ELI and the Iowa Core CurriculumELI and the Iowa Core Curriculum

What you really need to Know!What you really need to Know!

Developed by the GPAEA ELI Team

Objectives

• Experience inquiry learning/teaching for conceptual change

• Learn about research in science and inquiry teaching• Connections:

Iowa Core CurriculumState Initiatives in math, reading, and scienceITED/ITBS/ACTEvery Learner Inquires (ELI- state science

initiative)Inquiry Science Workshops

How People Learn ResearchKEY FINDING #1:Students come to the

classroom with preconceptions of the way the world works.

If their initial understanding is not engaged, they may fail to grasp the new concepts and information they are taught.

IMPLICATIONS FOR INSTRUCTION:

Teachers must draw out and work with pre-existing understandings that their students bring to the classroom.

How People Learn Research

KEY FINDING #2To develop competence in

an area of study, students must: have a deep foundation of

factual knowledge understand facts and big

ideas within a contextual framework

organize knowledge in ways that facilitate retrieval and application

IMPLICATIONS FOR INSTRUCTION:

Teachers must teach some subject matter in depth providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.

How People Learn Research

KEY FINDING #3A "metacognitive

approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

IMPLICATIONS FOR INSTRUCTION:

The teaching of metacognative skills should be integrated into the curriculum in a variety of subject areas.

Premise for ALL teachingAll students must

acquire deep and flexible understanding of complex content

be able to formulate and test hypothesesanalyze informationRelate one part of their learning to another

From Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson, 2007

Local Efforts:Iowa Department of Education

Biotechnology Curriculum Workshop

• This event brought together 5 industry representatives, 4 college representatives and 15 high school teachers from Area 15.

• The goal of this one day workshop was to discuss curriculum gaps that block the delivery of bioscience education and the industry needs left unmet by these gaps.

• The workshop was facilitated by Bill Swim, Ph.D. of Ruth Consulting Group.

Workshop Focus

• The purpose of these discussions was to identify the skills employees must possess to meet industry needs;

• Following the identification of skill sets, the educators were to begin discussions on ways that such skills sets/needs could be met by secondary or post-secondary education.

Urgent Needs Identified: Based on Local Industry Input

• Troubleshooting and problem solving skills • Mechanical aptitude• Teamwork and good communication skills • Math• Career education (student awareness of what

jobs are available)• Finishing tasks• Communication skills

Participant Solutions

• Use of inquiry-based approaches to science education.

• Design cross-curricular activities, where students must apply material learned in one class to assignments in another class

• Increased use of communication through written reports, oral presentations and/or demonstrations

Research on Inquiry

• Inquiry-based programs at the middle-school grades have been found to generally enhance student performance, particularly as it relates to laboratory skills and skills of graphing and interpreting data.

• Inquiry-related teaching is effective in fostering scientific literacy and understanding of science processes, vocabulary knowledge and conceptual understanding, critical thinking, higher achievement on tests of procedural knowledge , and construction of mathematical knowledge.

• Inquiry-oriented teaching may be especially valuable for many underserved and underrepresented populations. In one study, language-minority students were found to acquire scientific ways of thinking, talking, and writing through inquiry-oriented teaching .

• Inquiry based instruction enhances student performance and attitudes about science and mathematics.

Research on Inquiry

• “Science content has been found to be particularly engaging for language learners.

• Inquiry-based science instruction has been shown to increase vocabulary, not only directly related to science content, but fluency as measured by standard language tests.”

Exemplary Teacher Research

According to research, exemplary teachers ensure that activities are set up to allow students to be physically and mentally involved in the academic subjects.

Activities are based on the use of materials to investigate questions and solve problems.

Constructivist Approach

The learner does the learning- content is not “transmitted”, it is constructed.

A student’s understanding is dependant on their experiences with the concept

Students must do the intellectual work themselves- see the patterns and derive the relationship.

