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![Page 1: Session 3 Coaching Continuum and Effective Instruction Planning and Questioning Presented by Dr. Ava D. Rosales, Instructional Supervisor Heriberto “Eddie”](https://reader030.fdocuments.in/reader030/viewer/2022032722/56649f445503460f94c65066/html5/thumbnails/1.jpg)
Session 3Coaching Continuum and
Effective InstructionPlanning and Questioning
Presented byDr. Ava D. Rosales, Instructional Supervisor
Heriberto “Eddie” Bonet, Curriculum Support Specialist
Miami-Dade County Public SchoolsDivision of Mathematics, Science and Advanced
Academic Programs
Science Leaders DialogueCOACHES
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Welcome
Make a Name Tent and include:
•NAME•SCHOOL•One “aha” (eye-opening) moment that resulted from the Interim and Quarterly assessment
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Source: Wordle.net
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Support coach model to improve instruction and student achievement:
Model the importance of Planning
Facilitate movement from Engage to Explain in the 5-Es
Develop quality questioning techniques
Outcomes/Goals
04/18/234M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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Collaborative
Ownership into action
Actively participate
Consensus building
Helpful •Electronic devices
•Restrooms
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An Instructional Coach Serves
as a professional development liaison within the school to support, model, and continuously improve the instructional programs to assure academic improvement for ALL students.
as a stable resource at the school site to support high quality implementation of research-based instruction.
as a mentor in developing ideal content-rich classrooms
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A Coaching Continuum
Coaching duties take many forms including:
Facilitating Workshops
Providing Demonstration Lessons; Co-teaching; Observing, Conferencing, and Debriefing
Facilitating “teacher self-discovery”The constant in all of these activities is that they lead to better instructional practices and higher student
achievement…
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Facilitate astudy group
to investigatecommoninterest topics
to improveinstruction
and studentachievemen
t
Facilitateaction
research toseek
resourcesafter
reflectionto improveinstruction
andstudent
achievement
Highly directive… Highly reflective…
Facilitate aworkshopor sessionto improveinstruction
and studentachievement
Provide anobservation
lesson to improve
instruction and
studentachievement
withfeedback andcollaborative
input
Co-teach withcolleague to
improve instruction
and studentachievement
basedon mutually
agreedupon learning
goalsand successindicators
Confer,observe,
anddebrief toimprove
instructionand
studentachieveme
nt
Coaching Continuum
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Planning for Instruction Science Grades 6 - 8
A grant funded by the USDOE and awarded by the FLDOE Mathematics and Science Partnership Initiative. Presentation developed by Florida PROMiSEPartnership to Rejuvenate and Optimize Mathematics and Science Education 04/18/239
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Just as an actor focuses on his script and a musician on the score, so must a teacher
focus on a lesson plan.
Teaching Secondary School Mathematics: Techniques and Enrichment Units
Posamentier and Stepelman, 1995, p. 21
Planning for Instruction
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Just as an actor focuses on his script and a musician on the score, so must a teacher
focus on a lesson plan.
Teaching Secondary School Mathematics: Techniques and Enrichment Units
Posamentier and Stepelman, 1995, p. 21
Planning for Instruction
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Why have lesson plans?
Planning for Instruction
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To help teacher organize thoughts and materials needed for lesson (learning activity, teaching strategy, and assessment instrument).
To ensure that teacher actually teaches the required curriculum (including standards required by law).
To assist the teacher to become a more reflective decision maker.
Why have lesson plans?
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The quality of the lessons you deliver is the essence of
teaching.
Why have lesson plans?
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The best lessons contain a clear purpose, actively engage the
students, cater to various learning styles, and challenge the students with higher level
questions.
What Great Lesson Plans Look Like
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There are three levels of lesson planning:
Long-term planning
Short-term planning
Daily planning
Levels of Planning:
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Subject content
Reading in the content area
Curriculum mapping
Integration of multiple subject areas
What do you want students to know when they complete the day, semester, or year lesson(s)?
Considerations when Planning
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Science teachers also need to know how to plan for:
Laboratory activities
Teaching controversial issues such as evolution
Lab safety
The use of science-specific graphic organizers.
