Ocsta Convention


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OCSTA Educators' Conference - Oct 2009
Marj Sutherland

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Ocsta Convention

  1. 1. Convention 2009 <ul><li>Educators helping Educators Workshop: </li></ul><ul><li>Rick Guetter </li></ul><ul><li>Marj Sutherland </li></ul><ul><li>Part II </li></ul><ul><li>Planning with Essential Questions and BIG Picture ideas in mind </li></ul>
  2. 2. <ul><li>Review of New Ministry Documents </li></ul><ul><ul><li>Fundamental Concepts </li></ul></ul><ul><ul><li>Goals of Science </li></ul></ul><ul><ul><li>New Course Descriptions </li></ul></ul><ul><ul><ul><li>Big Ideas </li></ul></ul></ul><ul><ul><ul><li>Worldview Integration </li></ul></ul></ul><ul><ul><ul><li>Science Skills </li></ul></ul></ul><ul><ul><li>Unit and Course Planning! </li></ul></ul>Summary
  3. 3. Review Fundamental Concepts
  4. 4. Review Science Goals : <ul><li>to relate science to technology, society, and the environment </li></ul><ul><li>to develop the skills, strategies, and habits of mind required for scientific inquiry </li></ul><ul><li>to understand the basic concepts of science </li></ul><ul><li>-Science Curriculum 2008-Revised </li></ul>
  5. 5.   Review course Description <ul><li>example SNC4M1 </li></ul><ul><li>This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills. </li></ul><ul><li>- Science Curriculum 2008-Revised </li></ul><ul><li>  </li></ul>
  6. 6. Choose Worldview Themes (OCSTA convention 2007) <ul><ul><li>Course and unit themes are key </li></ul></ul><ul><ul><li>Use these themes for worldview focus </li></ul></ul><ul><ul><li>Integrate the devotional time </li></ul></ul><ul><ul><li>Always have a big picture </li></ul></ul><ul><ul><li>Integrate learning past, present and future </li></ul></ul><ul><li>  </li></ul>
  7. 7. <ul><ul><li>Telling with “retelling” in mind: STORY </li></ul></ul><ul><ul><li>Encourages thinking </li></ul></ul><ul><ul><li>Often gets at deeper meaning </li></ul></ul><ul><ul><li>Creates a brain image: IMAGINATION </li></ul></ul><ul><ul><li>More areas of the brain are active </li></ul></ul><ul><ul><li>Heightens attention and retention </li></ul></ul><ul><ul><li>Encourages “connected memory” </li></ul></ul><ul><ul><li>The importance of this goes WAY beyond your science lesson… </li></ul></ul><ul><ul><ul><li>Personal satisfaction with learning </li></ul></ul></ul><ul><ul><ul><li>Group dynamic in the class improve </li></ul></ul></ul><ul><ul><ul><li>Enhanced imagination improves Spiritual Health! </li></ul></ul></ul><ul><ul><li>This is crucial for all levels- especially applied level kids </li></ul></ul>Identify . . . . . . CONNECTIONS
  8. 8. Review BIG IDEAS : These are the new units for SNC4M1 <ul><li>Scientific Investigation Skills and Career Exploration </li></ul><ul><li>Medical Technologies </li></ul><ul><li>Medical technologies can have positive and negative effects on society, human health, </li></ul><ul><li>the economy, and the environment. Knowledge of medical technologies, and the science behind them, can help patients better understand their diagnoses and treatment options. </li></ul><ul><li>Pathogens and Disease </li></ul><ul><li>Appropriate technologies and informed choices with respect to personal behaviour can </li></ul><ul><li>limit the spread of pathogens and diseases. Methods used to control the spread of pathogens and diseases can have both positive and negative effects on human health. </li></ul><ul><li>Nutritional Science </li></ul><ul><li>The nutrients and other substances found in foods affect human health and well-being. </li></ul><ul><li>An understanding of the role of nutrients and other substances found in foods enables </li></ul><ul><li>people to make healthy lifestyle choices. </li></ul><ul><li>Science and Public Health Issues </li></ul><ul><li>An understanding of threats to public health helps individuals and societies adopt </li></ul><ul><li>appropriate practices to protect their health and the health of others. A global approach to public health is necessary to help prevent future pandemics. </li></ul><ul><li>Biotechnology </li></ul><ul><li>Many social, ethical, and legal issues and conflicting interests have to be considered when </li></ul><ul><li>determining the appropriate uses of biotechnology. Scientific knowledge helps individuals and society make informed decisions regarding biotechnology.  </li></ul>
