by:

Providing and structuring time necessary to explore;

Respecting and valuing students' ideas and ways of thinking

Expecting students to actively participate as an integral part of the learning process

Having available the materials (manipulatives, technological tools, lab equipment) necessary to explore science

A Physical Learning Environment

Furnishings should include tables and chairs or flat desks that can be arranged and rearranged.

No single resource, including textbooks, should be the sole supporter of any science program.

Manipulatives should be used to meet the needs of ALL students.

Students should be encouraged to spend the time and use the tools needed for scientific exploration and discovery.

A Physical Learning Environment

The learning environment is not restricted to classrooms.

Many activities may require students to be outdoors

Map Your Room For A Purpose

Seating arrangementsLearning centersIndividual or groups

Instructional SpaceA/V and technology equipment/materialsPlacement of demonstration tables/cart,

reagent tables, counter tops

Classroom Organization

Comfortable Learning Environment

Display areas that are interactiveStudent WorkLearning CenterStudent created and commercially produced

postersCurrent events in scienceScience Vocabulary

graphic organizers, word wallsScience Library

Physical Environment

Lab Safety posters and safety equipment signs visible

Appropriate and effective use when space is shared

Accessible safety and emergency equipment that is in working order

Considerations of storage of materials and chemicals

Physical Environments: Laboratories

CommunicationReading, Writing, Speaking, Listening

Establish a communication-rich classroom in which students are encouraged to share their ideas and to seek clarification until they understand.

National Research Council, 2000

Reading the Language of Science

Making sense of scientific terms, symbols, notations, and syntax

Interpreting pictures, diagrams, charts, and graphs

Discerning differences between the meaning of a word in a science context and when used as part of everyday language (e.g., the word theory)

Integrating different modes of communication (e.g., the written text to the spoken text; data analysis to discussion of results)

On your worksheet, review the prefixes and meanings sheet.

In your group, decipher the words on the second page.

Reading the Language of Science Activity

Science writing is aimed at being:ConciseClearPrecise

What are some issues related to potential sources of difficulty for understanding science vocabulary.

Reading the Language of Science

Writing in Science

The process of writing … reveals when understanding is robust or fragile.

Thompson, Kersaint, Richards, Hunsader, Rubenstein, Mathematical Literacy: Helping Students Make Meaning in the Middle Grades (2008)

Writing in Science

Multiple Representation Charts

Scientific Example Real-Life Example

Visual Example Explanation in words

Writing in Science

A Dozen Ways to Write in Science

Freewriting Explaining Errors

Focused Freewriting Questioning

Attitudinal Writing Summarizing

Reflective Writing Defining

What If Activity Creating Word Problems

Process Writing Science Journaling

The discourse of a classroom--the ways of representing, thinking, talking, and agreeing or disagreeing is central to what students learn about the nature of science.

Speaking and Listening in Science

Develop a non-threatening classroom atmosphere for question raising.

Encourage students to ask/answer questions concerning an investigation, the relevancy of the investigation to what is being studied and how the investigation may generate new questions or ideas.

Develop a climate in which those who ask questions may investigate and satisfy their own questions, possibly revise their question based on new knowledge and offer explanations to others.

A Safe Learning Environment

Discourse

The discourse in the science class reflects the messages about the nature of science, what makes something reasonable, and what doing science entails; it is central to both what students learn about science as well as how they learn it.

Orchestrating Discourse

The teacher’s role is to initiate and “orchestrate” discourse, so that all students feel free to express their ideas.

Promoting Discourse

The student’s role is to engage in making conjectures, proposing approaches and solutions to problems, and arguing about the validity of particular claims.

Enhancing Discourse

Given the range of scientific tools

available, teachers should often allow and encourage students to select the means they find most useful in working on or discussing a particular scientific problem.

In A Positive Learning Environment TEACHERS WILL BE:

Raising questions that challenge deeper thinking about real problems, not just lecturing

Allowing students to raise and discuss original questions about science for which there is no answer in the book

Using manipulatives and technology when it is appropriate

Drawing on student discovery and creativity to keep them interested.

Bringing a variety of resources into the classroom .

Working with other teachers to make connections between disciplines

Using assessments that stress understanding and problem-solving skills, not just memory

In A Positive Learning EnvironmentSTUDENTS WILL BE:

Working cooperatively and independently

Using manipulatives and technology as useful tools, not just textbooks, paper, and pencil

Becoming aware of how science is applied to real life problems, not just a series of isolated skills

Collecting data and trying to make sense of it

Seeing the usefulness of science as they study other subjects

Learning how to communicate scientific ideas

Actively engaged in the learning process

Crash Landing on the Moon You are a member of a space crew scheduled to rendezvous

with a mother ship on the lighted surface of the moon. However, your ship crash-lands on a lighted spot some 320 km. from the rendezvous point. Much of the equipment was damaged during landing. Survival depends on reaching the mother ship.

What should you take with you?

What are some of the major environmental differences between the earth and our moon?

Crash Landing on the Moon


What should you take with you?

What is most important to take with you?

What is least important to take with you?



Would you survive?

0 - 25 Excellent26 - 32 Good33 - 45 Average46 - 55 Fair56 - 70 Poor71 - 112 Very Poor


Was this a positive learning environment?

What Standards were addressed?


What did we do? Reading Writing in science Discourse---a lot of talking about the science

Next Generation SSSSC.8.E.5.7

Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions.

Cognitive Complexity/Depth of Knowledge Rating: Moderate


What did we do? SSS and FCAT Grades 6 – 8

Standard 1: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth. (SC.E.1.3)

1. understands the vast size of our Solar System and the relationship of the planets and their satellites.

2. knows that available data from various satellite probes show the similarities and differences among planets and their moons in the Solar System.


Teaching the new curriculum standards does prepare students for scientific literacy.

It takes carefully chosen rich activities that:

Encourage what if questions Lead somewhere in science Promote discussion and communication

Preparation

Think-tac-toe

Differentiate Instruction

Science Web Site: http://science.dadeschools.net

Learning Village

3 Things I learned2 Important concepts I will share

1 Question I still have

Follow-up: Action Plan – posted at science website on Friday – due in two weeks

Reflection

The Science Classroom Essentials

Contact information:Dr. Ava D. Rosales, Instructional Supervisor

[email protected]

Documents

Science Leaders Dialogue COACHES