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What does “Good Teaching” look like?
Scientific Literacy ,[object Object],[object Object],[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
According to the National Science Education Standards … ,[object Object]
The Verbs of Doing Science ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],. The to students message is “You are capable of making sense of this and of doing science”  These verbs indicate the process of making sense and figuring out .
Organizing Instruction ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How are you going to do this? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Organizing Instruction ,[object Object],[object Object],[object Object],[object Object]
Understanding Student Learning ,[object Object],[object Object]
Understanding Student Learning ,[object Object],[object Object]
Recognizing Personal Meaning in Teaching and Learning ,[object Object],[object Object],[object Object],[object Object],Earthquakes
Recognizing Personal Meaning in Teaching and Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Personalizing Teaching ,[object Object],[object Object],[object Object]
Personalizing Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Managing the Classroom and Maintaining Discipline ,[object Object],[object Object],[object Object],[object Object]
Managing the Classroom ,[object Object],[object Object],[object Object],[object Object]
Maintaining Discipline ,[object Object],[object Object],[object Object]
Science Standards in the Classroom
“Alphabet Soup” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Purpose of Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National Science Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National Science Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
Implementing the Standards ,[object Object],[object Object],[object Object],[object Object]
Implementing the Standards ,[object Object],[object Object],[object Object],[object Object]
Standards-based Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies for Implementing the Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Science Standards in the Classroom
“Alphabet Soup” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object]
A brief History ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Purpose of Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National Science Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
National Science Standards ,[object Object],[object Object],[object Object],[object Object],[object Object]
Implementing the Standards ,[object Object],[object Object],[object Object],[object Object]
Implementing the Standards ,[object Object],[object Object],[object Object],[object Object]
Standards-based Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies for Implementing the Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment in Science
Traditional Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object]
Authentic assessment ,[object Object],[object Object],[object Object]
Traditional vs. Authentic ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Graphic Organizers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Webbing Assessment Comments:  Categories/Hierarchies____________   Content Accuracy____________
Flow Chart
Right Angle Chart
Venn Diagram
KWL Charts:
Interviews ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Structured Interview
Think/Talk Project ,[object Object],[object Object]
Performance Task Interview ,[object Object],[object Object],3) Which flower color is most common? 2) Place them on the chart paper in line above the same flower (model if necessary) 1) Sort the flowers by color Comment Interview Questions
Project Interview: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Questioning Suggestions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problem Solving Interview Questions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Observation  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Anecdotal Notes, Video, Audio, Photos ,[object Object]
Checklist Format ,[object Object]
3x5 Card Notes ,[object Object],[object Object],[object Object],[object Object],[object Object]
Problem Solving Checklist
Observational Inventory of  Scientific Attitudes
Performance Tasks  ,[object Object]
Performance Tasks ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Participate with the entire class to learn about the tests that identify the following powders. Take careful notes about the tests and your observations.
Draw and design 2 different boats using the materials in your bag. Predict whether or not they will float. Build them. Test them. Circle the picture of your best boat.   ,[object Object],[object Object],[object Object]
Assessment Checklist
Creative Performances and Exhibitions ,[object Object],[object Object]
Creative Performances and Exhibitions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Drama and Dance ,[object Object],[object Object],[object Object],[object Object]
Presentation Assessment Checklist ,[object Object],[object Object],[object Object],[object Object]
Pictorial Math Problem Solving ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Musical Concept Task ,[object Object],[object Object],[object Object],[object Object],[object Object]
Oral Contributions Holistic Scale
Self and Peer-Evaluations ,[object Object]
Self and Peer-Evaluations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More Thoughts… ,[object Object],[object Object]
Problem Solving Rating Scale
Portfolio Reflection Items ,[object Object],[object Object],[object Object],[object Object]
Reflective Feedback ,[object Object],[object Object]
Excellent Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment  in the  Classroom
Assessment in the Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Traditional Assessment
