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SAILS:AEuropeanperspec6ve

PaulvanKampenCASTeL,DublinCityUniversity

30thNovember2015

TEAMOF170EDUCATORS/RESEARCHERS/TEACHERS

TheSAILSCollabora6on

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ThroughtheseIBSEprojectsandotherresearch:•  studentsaremoreengagedininquiryclassrooms•  studentsaremoremo6vated,developingskills–socalled21stcenturyskills

•  teachersaremoreenthusedabouttheprac6ceandmanymoreopportuni6esarepresentedforfurtherlearningwithintheinquiryclassroom.Ø ChangesevidentinNa.onalCurriculaacrossEurope

Standingontheshouldersofgiants

Theinten.onalprocessofprovidingopportuni.eswherestudentsaredirectlyinvolvedin:diagnosingproblems,cri6quingexperimentsanddis6nguishingalterna6ves,planninginves6ga6ons,researchingconjectures,searchingforinforma6on,construc6ngmodels,deba6ngwithpeers,andformingcoherentarguments

ButwhatisINQUIRY?

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AndwhatisASSESSMENT?Assessmentisatermthatcoversanyac.vityinwhichevidenceoflearningiscollected–itcanhelptomakejudgementsaboutlearningbutmoreimportantly,itcanhelptoinformlearning.

•  Whatcangiveusinforma.on?Artefacts,dialogue,observa6on

•  Whencanwegetthisinforma.on?before,during,a\erac6vity

•  Whoassesses?student,peer,teacher

•  Whoisassessed?individuals,groups,class

Forma6veandsumma6veassessment(basedonHarlen2013)

Evidence/Data

Judgementoflevel/standardRapportof

standard

Nextlearningstep

Studentac6vityStudentac6vity

Summative assessment

Formative assessment

Students

Data collection related to goals

Data interpretation Decision on next step

Decision on activity

Criterion based Student based

Learning goals

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Bridgingthegapbetween21stcenturyskillsandIBSE

•  Strengthsof“tradi6onal”scienceeduca6on–  exper6se,expertknowledge(immediatelyapplicableinthegivencontexts)

–  contentrelatedskills(mechanicalrou6nes)–  domainspecificproblemsolving

•  Expecta6onsfromIBSE–  deeperunderstandingofoverarchingscien6ficideas–  scien6ficknowledgeapplicablebeyondagivencontext–  fosteringgeneralcogni6veskills,e.g.domain-generalproblemsolving

•  Challengesinimplemen6ngIBSE–  itcannotbereducedtoteachingafewinquiryskills–  itcannotbedonebyusingoldteachingrou6nes

AframeworkforSAILS

•  Disciplinarycontentknowledge–  Keyideas–  Conceptualdevelopment–  Learningprogression

•  Applica6onofscien6ficknowledge(scien6ficliteracy)–  Appliedareas–  Applica6onthroughtransfer

•  Reasoning–  Opera6onalreasoning–  Higherorderthinkingskills–  Scien6ficreasoning

•  Inquiries(content,process,skills)

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Developingassessmentunits/items

•  Whyteachthistopic?•  Backgroundinforma6on•  Learningenvironment•  Sampleac6vi6es

SAILSCriteriaforjudgment

•  Rubrics–  Asignificantnumberofcasesuserubrics–  Casesillustratethatthesameinquiryskillcanbeconceptualisedandenactedindifferentwaysandcontexts

–  3/4/5/6levelsdependingontopic,skill,country,context

•  Basisoflevels–  quan6ta6ve–numberofitems,ideas,variables–  qualita6ve–coherence,completeness,clarity,useofevidenceandreasoning(quality?)

