Rationale and Implementation Plan for Providing Two Science Program Options SCUCISD Secondary Science Coordinator
The Biology-Chemistry-Physics Sequence <ul><li>Recommendation from the Committee of 10 in 1893 </li></ul><ul><li>Science n...
117 years later…   <ul><li>Biology is no longer based on physical characteristics </li></ul><ul><li>Since the discovery of...
The Physics-Chemistry-Biology Sequence <ul><li>Gaining popularity since the 80s, mainly in private and magnet schools.  Mo...
Advantages of Bio-Chem-Phys Sequence <ul><li>Historical-  generations of students have followed this model </li></ul><ul><...
Advantages of Phys-Chem-Bio Sequence <ul><li>Physics deals with concepts students can experience (more concrete) </li></ul...
Problems Identified with Bio-Chem-Phys Sequence <ul><li>Has produced marginal results in the district, the state, and the ...
Where are we? Source: Texas Education Agency Accountability Report July 2010 59 65 46 44 *Special Education 61 86 38 29 *L...
Where are we? Source: Texas Education Agency 08-09 AEIS Report  Nov 2009 14 11 *Special Education 5 8 *Limited English Pro...
TAKS/STAAR Transition Avg EOC Raw Score 2010 Source: T.E.A. 2003 -2010 Accountability Reports and E.O.C. distribution Repo...
Problems Identified with the  Phys-Chem-Bio Sequence   <ul><li>Lack of math sophistication of ninth graders </li></ul><ul>...
Problems Identified with the  Phys-Chem-Bio Sequence   <ul><li>Impact of State Assessments </li></ul><ul><ul><li>New test ...
Problems Identified with the  Phys-Chem-Bio Sequence   <ul><li>Availability of Highly Qualified Physics Teachers </li></ul...
Problems Identified with the  Phys-Chem-Bio Sequence   <ul><li>Lack of Appropriate Curriculum Resources </li></ul><ul><ul>...
Problems Identified with the  Phys-Chem-Bio Sequence   <ul><li>Reluctance of teachers to embrace approach </li></ul><ul><u...
Research Identified Benefits of Phys-Chem-Bio Sequence <ul><li>Increased coherence across science courses </li></ul><ul><l...
Models of Implementation  (as proposed by BSCS) <ul><li>Option One: Sweeping Change </li></ul><ul><li>Option Two: Permanen...
Models of Implementation  <ul><li>Permanent 2 Program model </li></ul><ul><ul><li>SCUCISD </li></ul></ul><ul><ul><li>Offer...
Likely Challenges, Objections or Concerns  (Based on Role) <ul><li>Parent </li></ul><ul><ul><li>“ Not the way I learned.” ...
Likely Challenges, Objections or Concerns  (Based on Role) <ul><li>Teacher </li></ul><ul><ul><li>“ Novel Approach” </li></...
Likely Challenges, Objections or Concerns  (Based on Role) <ul><li>Administration and Counselors  </li></ul><ul><ul><li>I’...
Implementation Plan <ul><li>EDUCATE </li></ul><ul><ul><li>Administrators and Counselors </li></ul></ul><ul><ul><li>Teacher...
Implementation Plan <ul><li>SELECT or IDENTIFY </li></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></u...
Implementation Plan <ul><li>DESIGN and ASSESS </li></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><ul><li>Resources, P...
Implementation Plan <ul><li>Long Term </li></ul><ul><ul><li>What, when, and why of data collection </li></ul></ul><ul><ul>...
Resources <ul><li>BSCS Cornerstone-to-Capstone Conclusion  http://www.bscs.org/library/CapstoneConclusion.pdf </li></ul><u...
