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Copyright 2009 by Region 7 Education Service Center. All rights reserved
Copyright 2009 by Region 7 Education Service Center. This work may be
reproduced and redistributed, in whole or in part, without alteration and without
prior written permission, solely by educational institutions for nonprofit
administrative or educational purposes provided all copies contain the following statement: “© 2009 Region 7 Education Service Center. This work is reproduced and distributed with the permission of Region 7 Education Service Center. No
other use is permitted without the express prior written permission of Region 7
Education Service Center. For permission, contact [email protected].”
04/19/23 2
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Copyright 2009 by Region 7 Education Service Center. All rights reserved
A Different Approach…
• “INQUIRY-BASED” Mentoring: –Uses INQUIRY as a common
thread interwoven among science content, science pedagogy, and mentoring skills
• Mentors MUST have a strong background in science CONTENT and science PEDAGOGY.
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Make-A-DATE
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About the Guide…
Overview:• Content is MS(NSES for 5-8)• ONE YEAR PROGRAM• 10 day-long sessions, ~ 6 hrs/ day• Each contains:– Session Overview– Session Snapshot– Description of Activities
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RECOMMENDATIONS:•Begin summer or before school year.•Complete Sessions 1-4 in a BLOCK. This covers ONE complete UNIT.•Teachers/Mentors should complete unit with their students BEFORE they work with THEIR Mentees.•Complete SESSION 5 early in the school year and begin study groups.•Sessions 6-10 are to be completed bimonthly alternating with study groups.
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Program GOALS:
1.To use INQUIRY as an explicit common ground between science teaching and mentoring methods; that is, show mentors and mentees that deep examination of their practice is INQUIRY.
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Program GOALS:
2. To improve the ability of both mentor teachers and less-experience (mentee) teachers to teach science based on the NSES /Benchmarks AND TEKS.
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Program GOALS:
3. To enhance practice among mentors and mentees in a way that will help their students have a better grasp of science and scientific processes and a more complete understanding of the world around them.
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Program GOALS:
4. To increase the mentors’ expertise and to support them as they practice the art of teaching and increase their science content knowledge.
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Program GOALS:
5. To enable mentors to make their own teaching practices explicit for mentees.
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Mentoring Model…
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Forming and asking questions and investigating answers drives learning. Helping someone improve his/her ability to form, ask and investigate worthwhile questions is the work of teaching and mentoring.
Learning is a dynamic and fundamentally collaborative activity. Collaborating with
another person allows learners to add the skills, knowledge, understanding, and labor of
that other person to their own sets of learning resources and abilities. Together, learners can develop understandings they would not be able to do
alone.
Standards can provide a unifying framework within
which to focus our teaching and learning efforts. We can refer to
specific standards when deciding what to do and how to
do it, as well as when we want to assess how well we are doing
something. To be truly effective, standards must be understood
and accepted.
… supports our efforts to evaluate our relations to a goal, adapt our
strategies and practices in an effort to progress toward that
goal, and even refine or change the goal. We continually assess our progress in teaching and learning through an iterative
process of formulating questions, investigating data in the search for answers, evaluating results,
and forming new questions based on those results, all within a set of
standards.
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The science knowledge, skills, and processes that teachers need to
know to help improve their
science knowledge.
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The science knowledge, skills, and processes that teachers need to know to help improve their science knowledge.
The science mentoring
knowledge, skills, and processes that
teacher mentors need to know to help
improve their science knowledge.
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INQUIRY TEACHING in
THREE PHASES:
1.EXPLORATION:2.INVESTIGATION and
DATA-COLLECTION:3.SENSE-MAKING:
#3 IS MOST CHALLENGING! TEACHERS often
spend TOO LITTLE TIME with follow-up discussions and tend
to deliver ‘the answers’ rather than
debate the claims and evidence!
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INQUIRY TEACHING COMPARED to 5-E?
1.EXPLORATION: 2.INVESTIGATION and
DATA-COLLECTION:3.SENSE-MAKING:
ENGAGE / EXPLORE
EXPLORE / ELABORATION
EXPLAIN**
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INQUIRY MENTORINGin
THREE PHASES:
1. A. COPLANNING: “exploration”B. PREOBSERVATION CONFERENCE: “exploration”
2. OBSERVATION: “investigation and data collection”
3. POSTOBSERVATION CONFERENCE: “sense-making”
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PHASE 1A: Coplanning!
1. *MOST IMPORTANT2. Puts Mentor in Leadership Role3. Planning is UNIT to UNIT, not LESSON by
LESSON4. COACHING session!5. Habit building!6. Address issues ‘a head of time’7. “TALK curriculum issues…”8. Address misconceptions…9. Classroom management!10. Other?