Considerations when Planning
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How you teach is also an important consideration when planning.
Teachers tend to teach the way they were taught.
Different students learn different topics in different ways, so it is important to include a mix of teaching techniques in your lesson plans.
Instructional Strategies
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How were you taught?
How do you think you
learn best?
What are some other instructional strategies that might have been used?
Instructional Methods
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Direct instruction
Cooperative learning groups
Inquiry (structured, guided, open)
Peer teaching
Concept maps / mindmaps
Learning centers
Problem / community based
Using Different Instructional Methods
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Some of most effective science lessons are based on inquiry learning, where the locus of control shifts from the teacher to the students.
Inquiry lessons lie on a continuum from structured to free.
Inquiry Learning
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A real-world problem provides context and motivation for students to learn scientific content.
Learning is shaped by the student (inquiry) while the teacher acts as a guide, helping with content and metacognitive skills
Problem-Based Learning (PBL)
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Cooperative groups can contribute to better comprehension, higher scores and higher satisfaction.
Group lessons must be well organized to be effective.
Group work is not simply an excuse for the teacher to do something else.
Cooperative Groups
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Cooperative learningPeer responseThink-pair-shareDiscussion circlesPaired problem solvingReciprocal teachingJigsaw
Types of Group Work
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Random—numbering off, matching pictures, etc
Purposeful—using set criteria, i.e., high/low achievers, male/female, etc.
Studies have shown that diverse groups are best. It is also a good idea not to keep the same groups repeatedly.
Choosing Group Members
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Lab rolesMaterials Manager (MM)
The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.
Roles and responsibilities:
The only person allowed to be out of their seat to pick up needed materials
Organizes materials and/or equipment in the work space
Facilitates the use of materials during the investigation
Assists with conducting lab procedures Returns all materials at the end of the lab to the designated area
Safety Director (SD) The safety director is responsible for enforcing all safety rules and conducting the lab.
Roles and responsibilities:
Assists the PD with keeping the group on-task Conducts lab procedures Reports any accident to the teacher Keeps track of time
Assists the MM as needed.
Project Director (PD) The project director is responsible for the group.
Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the
teacher Shares summary of group work and results with the class
Technical Manager (TM) The technical manager is in charge of recording all data.
Roles and responsibilities:
Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures
Assists with the clean up
Project Director (PD) The project director is responsible for the group.
Roles and responsibilities: Reads directions to the group Keeps group on task Is the only group member allowed to talk to the
teacher Shares summary of group work and results with the class
Technical Manager (TM) The technical manager is in charge of recording all data.
Roles and responsibilities:
Records data in tables and/or graphs Completes conclusions and final summaries Assists with conducting the lab procedures
Assists with the clean up
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Leader / recorder / speaker / materials (go-getter)
Facilitator / recorder / reporter / data processor
Other group roles may include tasks such as timer, illustrator and so on.
Assigning Roles
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Remember, there is no “magic” new instructional method that will work in every situation.
Incorporate a variety of teaching methods into your lessons.
Instructional Methods - Review
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Multiple Intelligences
04/18/2330
expectumf.umf.maine.edu
M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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Intelligence Teaching ExampleBodily-Kinesthetic act out the movement of the solar system as a
class
Interpersonal work in research teams to solve a problem
Verbal-Linguistic write a story about a cell in your bloodstream
Logical-Mathematical
collect and analyze data from an experiment
Naturalistic grow plants in various places in and out of the classroom
Intrapersonal write about which animal you would like to be, how you would live, and why
Spatial draw what you see under a microscope
Musical observe sound waves of sand on a drum
Multiple Intelligences
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Short-term or unit plans:
Expand on one curriculum topic.
Developmentally sequence the topics of the unit.
Include content, teaching strategies, and assessment instruments.
Reflect the Next Generation Sunshine States Standards - Big Ideas and Benchmarks.