–  Affec6ve–‘seems’/‘feels’–  Developmental(learningprogressions)ORsumma6ve

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MessagesfromSAILStoteachers•  Teacheradapta6onofthematerialisvaluedandexpected•  Mostaspectscanbeassessedinanytaskbutsometasks

lendthemselvesmorereadilytopar6cularaspects•  Teacherswouldbewisetochoose2-3aspectstofocuson•  Therearemanydifferentwaystoachieveanddemonstrate

thesameaspectoftheinquiryprocess–Manydifferentwaystoassess/makevisiblethesameaspect

•  Useavarietyofassessmenttools•  Studentinvolvementismostimportant•  Studentscanstruggletomakesenseofrubricdescriptors

andlevels•  Valueininterplayoffocusonindividuals,groups,class•  Teacherscansampletoinformprac6ce–youdon’tneedto

assesseverybodyallthe6me

TheSAILSprojecthasequippedteachersacrossEuropewithassessmentstrategiestoevaluateanumberofkeyIBSEskillsandcompetenciesdevelopedintheclassroom,

whenanIBSEmethodologyisadopted

SAILS

INQUIRY

TEACHEREDUCATIONASSESSMENT

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TeacherEduca6onProgrammes

•  Experienceinquiryandexperience/realiseassessmentopportuni.es

•  Supportteacherstriallinginschool-planning,implemen.ng,reflec.ng

•  Supportteachersdevelopingownunits/materials

•  BasedonSAILSUnits–  Teacherapproachandra6onale– ModesofAssessment–  Teacherjudgementsandcriteria–  Evidencecollected–  Feedbacktostudents

TeacherEduca6onProgrammes

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CommunityofPrac6ce

ThinkingAssessmentinScienceandMathema2csConference,Dublin2014

InquiryandAssessmentUnitsAcids,bases,saltsAllacidsareharmful–orarethey?ElectricityElectriccurrent–howdangerousisit?LightReflec.onandrefrac.on.WhatdoIseeinamirror?

Naturalselec2onWhatarenextgenera.ongenepools?Understandingnaturalselec.on.PolymersAreallplas.csthesame?ProofofthepuddingOp.misingtheperfectpudding–aninves.ga.ongoodenoughtoeat!SpeedHowfastcanIgo?HowfarcanIget?Howlongwillittakemetogetthere?Upthere...howisit?HowtoliveontheInterna.onalSpaceSta.on?WoodliceWhatarethelivingpreferencesofwoodlice(orothercreepycrawlies)?

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InquiryandAssessmentUnitsCollisionofaneggMechanicsinmo.on–whatfactorsaffectforcesandcollisions?Black2de–oilinthewaterOilinourwaters–cleaningupourmess!Floa2ngorangeWillitsinkorfloat?What'shappening?FoodandfoodlabelsGlobalwarmingGlobalwarming–howcanwecoolit?HouseholdversusnaturalenvironmentProtec.ngourenvironment–whichdetergentshouldIuse?Plantnutri2onPhotosynthesis–howdoplantsgrow?Reac2onratesWhywaitformyvitaminCtablettodissolve–howcanIsave.me?Ultravioletradia2onUVradia.on–Totanornottotan?Whichisthebestfuel?Hotstuff–whatarethecharacteris.csofdifferentfuels?

2,500teachershaveamendedTEPprogrammes:•  integrateteaching,learningandassessment•  adaptassessmentstrategiestosuittheirpar6cularclassroomandcontext

•  iden6fyarangeofassessmentopportuni6es,andselect‘fitforpurpose’

•  adoptdifferentassessmentstrategiestoshowbenefitsofinquiry

•  realiserelevanceallacrossEurope•  promotestudentengagement

Ø Teachersareempoweredandmo.vatedbySAILSapproach

Impact

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0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Exp1-pre Exp1-post Exp2-pre Exp2-post Exp3-pre Exp3-post Exp4-pre Exp4post

Changesinexperience

“Inyourexperiencewithinquirybasedteaching,doyouconsideryourselftohave:”1.  no/hardlyanyknowledgeaboutIBSE2.  someknowledgeaboutIBSEbutnoprac6calexperience3.  some/limitedexperiencewithIBSEinclass4.  goodknowledgeofandregularlyuseIBSEinclass