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PHASE 1B: Preobservation Conference
QUESTIONS:1. What are students suppose to be learning
and what critical thinking skills will you address?
2. In which phase of the inquiry cycle is this lesson?
3. How do the teaching and learning activities promote the desired learning outcomes?
4. How will you check for understanding during the lesson, and what are the strategies for embedded assessment?
5. What kind of data would you like the observer to collect?
NOTE: MENTOR SHOULD OBSERVE LESSONS
THAT WERE PLANNED
TOGETHER…
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PHASE 2: Observation
1. FOCUS is on PREDETERMINED portion/aspect of lesson.
2. Mentor records ‘facts’ ONLY.a) DATAb) Keep script (see and hear) of parts
discussed in conference.c) Eliminates judgments and
generalizationsd) Builds truste) Script is to be given to MENTEE.
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PHASE 3: Postobservation Conference
1. Within 1-2 days!2. Make sense of data recorded.
3. Question:a) Do you think that the students learned
what you wanted them to learn?b) What is the evidence?
4. Address any issues… a) What would you change?
5. Where to go next…6. CELEBRATE successes!!
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Planning and Observation
Protocolpp. 161-163
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Note…
Don’t forget POWER of ADMINISTRATORS…–EMPOWER your MENTORS to educate Administrators on process–Make or break a mentor/mentee relationship…
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Session 1:“The
beginning is the most
important part of the
work.”-Plato, The Republic
Session 1:“The
beginning is the most
important part of the
work.”-Plato, The Republic
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Goals of Session 1:
1. Link mentoring to the professionalism of teaching.
2. Build a community of mentor teachers.3. Understand role of STM.4. Develop a vision of high-quality teaching.5. Become familiar with the protocols.6. Indentify phases of inquiry in classroom
practice.7. Experience the exploratory phase of inquiry.
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Find your TUESDAY DATE!!
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WITH your DATE…
• EACH complete this sentence on two Post its®…
• SORT CARDS into 2 piles: Not a Profession vs. A Profession
• Be prepared to share!
“I’m just .”
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The Investigation…
An Extended Investigation on Heat and Heat Transfer
pp. 7-13- Source: Ice Cream Making and Cake Baking
(Zubrowski 1994)
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Use of Science Notebook…
• Program STRONGLY encourages use of notebook/journaling.
• Forms/handouts can be placed copied and placed inside.
• This allows teachers to put side-by-side learning (mentor w/ mentee)
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Exploration:
AS A TABLE/GROUP you will:EXAMINE a containers’ effect
on the melting rate of ice cubes.LET’S CHOOSE our containers!
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Kit Inventory:
ITEM Description/Use Drawing
Med metal canCorn can…
Paper cup Wax coated
Small metal can
Tuna / cat food can
Square plastic container
Square, leftovers
Round plastic container
Deli container
Large metal container
Holes in bottom, fruit can…
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Exploration:
AS A TABLE/GROUP you will:PREDICT which containers
allow ice cubes to melt most quickly and most slowly.
RECORD and JUSTIFY prediction in notebook.
TIME with STOP WATCHES the melting of 15 ice cubes.
RECORD on ROOM CHART.
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ROOM DATA1 2 3 4 5 6 7 8
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What conclusions can we make?
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What science concepts did you investigate?
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Investigation and Data Collection…
• Read pp12-13
• HOW is this part different?
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TABLE TALK…“Classroom Connections and
Science Pedagogy”
• How do YOU introduce a unit, investigation, or activity in your own classroom?
• How is this similar to and different from the way this investigation was introduced?
• CHOOSE A SPOKESPERSON TO SHARE!!!
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What DOES good Science
Teaching LOOK LIKE?
SOUND LIKE?
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On FIVE separate Post Its®…
-write ONE quality/characteristic on each
THINK of an EXCELLENT SCIENCE TEACHER…
• What SPECIFIC QUALITIES does this teacher bring to his/her teaching?
• What are the characteristics and instructional approaches of the science teachers whom we are proud to have as colleagues?
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Inquiry Learning Cycle…
• Session 1/Handout 3…
• Organize Post Its®… MON
GALLERY WALK with your MONDAY
DATE…
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With date:
• Discuss Exploratory phase• Discuss the Infrastructure
Component
• DO YOU agree with Post its®
• Do WE need to add any??
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Find your FRIDAY DATE!!
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Let’s Watch a Teacher in ACTION!
• Brenda Busta, Lowell Massachusetts
• This is the introduction to the ice cream-making unit, which focuses on the science concepts of heat transfer and properties of different materials.