Short-Term or Unit Planning
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04/18/2333
Pacing GuideSAMPLE UNIT PLAN
M-DCPS Division of Mathematics, Science and Advanced Academic Programs
MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide
M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001
Curriculum and Instruction - Science Page 1 of 1
BODY OF KNOWLEDGE: P: Physical Science TOPIC VI: Chemical Properties and Changes of Matter
NEXT GENERATION SUNSHINE STATE STANDARD(S)
ESSENTIAL CONTENT OBJ ECTIVES INSTRUCTIONAL TOOLS
Big Idea 8: Properties of Matter SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA (D.O.K: Low) SC.8.P.8.9 Distinguish among mixtures (including solutions) and pure substances. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts. Assessed as SC.8. P.8.5 (D.O.K: Moderate) SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. Assessed as SC.8. P.8.5 (D.O.K: Moderate)
Big Idea 9: Changes in Matter SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High) SC.8.P.9.2 Differentiate between physical changes and chemical changes. AA (D.O.K: Moderate) SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. Assessed as SC.8.P.9.2 (D.O.K: High)
Big Idea 1: The Practice of Science SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA (D.O.K: High) SC.8.N.1.2 Design and conduct a study using repeated trials and replication. Assessed as SC.7.N.1.2 (D.O.K: Moderate) SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence changes of matter. Assessed as SC.6.N.2.2 (D.O.K: Moderate)
A. Compounds 1. Acids
a. pH b. . Examples
2. Bases
a. pH b. b. Examples
3. Salts
B. Mixtures and Solutions
1. Similarities 2. Differences
C. Chemical Changes
1. Indicators 2. Examples 3. Temperature Effects 4. Similarities and Differences
to Physical Changes 5. Conservation of Mass
Differentiate among pure substances, mixtures, and solutions.
Describe how elements combine in a multitude of ways to produce compounds that make up all living and nonliving things.
Compare, contrast, and classify the properties of compounds, including acids and bases.
Explain the pH scale.
Determine the pH of common substances.
Identify common examples of acids, bases, and salts.
Identify mixtures and solutions that include components of different states of matter (e.g., gas dissolved in liquid).
Classify changes in matter as chemical or physical.
Investigate chemical changes and describe indicators that signify a chemical change has taken place.
Identify examples of chemical changes.
Investigate and describe the effect of temperature on chemical changes.
Compare and contrast physical and chemical changes.
Demonstrate that mass is conserved in ordinary chemical reactions.
Describe the motion of particles in solids, liquids, and/or gases.
Distinguish between exothermic and endothermic reactions.
Core Text Book: Pearson Interactive Science Florida Ch 8.3 ; Ch. 9.2 – 9.3; Ch. 10; Ch. 11 and Ch. 12 Vocabulary: homogeneous, heterogeneous, element, compound, mixture, solution, acid, base, indicator, salt, precipitate, reversible, endothermic, exothermic, temperature, chemical property, physical property, chemical reaction, chemical change, reactant, product, physical change, chemical formula, subscript, coefficient, pH, acidity, basicity, theory, model, conservation of mass Technology: Pearson: My science online 1. GIZMOs: Temperature and Particle Motion; pH Analysis; pH
Analysis: Quad Color Indicator ; Freezing Point of Salt Water 2. Chemical versus Physical Properties and Changes Strategies: KWL, 5 E model, cooperative groups, re-teaching, CRISS, demonstrations, student centered, JASON (see p. 2) o ELL: o Enrichment: o SPED: Assessment: Formal/Authentic; Oral assessment, free form or concept map, Formative Assessment The Rusty Nails (V ), Earth’s Mass (V3), Lemonade (V1), Sugar Water (V4) Labs: 1. TX LabZone Quick lab: Ch. 8-Physical and Chemical
Changes; Ch. 10 –Sharing Electrons; Ph One Home; Ch 11 - Separating Mixtures; Scattered Light; Predicting Rates of Solubility; Ch. 12 -Observing change; Is Matter Conserved?
2. TX LabZone Lab: Speedy Solutions (Ch.11) 3. Change Matters (EL) 2. Chemical Change in a Bag (EL) 3. Law of Conservation of Matter 4. SMILE Program Chemistry Index 5. Acids and Bases Lesson Plans 6. Acid-Base Tea Party (Demo) 7. Properties of Mixtures and Solutions 8. Conservation of Matter and Balancing Chemical
Related Program: Science Fair
Pacing Date(s) Traditional 12 days 10-31-11 to 11-16-11
Block 6 days 10-31-11 to 11-16-11
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Developing an Effective Daily Lesson Plan
Plan for conceptual understanding.