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching, ASCD, 2007

What does the Research mean?• Children develop ideas about nature from their personal

observations and experiences.• Science concepts may be counterintuitive to observations.

– Sunrise, Sunset– Photosynthesis– Heat & Temp

• Teaching for conceptual change must occur before prior knowledge is transitioned into new learning.

• Deeper understanding is achieved when students reorganize their ideas by experiencing investigations and sharing their ideas with others.

NCTM Standards

Inquiry is one of the most important contexts in which students learn mathematical concepts and knowledge: by exploring, conjecturing, reasoning logically, and evaluating whether something makes sense or not.

During discourse, students develop ideas and knowledge collaboratively, while the teacher initiates and orchestrates discussion to foster student learning.

This collaboration “models mathematics as it is constructed by human beings: within an intellectual community” (NCTM, 1991).

Formative Assessment and the State Initiatives

Links between State Initiatives

Iowa Core Curriculum

Iowa Core Curriculum

Aligned to provide an effective curriculum

ICC Implementation: Top 10

1. Teachers make the difference2. It is about the success of all students3. The expectation is that all students learn at high levels4. It is about the alignment of teaching, assessment, content

AND the desired depth of understanding at the classroom level

5. Evidence of success comes from assessments6. Implementation of the Core is a continuous process7. Teacher leadership and involvement is critical8. Implementation should honor and extend prior work in

curriculum and instruction9. The community should be a part with the school focused on

21st Century skills10.The AEA Network is there to help

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ICC Timeframe

2008-2009 2009-2013 2014-2015 & Beyond

Leadership Capacity Building

Planning

&

Implementation

Full Implementation

&

Continuous Improvement

22

ITEDIowa Test of Educational Development (Secondary)

23

ITBSIowa Test of Basic Skills (Elementary)

These tests provide informationabout student’s abilities to:

Use science content knowledge.

Apply principles of scientific inquiry.

Interpret and evaluate scientific

information.

Questions are based on reading descriptions of scientific investigations and their results.

These descriptions come from a variety of science content areas.

The ability of the students to understand these descriptionsdepends on their:

Background knowledge Reading skills.

HOWEVER! “the recall of highly specific content information plays a limited role . . . to correctly respond to the test questions”.

2001 ITED2001 ITEDAnalysis of Science by ProcessAnalysis of Science by Process

Classification of QuestionsLevel

15 16 17/18

Interpreting Information 17 21 19

Analyzing Scientific Investigations

20 18 18

Analyzing and Evaluation Information

11 9 11

Total 48 48 48

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2001 ITBS2001 ITBSAnalysis of Science QuestionsAnalysis of Science Questions

Classification of QuestionsLevel

10 11 12 13 14

Scientific Inquiry 12 14 18 20 21

Life Science 10 9 8 7 7

Earth and Space Science 7 8 7 7 6

Physical Science 5 6 6 7 9

Total 34 37 39 41 43

The Questions ask students to:

– Identify the research question of interest in an investigation.

– Select the best design to answer a research question.

– Recognize appropriate conclusions that can be drawn from the results of an investigation.

– Evaluate the adequacy of experimental procedures.

– Distinguish among hypotheses, assumptions, and observations.

ACT and Inquiry

Research says

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“Students’ comprehension of text improves when they have had hands-on experience with the concept.”

ACT

Our belief in the importance of developing thinking skills was a key factor in the development of the ACT.

32

ACT

“In our increasing complex society, students’ ability to think critically and make informed decisions is more important than ever.” 33

ACT“More than ever before, students in today’s classrooms face a future where they need to adapt quickly to change, to think about issues in rational and creative ways,to cope with ambiguities, and to apply information to new situations.”

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“Classroom teachers are integrally involved in preparing students for their futures. Such preparation must include the development of thinking skills such as problem solving, decision making and inferential and evaluative thinking.”