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2011 12 science initiative

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2011 12 science initiative

  1. 1. Rationale and Implementation Plan for Providing Two Science Program Options SCUCISD Secondary Science Coordinator
  2. 2. The Biology-Chemistry-Physics Sequence <ul><li>Recommendation from the Committee of 10 in 1893 </li></ul><ul><li>Science not a “core subject” (3 R’s). Typically only one year required. </li></ul><ul><li>U.S. Largely aggregate at the time </li></ul><ul><li>Biology was zoology and botany and only trained students to observe and describe characteristics of plants and animals </li></ul><ul><li>Biology didn’t require lab equipment </li></ul>
  3. 3. 117 years later… <ul><li>Biology is no longer based on physical characteristics </li></ul><ul><li>Since the discovery of DNA in the 1950s, biology has become increasingly chemistry-based. </li></ul><ul><li>Technology and advances in equipment have introduced more complex topics into biology such as cell structures, enzymes and reactions </li></ul><ul><li>Biology has become more abstract and depends on key concepts from physics and chemistry. </li></ul>
  4. 4. The Physics-Chemistry-Biology Sequence <ul><li>Gaining popularity since the 80s, mainly in private and magnet schools. More public schools began using model in 90s & 00s. </li></ul><ul><li>Supported by groups such as the NSTA and AAPT </li></ul><ul><li>Strongly supported by BSCS Cornerstone to Capstone Approach (BSCS developed the 5E model of instruction) </li></ul>
  5. 5. Advantages of Bio-Chem-Phys Sequence <ul><li>Historical- generations of students have followed this model </li></ul><ul><li>No changes needed to personnel, curriculum, etc. </li></ul>
  6. 6. Advantages of Phys-Chem-Bio Sequence <ul><li>Physics deals with concepts students can experience (more concrete) </li></ul><ul><li>Physics teaches HOW science works and empowers predictions </li></ul><ul><li>Allows for inquiry based teaching </li></ul><ul><li>Less safety risks </li></ul><ul><li>Help students understand science as a coherent body of knowledge and understanding by learning science from the concrete to the abstract </li></ul>
  7. 7. Problems Identified with Bio-Chem-Phys Sequence <ul><li>Has produced marginal results in the district, the state, and the nation </li></ul><ul><li>Asks students to learn abstract concepts before understanding the underlying concrete concepts </li></ul><ul><li>Does not allow for vertical alignment between the courses. </li></ul>
  8. 8. Where are we? Source: Texas Education Agency Accountability Report July 2010 59 65 46 44 *Special Education 61 86 38 29 *Limited English Proficient 79 90 72 69 Economically Disadvantaged 92 98 88 87 White 84 92 77 78 Hispanic 85 96 74 77 African American 88 96 83 83 All Students District GR. 11 GR. 10 GR. 8 SCIENCE
  9. 9. Where are we? Source: Texas Education Agency 08-09 AEIS Report Nov 2009 14 11 *Special Education 5 8 *Limited English Proficient 21 18 Economically Disadvantaged 40 33 White 23 21 Hispanic 22 17 African American 32 27 All Students 2009 2008 SCIENCE % Commended
  10. 10. TAKS/STAAR Transition Avg EOC Raw Score 2010 Source: T.E.A. 2003 -2010 Accountability Reports and E.O.C. distribution Report 2010 28 31 Phys 23 22 Chem 31 31 Bio State SCUC
  11. 11. Problems Identified with the Phys-Chem-Bio Sequence <ul><li>Lack of math sophistication of ninth graders </li></ul><ul><ul><li>Changes in the physics TEKS </li></ul></ul>1998 TEKS 2010 TEKS Suggested prerequisites: one unit of high school science, Algebra I, and completion of or concurrent enrollment in a second year of mathematics. This course is recommended for students in Grades 10, 11, or 12. Suggested prerequisite: Algebra I or concurrent enrollment in Algebra I. This course is recommended for students in grades 9, 10, 11, or 12.