Use discovery, collaborative, and inquiry learning.
Use authentic assessment that evaluates what you taught.
Instructional Planning
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The 5 Es model is an instructional model based on the constructivist approach to learning.
The 5 Es allows students and teachers to:
experience common activities use and build on prior knowledge and experience construct meaning continually assess students’ conceptual understanding
Rationale for Using the 5 E Model
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The 5E Model – One Effective Approach
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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Engage
Questions to Stimulate Student Thinkingand Accountable Talk
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Questions to Stimulate Student Thinking
and Accountable Talk
To encourage students' reasoning about mathematics and science, and to involve them in higher-order thinking processes, teachers must be adept at posing clarifying and provocative questions.
Florida Curriculum Framework, p. 146
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Helping students work together to make sense of mathematics or science:
"What do others think about what Sam said?"
"Do you agree? Disagree?"
"Does anyone have the same answer but a different way to explain it?"
"Would you ask the rest of the class that question?"
"Do you understand what they are saying?"
"Can you convince the rest of us that makes sense?"
Questions to Stimulate Student Thinking
and Accountable Talk
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Helping students to rely more on themselves to determine whether something is correct:
"Why do you think that?" "Why is that true?" "How did you reach that conclusion?" "Does that make sense?“ "Can you make a model to show that?"
Questions to Stimulate Student Thinking
and Accountable Talk
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Helping students learn to reason:
"Does that always work?"
"Is that true of a counter example?"
"How would you support/demonstrate that?"
"What assumptions are you making?"
Questions to Stimulate Student Thinking
and Accountable Talk
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and Advanced Academic Programs
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Helping students learn to conjecture, invent, and solve problems:
"What would happen if...?"
"Do you see a pattern?"
"What are some possibilities here?"
"Can you predict the next one? What about the last one?"
"How did you approach the problem?"
"What decision do you think he should make?"
"What is alike and what is different about your method of solution and hers?"
Questions to Stimulate Student Thinking
and Accountable Talk
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Helping students to make connections within the content, between content areas, and to the real world
"How does this relate to...?"
"What ideas that we have learned before were useful in solving the problem?"
"Have we ever solved a problem like this one before?"
"What uses of mathematics [science] did you find on the news/Internet/television last night?"
"Can you give me an example of ... in the real world?"
Questions to Stimulate Student Thinking
and Accountable Talk
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REMEMBERQuestions drive the
inquiry process.
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What’s the difference between a
fish and a submarine?One has lettuce and tomato and one has
tarter sauce!
What Are They Thinking?
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UsingFCAT 2.0 Test Item SpecsPacing GuideQuestion Stem Worksheet
Benchmarks:SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4SC.8.P.9.2 (AA); SC.8.P.8.1; SC.8.P.8.5 (AA) SC.8.P.9.1; SC.8.P.9.3SC.8.L.18.4; SC.8.L.18.1; SC.8.L.18.2;
SC.8.L.18.4;
Develop Essential Questions
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UsingFCAT 2.0 Test Item SpecsPacing GuideQuestion Stem Worksheet
Benchmarks:SC.7.N.1.5 (AA) SC.7.E.6.2 (AA) SC.7.N.1.3 SC.7.E.6.1
SC.7.E.6.3SC.7.P.11.1 SC.7.E.6.4 (AA)
Develop Essential Questions
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Use Item SpecsPacing GuideQuestion Stem Worksheet
BenchmarksSC.6.N.1.1 SC.6.E.6.1 SC.6.P.11.1SC.6.N.1.2 SC.6.E.7.4
SC.6.P.13.1(AA)SC.6.N.1.4 SC.6.P.13.2SC.6.N.2.2 (AA)
SC.6.P.13.3(AA)
Develop Essential Questions
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The 5E Model – One Effective Approach
How will students’ interest be captured?
Make connections between what has been learned and what will be learned
Focus student thinking
Mental engagement
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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The 5E Model – One Effective Approach
What exploration experience will be used?