Changesinunderstandingofinquiry&assessment(scale1-5)

pre post10.Ihaveacomprehensiveunderstandingofinquiry-basedscienceeduca6on

3.15 4.00

11.Ihaveacomprehensiveunderstandingofmyroleasateacherinaninquiryclassroom

3.31 4.09

12.Ihaveacomprehensiveunderstandingoftheroleofthestudentsinaninquiryclassroom

3.40 4.11

13.Iamconfidentusingmul6pleassessmentmethods 3.38 3.67

14.Ihaveacomprehensiveunderstandingofthenatureofassessmentinaninquiryclassroom

3.04 3.82

15.InaninquiryclassroomIcaneasilyhighlightstrengthsandweaknessesofapar6cularstudent’swork

3.14 3.72

35.Igivestudentsopportuni6estorespondtomyfeedback

3.80 4.01

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Changesinconfidencewithassessinginquiryprac6ces

•  Par6cipants’confidencewithassessingwithinquiryprac6cesincreasedsignificantlyfollowingtheteachereduca6onprogrammes.

•  Par6cipants’confidencefromexperiencelevels1,2and3changedmorethanthosefromexperiencelevel4,astheyweremoreconfidentini6ally.

Classroomrecordingsandteacherinterviews

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TeachercommentsonTEP

„Ihavechargedmybamerieshere”„Youhavekickedmeofffrommydailyrou6ne”„Fantas6cmethod!Willbeverymo6va6ngformystudents”„Iamsurprisedsomuchcanbedonewithoutexpensiveequipment”„Ihavelearnedalotofsimple,goodexamplesIwillbeabletouseimmediately”„Takingdifferentroleswasaverys6mula6ngandthought-provokingwayoflearning”

„Youhaveopenedmyeyes!”

NewsfromGreece•  Threeteachersfromaschoolusedinquirybasedmethodandassessmentmethodsintheirteaching&learningprac6ce.Theydidnotjustre-useSAILSbuttheyenrichedexis6ngscenarioswhichtheysharedwiththeschoolteachers’community.

•  TheywereawardedaprizebytheIns6tuteofEduca6onalPolicyoftheGreekMinistryofEduca6onforthosescenarioswhichhavebeenuploadedintheAesopPlatorm(hmp://aesop.iep.edu.gr/)asbestprac6ces.

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ASteelParkinSlovakia•  In2013aSteelParkwasbuiltwithinaEuropeanCityofCultureProjectinKošice

•  Morethan50exhibitsdemonstratethestoryofsteel,fromviewpointsofmetallurgy,geology,physics,chemistry,safety,engineering

•  Ithasaninquirysciencelab•  SAILSteachersdesignedtheac6vi6esandself-assessmenttoolsandleadthem

•  3000uppersecondaryschoolstudentshavepar6cipated

•  Theteachingmaterialsareavailabletoteachers

OneIrishteacher’stale•  Amid-to-latecareerteachercametotheSAILSworkshopslookingforwaystorevivehisteachingthathefelthadbecomestale.

•  Lessthanamonthintothenextschoolyear,heandacolleaguehadsetupaScienceclubforstudentsofthatagegroup,thatmeetsweeklytodoextracurricularscience-relatedac6vi6es.

•  Togetherwiththewoodworkteacherhehadletstudentsconstructathree-dimensionalfoodpyramidandpopulateitthemselveswithfooditemsfromthesupermarket.

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Na6onalTeacherConferencesPoland 19th–20thJune2015UK 9thOctober2015Greece 27th–28thNovember2015Sweden/Denmark 30thNovember2015

AcademicConferencePresenta6ons•  1stInterna6onalBal6cSymposiumonScienceandTechnology,Lithuania

•  6thEurovarietyinChemistryEduca6on,Tartu•  GIREP-EPEC,Wroclaw•  AAPTSummermee6ng,Maryland•  ESERAconference,Helsinki•  Scien6xNa6onalConferencePoland•  16thENECConference,Portugal•  ConferenceonEduca6onalAssessment2015•  BERA,Belfast

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Stakeholderevent18thNovember2015EuropeanParliamentHostedbyMEPSeanKellyStakeholdersandpolicymakersfromallcountries

Legacywebsite

•  hmp://results.sails-project.eu