Selected Response test ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Constructed Response Test ,[object Object],[object Object],[object Object],[object Object],[object Object]
Alternative Assessment
Performance Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Portfolio Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More Resources ,[object Object],[object Object],[object Object],[object Object]
Science Process Skills Part I
Bubbles, Bubbles Everywhere! ,[object Object],[object Object]
What makes a good observation? ,[object Object],[object Object],[object Object],[object Object],[object Object]
What makes a good observation? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
What is the difference between and observations and an inferences? ,[object Object],[object Object]
Please read ,[object Object],[object Object]
Planning The key to effective instruction
Learning Objectives ,[object Object],[object Object],[object Object]
Why Do We Need Learning Objectives  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Goals are ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning Objectives are ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How can they help you? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do I write an instructional objective?   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do I write an instructional objective?   ,[object Object],[object Object],[object Object],[object Object],[object Object]
Classifying Objectives ,[object Object],[object Object],[object Object]
Cognitive Domain ,[object Object],[object Object],[object Object]
Highest level Lowest level Levels of Objectives in the Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge Assessing the value of ideas, things, and so on Assembling a whole  from parts Disassembling a whole into parts Using what has been previously learned Knowing what a message means Remembering/recalling terms, facts, and so on
Bloom’s Taxonomy of Educational Objectives Cognitive Domain Evaluation Synthesis Analysis Application Comprehension Knowledge
Cognitive Domain ,[object Object],[object Object],[object Object],[object Object],[object Object]
Psychomotor Domain ,[object Object],[object Object],[object Object]
Affective Domain ,[object Object],[object Object],[object Object]
Practice Excercises ,[object Object],[object Object],[object Object]
Tie Different Levels of Learning Objectives with Activities  ,[object Object],[object Object]
Questions you need to think about ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Methods  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Methods  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Instructional Methods  ,[object Object],[object Object],[object Object],[object Object]
The Design Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
ID Goals and Objectives ,[object Object]
Determine Assessment Procedures ,[object Object]
Design the Instruction ,[object Object],[object Object],[object Object],[object Object]
Develop the Instruction ,[object Object],[object Object],[object Object]
Pilot-test the Instruction ,[object Object]
Deliver the Instruction ,[object Object]
 
Inquiry-based Learning Linking Teaching with Learning
What is inquiry-based learning? ,[object Object],[object Object]
The process of inquiry… ,[object Object],[object Object]
A Model of Inquiry Asking question Searching for answers Interpreting data Sharing explanations Collating
The Traditional Classroom vs. Inquiry Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Student’s Role ,[object Object],[object Object],[object Object],[object Object],Students view themselves as learners in the process of learning. Students accept an "invitation to learn" and willingly engage in an exploration process.   ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Students raise questions, propose explanations, and use observations.    Students plan and carry out learning activities.   ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],Students communicate using a variety of methods.     Students critique their learning practice. ,[object Object],[object Object],[object Object],This is a modified list based on "Inquiry-Based Science, What Does It Look Like?" published in CONNECT MAGAZINE, March-April 1995.
Teacher’s Role ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The teacher reflects on the purpose and makes plans for inquiry learning.
Teacher’s Role ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The teacher facilitates classroom learning.  
[object Object]
[object Object]
Explore http://www.thirteen.org/edonline/concept2class/month6/index_sub7.html
Science and Other Disciplines Interdisciplinary Approaches to Curriculum Chapter 10
Why Integrate Science With Other Disciplines? ,[object Object],[object Object],[object Object]
Why Integrate Science With Other Disciplines? ,[object Object],[object Object],[object Object]
Disadvantages ,[object Object],[object Object],[object Object]
SCIENCE and MATHEMATICS ,[object Object]
SCIENCE and MATHEMATICS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SCIENCE and MATHEMATICS ,[object Object],[object Object],[object Object]
SCIENCE and MATHEMATICS ,[object Object],[object Object],[object Object],[object Object]
SCIENCE and MATHEMATICS ,[object Object],[object Object]
SCIENCE and MATHEMATICS ,[object Object],[object Object],[object Object]
SCIENCE AND READING ,[object Object],[object Object]
SCIENCE AND WRITING ,[object Object],[object Object]
SCIENCE AND TECHNOLOGY ,[object Object],[object Object]
SCIENCE AND TECHNOLOGY ,[object Object],[object Object]
SCIENCE AND TECHNOLOGY ,[object Object]
SCIENCE AND TECHNOLOGY ,[object Object],[object Object]
SCIENCE AND ART ,[object Object],[object Object],[object Object]
SCIENCE AND ART ,[object Object],[object Object],[object Object],[object Object]

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