Provide common base of experiences
Identify and develop current concepts, processes, and skills through exploration of environment, materials, tools, etc.
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
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EXPLORE: Inquiry: Hands-on/Minds-on
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The 5E Model – One Effective Approach
How will students communicate the results of
their explorations?
Focus on particular aspects of the engagement and exploration
Students communicate conceptual understanding and demonstrate skills
Introduction of common language base
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2352M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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Interim and Q1 Data Analysis
• Review the inquiry activities and indicate opportunities to reteach and/or incorporate secondary benchmarks (REMEMBER Fair Game)
• Identify secondary benchmarks using assessment data
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EXPLORE: Grade 8Inquiry: Hands-on/Minds-on
Is a New Substance Formed? (Inquiry Warm-up)
Law of Conservation of Matter (CPALMS)
Are You Part of a Cycle? (Warm-up)
Following Water (Quick Lab)
Chapter 13 (Warm-up/Quick Lab Cluster)
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EXPLORE: Grade 7Inquiry Hands-on Minds-on
What’s in a Rock? (Inquiry Warm-up)Classifying Rocks (EL)Density Driven Fluid Flow (EL)Fossils and the Law of Superposition
(EL)
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EXPLORE: Grade 6Inquiry: Hands-on/Minds-on
How Do Glaciers Change the Land? (Inquiry Warm-up)
Shaping a Coastline (Quick Lab)Bouncing Ball (JASON)Building a Rollercoaster (EL)
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The 5E Model – One Effective Approach
How will students communicate the results of
their explorations?
Focus on particular aspects of the engagement and exploration
Students communicate conceptual understanding and demonstrate skills
Introduction of common language base
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/23
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The 5E Model – One Effective Approach
How will students apply their knowledge to a new
situation?
Challenge and extend conceptual understanding
Practice skills and behaviors
Development of deeper and broader understanding
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2358 M-DCPS Division of Mathematics, Science and Advanced Academic
Programs
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The 5E Model – One Effective Approach
How will students demonstrate their new
understanding and skills?
Students assess their understanding and abilities
Opportunity for teacher to evaluate student progress toward achieving the educational objectives
Informs future instructional decisions and lesson plans
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy 04/18/2359M-DCPS Division of Mathematics, Science and Advanced Academic Programs
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The 5E Model – One Effective Approach
Bybee, R. and the Biological Sciences Curriculum StudySee Bybee (1997) Achieving Science Literacy
Assess
Assessment takes
place at eachstage and informs
instructional decision-making.
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Instructional materials
Manipulatives Virtual technology
References
Textbooks Websites Journals Colleagues
Resources for Your Lesson Plan
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INSTRUCTION
How are wegoing to get themto know it?
CURRICULUMWhat do wewant kids toKnow and be able to do?
ASSESSMENT
How are wegoing to knowthey know it?
Blurring the Boundaries of CIA Creates A FOCUS on the LEARNER
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Ready…
Aim…
SHOOT!
Photos from worldofstock.com
Curriculum
Assessment
Instruction
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What Do We Want Kids to Know?Remember: Fair Game Principle and Opportunities to Embed
BOK – Life ScienceBig Idea 18: Matter and Energy Transformations
SC.8.L.18.4 (AA); SC.8.L.18.1; SC.8.L.18.2; SC.8.L.18.4
BOK – Nature of ScienceBig Idea 1: The Practice of Science
SC.8.N.1.1; SC.8.N.1.6; SC.8.N.1.3; SC.8.N.1.4 [Fair Game: SC.6.N.1.3; SC.7.N.1.3; SC.7.N.1.4]
BOK – Physical ScienceBig Idea 8: Properties of Matter
SC.8.P.8.5 (AA); SC.8.P.8.1Big Idea 9: Changes in Matter
SC.8.P.9.2 (AA); SC.8.P.9.1; SC.8.P.9.3
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04/18/2365M-DCPS Division of Mathematics, Science and Advanced Academic Programs
Reporting Categories
Benchmarks Assessed DescriptionBenchmark
Status
The Nature of Science
SC.8.N.1.1Annually Assessed
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriatereference materials to support scientific understanding, plan and carry out scientificinvestigations of various types, such as systematic observations or experiments,identify variables, collect and organize data, interpret data in charts, tables, andgraphics, analyze information, make predictions, and defend conclusions. (Alsoassesses SC.6.N.1.1, SC.6.N.1.3, SC.7.N.1.1, SC.7.N.1.3, SC.7.N.1.4, SC.8.N.1.3,and SC.8.N.1.4.)