  12. 12. Problems Identified with the Phys-Chem-Bio Sequence <ul><li>Impact of State Assessments </li></ul><ul><ul><li>New test blueprints will emphasize the assessment of the curriculum standards that best prepare students for the next grade or course including CCRS. </li></ul></ul><ul><ul><li>Performance standards will be set based on data from empirical studies of other state, national, and international assessments as well as on the examination of test content. </li></ul></ul>
  13. 13. Problems Identified with the Phys-Chem-Bio Sequence <ul><li>Availability of Highly Qualified Physics Teachers </li></ul><ul><ul><li>SCUC has pool of teachers that could easily be successful teaching a ninth grade physics course. </li></ul></ul><ul><ul><li>Professional Development Opportunities </li></ul></ul>
  14. 14. Problems Identified with the Phys-Chem-Bio Sequence <ul><li>Lack of Appropriate Curriculum Resources </li></ul><ul><ul><li>CSCOPE </li></ul></ul><ul><ul><li>5E Unit Maps </li></ul></ul><ul><ul><li>Other resources </li></ul></ul>
  15. 15. Problems Identified with the Phys-Chem-Bio Sequence <ul><li>Reluctance of teachers to embrace approach </li></ul><ul><ul><li>Provide necessary and appropriate training and education to science faculty. </li></ul></ul><ul><ul><li>Science Coordinator is trained to provide these services, as is another science teacher in the district </li></ul></ul>
  16. 16. Research Identified Benefits of Phys-Chem-Bio Sequence <ul><li>Increased coherence across science courses </li></ul><ul><li>Increased enrollment in advanced science courses (especially for minority populations and girls) </li></ul><ul><li>Increased science and math achievement (state, national, and international tests) </li></ul><ul><li>More positive attitude toward science </li></ul>
  17. 17. Models of Implementation (as proposed by BSCS) <ul><li>Option One: Sweeping Change </li></ul><ul><li>Option Two: Permanent Two- </li></ul><ul><li>Program Model </li></ul><ul><li>Option Three: Phased in Model </li></ul>
  18. 18. Models of Implementation <ul><li>Permanent 2 Program model </li></ul><ul><ul><li>SCUCISD </li></ul></ul><ul><ul><li>Offer of “choice” or “options” fits the district “customer service” initiative </li></ul></ul><ul><ul><li>Less strain on all parties </li></ul></ul>
  19. 19. Likely Challenges, Objections or Concerns (Based on Role) <ul><li>Parent </li></ul><ul><ul><li>“ Not the way I learned.” </li></ul></ul><ul><ul><li>“ Physics is hard and has too much math!!” </li></ul></ul><ul><ul><li>“ Physics has to be difficult to be real.” </li></ul></ul><ul><ul><li>“ Want my kid to be successful.” </li></ul></ul>
  20. 20. Likely Challenges, Objections or Concerns (Based on Role) <ul><li>Teacher </li></ul><ul><ul><li>“ Novel Approach” </li></ul></ul><ul><ul><li>Wants only the best students </li></ul></ul><ul><ul><li>Physics isn’t for everyone </li></ul></ul>
  21. 21. Likely Challenges, Objections or Concerns (Based on Role) <ul><li>Administration and Counselors </li></ul><ul><ul><li>I’m backing my teacher since I don’t know anything about physics. </li></ul></ul><ul><ul><li>How will this affect my scores? </li></ul></ul>
  22. 22. Implementation Plan <ul><li>EDUCATE </li></ul><ul><ul><li>Administrators and Counselors </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Parents </li></ul></ul>
  23. 23. Implementation Plan <ul><li>SELECT or IDENTIFY </li></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>Students </li></ul></ul><ul><ul><ul><li>Choice </li></ul></ul></ul><ul><ul><ul><li>Survey, Teacher Recommendation </li></ul></ul></ul><ul><ul><ul><li>Data </li></ul></ul></ul>
  24. 24. Implementation Plan <ul><li>DESIGN and ASSESS </li></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><ul><li>Resources, Pacing Calendar, Unit Maps, Labs </li></ul></ul></ul><ul><ul><ul><li>Determining success of curriculum; troubleshooting </li></ul></ul></ul><ul><ul><li>Instruction </li></ul></ul><ul><ul><ul><li>Strategies (inquiry, modeling), Resources </li></ul></ul></ul><ul><ul><ul><li>Determining success of instruction; troubleshooting </li></ul></ul></ul>
  25. 25. Implementation Plan <ul><li>Long Term </li></ul><ul><ul><li>What, when, and why of data collection </li></ul></ul><ul><ul><li>Chemistry elements for year 2 of plan </li></ul></ul><ul><ul><li>Biology elements for year 3 of plan </li></ul></ul><ul><ul><li>Integration with math (9 th Phys-Alg I; 9 th PreAP Phys-Geometry) </li></ul></ul><ul><ul><li>Complete change over? </li></ul></ul>
  26. 26. Resources <ul><li>BSCS Cornerstone-to-Capstone Conclusion http://www.bscs.org/library/CapstoneConclusion.pdf </li></ul><ul><li>BSCS Executive Summary http://www.bscs.org/library/Capstone_Exec_Summary.pdf </li></ul><ul><li>http://www.physicsfirstmo.org/index.html </li></ul><ul><li>http://www.aapt.org/Policy/physicsfirst.cfm </li></ul><ul><li>T.E.A. TEKS and STAAR </li></ul><ul><li>http://www.tea.state.tx.us/student.assessment/staar/ </li></ul><ul><li>http://www.tea.state.tx.us/index2.aspx?id=6148 </li></ul><ul><li>AAPT Guide to Physics First www. aapt.org /aboutaapt/ennouncer/upload/physicsfirst.pdf </li></ul>
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