Washington State ESD Science CoordinatorsCraig Gabler, Jeff Bullock, Michael Brown,

Jon Hanson, Mark Watrin

Teaching Secondary Science:

Working Smarter

• Experience reform-based instructional strategies that enable students to demonstrate “science practices”.

• Observe how reform-based science instruction is supported by research and how it links with the revised Washington Science Standards.

• Take home an instructional strategy to use in your classroom.

Goals:

Road Signs

Getting to know each other…

Jon Hanson, ESD 101, Spokane Mike Brown, ESD 105, Yakima Mark Watrin, ESD 112, Vancouver Craig Gabler, ESD 113, Olympia Jeff Ryan, ESD 114, Bremerton Kirk Robbins, ESD 121, Puget Sound Georgia Boatman, ESD 123, Pasco Jeff Bullock, ESD 171, Wenatchee Adrienne Somera, ESD 189,

Anacortes

Regional Science Coordinators

Probing your thinking…

Power

Send

Framing….

This Session

Framing the Session:

• What it is like to experience science as scientists?

• What instructional strategies support students experiencing “science practices”?

Framing the Session:

• How does inquiry-based science connect with Washington State Science Standards?

• How does inquiry-based science connect with the research?

Let’s immerse ourselves in science!

Focusing on light….

Instructional Strategies

What Instructional Strategies have you observed today?

Connecting to Science Standards

6-8 INQA Question6-8 INQB Investigate6-8 INQC Investigate6-8 INQD Investigate6-8 INQE Model6-8 INQF Explain6-8 INQG Communicate Clearly6-8 INQH Intellectual Honestly6-8 INQI Consider Ethics

9-12 INQA Question9-12 INQB Investigate9-12 INQC Investigate9-12 INQD Investigate9-12 INQE Model9-12 INQF Explain9-12 INQG Communicate Clearly9-12 INQH Intellectual Honestly

Connecting to Science Standards

6-8 PS3D, • Draw and label a diagram showing that to see an object, light must

come directly from the object or from an external source reflected from the object, and enter the eye.

9-12INQA, • Generate and evaluate a question that can be answered through a

scientific investigation. Critique questions generated by others and explain whether or not the questions are scientific.

9-12INQC • Draw conclusions supported by evidence from the investigation and

consistent with established scientific knowledge.• Analyze alternative explanations and decide which best fits the data.

 

Connecting to the research

A Private Universe - Minds of our Own

Connecting to the researchResearch on How People Research on How People LearnLearn

1.Take about 8-10 minutes to read the one page summary.

2.Think about connections between the summary of this research and the video.

Connecting to the research

Key Findings Key Findings for Students Key Findings for

Teachers

HPL 1Students come to the classroom with preconceptions about how the world works.

Surface student preconceptions and adjust instruction

HPL 2Students must have a deep foundation of usable knowledge and understand facts in the context of a conceptual framework.

Understand the content and conceptual framework of instructional units

HPL 3Students must be taught explicitly to take control of their own learning by monitoring their progress.

Teach students to think about their thinking.

Research on Research on HHow ow PPeople eople LLearn earn (HPL)(HPL)

A sense of urgency

“If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.”

How People Learn

18

A sense of urgency: State Science Proficiencies

Crisis in Science Education For 5 yrs, 2 of 3 students did NOT understand science.

What will be different in the next 5 yrs?

100Pr

ofici

ent S

tude

nts o

n th

e Sc

ienc

e W

ASL (

%)

34.9

Grade8

High SchoolGrade 10

35.8

03

39.4

04

31.8

03

32.2

04

28.2

05 06 1007 0908

35.2

Grade5

04 05

35.7

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

0506

35.7

35.0

06

29.0G4 2005 N

AEP

33.0G8 2005 N

AEP1211 1307

36.4

07

44.442.9

36.3

2009 NAEP

40.0

48.2

19

375 Scale Score25 of 62 pts

40%

Percent of Students Who Took Test

Level 4: Advanced

Level 3:Proficient

Level 2:Basic

Level 1: Below Basic

33.5% 25,192 students

21.3%16,017 students

30.5% 22,927 students

2.4% 1,836 students

400 Scale Score34 of 62 pts

55%

458 Scale Score51 of 62 pts

83%

A sense of urgency: 2007 Grade 10 Student Performance

TIMSS?TIMSS? • Trends in International Mathematics and Science

Study (formerly known as the Third International Mathematics and Science Study)

• Developed by the International Association for the Evaluation of Educational Achievement (IEA) to measure trends in students' mathematics and science achievement.

It’s a competitive world: TIMSSTIMSS

We are here!

2007 2007 TIMSSTIMSS

PISAA system of international assessments

that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy,

and science literacy.

A sense of urgency: It’s a competitive world

We are here!

2006 PISAResults

An eye opening discourse on today’s technology, education, and our country’s future.

A sense of urgency

Published in 2007

A sense of urgency

In 2004 the New York Times reported that low-wage employers Wal-Mart and McDonalds created more

jobs in the US than high-wage employers in the science and technology industries.

Economist estimate that about half of US economic growth sense WWII is the result of technological innovation. However in 2001 we had a negative

trade balance of 50 billion dollars in high-technology products and high-wage jobs.

Thomas L. Friedman’s commentary on the ramifications of technology and people, businesses, education, and society in general

A sense of urgency

Published 2005, updated 2006

Allen Greenspan interview at the Department of Education in 2006 about education in general and science and technology specifically.

“If you can solve the education problem, you don’t have to do anything else. If you don’t solve it, nothing else is going to matter all that much”.

A sense of urgency

WHAT CAN WE DO TO HELP YOU?

Statewide network among the ESDs

We appreciate this opportunity to gather data about your needs to support science education reform in your district.

What support would be helpful?

Jon Hanson, ESD 101, Spokane Mike Brown, ESD 105, Yakima Mark Watrin, ESD 112, Vancouver Craig Gabler, ESD 113, Olympia Jeff Ryan, ESD 114, Bremerton Kirk Robbins, ESD 121, Puget Sound Georgia Boatman, ESD 123, Pasco Jeff Bullock, ESD 171, Wenatchee Adrienne Somera, ESD 189,

Anacortes

Regional Science Coordinators

What will you take home from this session?

Taking it home

• Things you’ve learned• Things you want to know more about• Strategies you will use

Washington State ESD Science CoordinatorsCraig Gabler, Jeff Bullock, Michael Brown,

Jon Hanson, Mark Watrin

Teaching Secondary Science:

Working Smarter