The Nature of Science
SC.8.N.1.1Also
Assesses
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate referencematerials to support scientific understanding, plan and carry out scientific investigationof various types, such as systematic observations or experiments, identify variables,collect and organize data, interpret data in charts, tables, and graphics, analyzeinformation, make predictions, and defend conclusions.
The Nature of Science
SC.8.N.1.1Also
AssessesSC.6.N.1.3 Explain the difference between an experiment and other types of scientificinvestigation, and explain the relative benefits and limitations of each.
Next Generation Sunshine State StandardsGrade 8 Science Benchmarks Assessed by the FCAT 2.0
Click here to return to sheet selection interface
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How Are We Going to Know They Know It?
Sample problem from 8th grade FCAT Sample Testhttp://fcat.fldoe.org/fcat2/fcatitem.asp#download
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Ethan is observing chemical and physical properties of a substance. He heats up a substance and observes that the substance turns from a brown solid to a black powder. He refers to several chemistry journals that claim this represents a chemical reaction. From his observation and research, he concludes that the substance goes through a chemical change when heated. How can Ethan best defend his conclusion? A. by demonstrating that the substance will eventually melt if the temperature continues to increase B. by verifying that the substance is now made up of different molecules than before it was heated C. by verifying that the substance is made up of only one type of element D. by demonstrating that the substance is less dense after it is heated
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How Are We Going to Teach Them so
They Know It?
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Just as no performer enjoys playing the same role day in and day out, so no student enjoys sitting for the same type of lesson every day. It kills initiative and dulls the imagination.
Variety is what makes the learning process, as well as the teaching aspect of that process, a pleasant one.
Teaching Secondary School Mathematics: Techniques and Enrichment Units Posamentier and Stepelman, 1995, p. 21
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Where are We on the Inquiry Continuum
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http://flpromise.org
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Assessment reminder• Interim Assessments – Grade 8 and Biology
– Baseline, Fall and Winter administration– Change this year: assesses all Annually Assessed
benchmarks on each test
• District Quarterly Science Benchmark Assessment s in grades 6, 7 and Earth Space– Pretest, Quarter 1, Quarter 2, Quarter 3, Quarter 4
and Posttest– Aligned to Pacing Guides
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Florida Achieves – Focus
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Science Voyager www.fcatexplorer.com
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K-12 Science Vocabulary Aligned to Content & Performance Standards
• Over 1,100 definitions to support individual
state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy
toggle between languages • for each concept (capable of supporting
additional languages) • Building vocabulary and the body of science
knowledge using visuals • and interactive media • Developing methods of scientific inquiry with
the help of over 240 digital experiments
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Assessment Resources: ExamViewhttp://it.dadeschools.net
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Levels of Complexity
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Facilitate astudy group
to investigatecommoninterest topics
to improveinstruction
and studentachievemen
t
Facilitateaction
research toseek
resourcesafter
reflectionto improveinstruction
andstudent
achievement
Highly directive… Highly reflective…
Facilitate aworkshopor sessionto improveinstruction
and studentachievement
Provide anobservation
lesson to improve
instruction and
studentachievement
withfeedback andcollaborative
input
Co-teach withcolleague to
improve instruction
and studentachievement
basedon mutually
agreedupon learning
goalsand successindicators
Confer,observe,
anddebrief toimprove
instructionand
studentachieveme
nt
Coaching Continuum
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Submit Signed and Completed Action Plan
Submit by email:[email protected]
Email Subject: Follow-up Coach 3File Name: Participant name Coach
3
Follow-up
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Contact information:
Dr. Ava D. Rosales, Instructional [email protected] 305-995-4537
Mr. Heriberto “ Eddie” Bonet, Curriculum Support Specialist
[email protected] 305-995-3136