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Assumptions…
• The teacher is one of your mentees.
• You have coplanned this lesson with the teacher.
• The teacher is watching this video WITH YOU.
• Preconference determined you are to focus on the exploratory phase.
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Consider:
• What instructional strategies does the teacher use and what infrastructure is already in place prior to this lesson?
• What was the teacher trying to do and how was she addressing the exploratory phase?
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WITH DATE…
• ONE is to focus on FINDING EVIDENCE of the EXPLORATORY PHASE.
• OTHER is to focus on FINDING EVIDENCE of INFRASTRUCTURE.
• USE handouts 4 and 5.
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Debriefing…
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Reflective Journal Writings:
OVERHEAD 6
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Session 2:“Planning is what you do before you do something, so that when you do
it, it is not all mixed up.”
-Winnie the Pooh
Session 2:“Planning is what you do before you do something, so that when you do
it, it is not all mixed up.”
-Winnie the Pooh
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Why does Peer Support Work?
(Teachers helping Teachers - 1985)
• Provides for positive reinforcement• Encourages continuation of effective
practices• “Nudges” new practices onto the agenda
rather than “shoving” them off• Private sense Common Sense• Lowers the stress and isolation feeling• Alters the experience of teaching teachers
become managers of their own experience.• Powerlessness and top-down impact of
mandates are replaced by inside-out change
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THREE mentoring GOALS
(Cognitive Coaching: A foundation for renaissance schools. – 2002)
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Components of a Good Mentor
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Pre-Observation Conference
FIND YOUR WEDNESDAY
DATE!!
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Pre-Observation Conference
• DVD of Mentor and Mentee– “Cindy”, grade 8 science, Fall River,
MA
• Handout #6• LOOK for:
a)Trust Buildingb)Questioning /Probes
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Building Trust/Mentor
LanguageQuestions/Probes
How did the mentor clarify concepts?
How did the mentor help the teacher focus
on potential misconceptions?
How does the mentor probe for specificity
in supporting the mentee’s goals for her own learning?
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Article Study…1. How did the teacher begin her unit on heat?2. How did the teacher use what she learned
about her student’s prior knowledge about heat?
3. What concepts about heat was the teacher trying to develop?
4. What might the teacher have done differently?
5. What are the implications of everyday language for the development of student’s science conceptual understanding?
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8 Sessions to go…
EACH TABLE:• REVIEW assigned session.• SUMMARIZE purpose and
procedure• Mentee Reflection and
Next steps
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Session 3:“You can
observe a lot by just looking
around.”-Yogi Berra
Session 3:“You can
observe a lot by just looking
around.”-Yogi Berra
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Session 4:“Communication
leads to community, that
is, to understanding, intimacy and
mutual valuing.”-Rollo May
Session 4:“Communication
leads to community, that
is, to understanding, intimacy and
mutual valuing.”-Rollo May
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Session 5:“The important
thing in science is not so much to
obtain new facts as to discover new ways of thinking
about them.”-Sir William Bragg, 1915
Session 5:“The important
thing in science is not so much to
obtain new facts as to discover new ways of thinking
about them.”-Sir William Bragg, 1915
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Session 6:“The most
important measure of how good a game
I played was how much better I’d
made my teammates play.”-Bill Russell, Boston Celtics
Session 6:“The most
important measure of how good a game
I played was how much better I’d
made my teammates play.”-Bill Russell, Boston Celtics
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Session 7:“Learning is not
attained by chance. It must be sought for
with ardor and attended to with
diligence.”-Abigail Adams, 1780
Session 7:“Learning is not
attained by chance. It must be sought for
with ardor and attended to with
diligence.”-Abigail Adams, 1780
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Session 8:“In the field of observation,
chance favors only the prepared mind.”
-Louis Pasteur
Session 8:“In the field of observation,
chance favors only the prepared mind.”
-Louis Pasteur
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Session 9:“Only in the vacuum
of a nonexistent abstract world can
movement or change occur without that
abrasive friction of conflict.”
-Saul Alinksy
Session 9:“Only in the vacuum
of a nonexistent abstract world can
movement or change occur without that
abrasive friction of conflict.”
-Saul Alinksy
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Session 10:“Anything
worth doing well is worth
doing slowly.”
-Gypsy Rose Lee
Session 10:“Anything
worth doing well is worth
doing slowly.”
-Gypsy Rose Lee
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Reflections of the Day…Reflections of the Day…THANK YOU THANK YOU
04/19/23 71
Donna WiseDonna Wise
[email protected]@esc7.net