  9. 9. Build Units : new format <ul><ul><li>Overall expectations </li></ul></ul><ul><ul><li>Specific Expectations </li></ul></ul><ul><ul><ul><li>Science , Technology and Environment </li></ul></ul></ul><ul><ul><ul><li>Investigation, Communication </li></ul></ul></ul><ul><ul><ul><li>Concepts (knowledge) - each category: themes, issues, questions! </li></ul></ul></ul><ul><li>  </li></ul><ul><li>It really does mean something! </li></ul>
  10. 10. Integration throughout Course… <ul><li>Identify SCIENCE SKILLS (research, memory, graphing, data collection and analysis, lab skills, computer skills, etc.) – see unit A for each course! </li></ul><ul><li>  </li></ul><ul><li>Identify GENERIC SKILLS (group dynamics, interpersonal relationships, mentoring, seeking help, initiative, organization, dead-lines, etc.) –these are most likely your own, or have a school/grade wide focus. </li></ul>
  11. 11. SKELETON planning : outline your course <ul><ul><li>Keep end in mind – project, presentations, exam? </li></ul></ul><ul><ul><li>Divide your time –set unit boundaries and dates for culminating activities (unit test, lab report, presentation, portfolio etc.) </li></ul></ul><ul><ul><li>Review personal calendar/school calendar: Identify stress times in your life and in the life of the school </li></ul></ul><ul><ul><li>Sketch in units: keep field trip or guest speaker ideas, time of year in mind </li></ul></ul><ul><ul><li>Sketch in class type: lab, lecture, research time, evaluation days, presentation days, etc. </li></ul></ul>
  12. 12. Good Planning : <ul><ul><li>Day of week, time of day (if this varies) </li></ul></ul><ul><ul><li>Intro activities </li></ul></ul><ul><ul><ul><li>Prior learning: what do you already know </li></ul></ul></ul><ul><ul><ul><li>Discovery learning: what is this? How does it work? </li></ul></ul></ul><ul><ul><li>Teaching activities </li></ul></ul><ul><ul><ul><li>Lecture/power point/ handouts to fill in </li></ul></ul></ul><ul><ul><ul><li>Learning stations: involves movement! </li></ul></ul></ul><ul><ul><ul><li>Web/article/ textbook scavenger hunt: find info! </li></ul></ul></ul><ul><ul><li>Lab activities </li></ul></ul><ul><ul><ul><li>Whole class lab </li></ul></ul></ul><ul><ul><ul><li>Design a lab (teacher led or student led) </li></ul></ul></ul><ul><ul><ul><li>Lab stations (rotate)- great for smaller schools/ budgets </li></ul></ul></ul><ul><ul><li>Guest speaker/Field Trip/ Video </li></ul></ul><ul><ul><ul><li>Each unit should have at least one of the above </li></ul></ul></ul><ul><ul><ul><li>Call around! Bringing guests in is great! </li></ul></ul></ul><ul><ul><li>Fun activities: </li></ul></ul><ul><ul><ul><li>Game, demos outdoor / kitchen / gym </li></ul></ul></ul><ul><ul><li>Research </li></ul></ul><ul><ul><ul><li>Collecting and organizing information </li></ul></ul></ul><ul><ul><ul><li>Periodic work on a term project </li></ul></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><ul><li>Group work, Presentations (formal / informal) </li></ul></ul></ul>
  13. 13. Project Based learning: <ul><li>Convert one of your units into a project based activity (see sample topics etc.) </li></ul><ul><li>Choose topics at the start of the course and spread out the work </li></ul><ul><li>Use the final product as all or part of culminating activity </li></ul><ul><li>Resist the desire to have a final exam </li></ul><ul><ul><li>Exit interviews </li></ul></ul><ul><ul><li>Presentation </li></ul></ul><ul><ul><li>Portfolio </li></ul></ul><ul><ul><li>Summary activity (outlines key concepts and big picture ideas from each unit) </li></ul></ul><ul><li>  </li></ul>
  14. 14. Samples from the SVN3M1 course: <ul><li>Healthy Communities theme focus </li></ul><ul><li>Unit as a Term Project Idea </li></ul><ul><li>Farming Atlas Activity- ”two birds with one stone” </li></ul><ul><li>Real life learning vs memory work </li></ul><ul><li>Prior and “Need to Know” knowledge assessment activities </li></ul><ul><li>Problem Solving/Issue based focus- content makes sense </li></ul><ul><li>Working with “Question and Answer” format </li></ul>
  15. 15. GROUP WORK TIME! <ul><li>Tasks: </li></ul><ul><ul><li>In subject groups, choose a course to focus on </li></ul></ul><ul><ul><li>Review the course description and BIG IDEAS </li></ul></ul><ul><ul><li>Choose ONE unit and work through the unit planning </li></ul></ul><ul><ul><li>Design or share an activity or assessment piece that really works! </li></ul></ul>
  16. 16. Wrap Up <ul><li>Encouraging words </li></ul><ul><li>Closing prayer </li></ul><ul><li>share email addresses etc. </li></ul><ul><li>Pester the OACS/OCSTA to set up a central website for us to post questions, share ideas, keep in touch etc.  </li></ul>