35

ACT

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•Interpretation of data

•Scientific investigations

•Evaluation of models,

•inferences, and experimental results

37

ACT Questions require abilities and understandings about:

•Solve problems

•Grasp implied meanings

•Evaluate ideas

•Make judgments

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ACT questions are designed to determine how skillfully students:

ACT Questions are conveyed in three formats:•Data representation

•Research summaries

•Conflicting viewpoints

Research summary format

39

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So what’s the Key to Success?

What do students need to achieve on these tests?

Teach them how to . . .

Just what is Inquiry Science?

• What it is:– multifaceted activity involving making observations– posing questions and making predictions– using tools to gather, analyze and interpret data– proposing answers, explanations and communicating results – examining sources of information to see what is already known– reviewing what is known in light of investigation observations– use of critical and logical thinking; consideration of alternative ideas

• What it isn’t:– Hands-on activities or “Activitymania”

Historical• National Science Standards (includes inquiry)• Hands-on Experiential science• Science Kits• Student exploration/teacher selected & guided investigations• Teaching for conceptual understanding/application/transfer of

knowledge• Students thinking, questioning, predicting, gathering/study data,

communicating (reading, writing and verbal- how journaling in science is totally different from lab reports.)

Formative Assessment

What do we know about formative assessment?Assessment FOR learningProvides descriptive feedback that allows students to

revise their conceptual understanding, thinking, or learning strategies.

Not “graded”When do we use formative assessment?

Whenever we need to determine “where we are”How do we use formative assessment?

To determine plan of actionTo reflect on learning

Assessment & Instruction"Often it is hard to tell whether a particular

technique or strategy serves an instructional, assessment, or learning purpose since they are so intertwined. Students are learning while at the same time the teacher is gathering valuable information about their thinking that will inform instruction and provide feedback to students and their learning."

-Page Keeley, NSTA President 2008-2009,author of Science Formative Assessment, NSTA press, 2008 Corwin Press

Examples of Classroom Instructional Strategies

• Small group instruction

• Modeling • Media (DVD,

electronic books) • Guest Speakers • Individualized

instruction • Text reading

• Lecture • Read Around • Talk Alouds • Projects • Labs • Games • Timed Readings• Online tutoring

Monotillation of Traxoline

Traxoline is a new form of zionter. It is montilled in Cerstanna. The Ceristannians gristerlate large amounts of fervon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukiezed snezlaus in the future because of our zionter lescelidge.

Check for Understanding

• •What is traxoline?• • Where is traxoline monotilled?• •How is traxoline quaseled?• •Why is it important to know about traxoline?

Pretest vs. Preconceptions

• What does formative assessment look like in science?–Page Keeley Probe

• Commit & Toss• Springboard to inquiry

Example of a Science Formative Assessment Probe Source: Uncovering Student Ideas in Science

Example of a Science Formative Assessment Probe Source: Uncovering Student Ideas in Science

Example of a Science Formative Assessment Probe Source: Uncovering Student Ideas in Science

Tier 2 Questions

• Explain your thinking. On the probe sheet provided, describe your reasoning or any experiences you have had with mirrors that helped you decide what Adrienne would see.

• Crumple and Toss• Share out explanations

Other Possible Science ProbesApple in the Dark (Annenberg video to match:

http://www.learner.org/resources/series26.html Can we believe our eyes? )

Batteries, Bulbs and Wires (most schools do this experiment and has Annenberg video to match: http://www.learner.org/resources/series26.html Can we believe our eyes?)

Going through a Phase or Gazing at the Moon (Annenberg video to match: http://www.learner.org/resources/series28.html Private Universe

Floating Logs (have sample student responses)

Traditional Classroom Example

• How might traditional teachers use the probe?– Look at student preconceptions– Do an experiment!– Go on to next topic

• Data collection (Break time?)• Analyzing the data

– Students see the answer- right?– Teacher explains answer or provides text reading

• When or how does it become inquiry?

How is Inquiry Different from “Traditional” Instructional Strategies?

Why Inquiry-based Science?Addresses ITED & ITBS and

research on how people learn

Allows for differentiated instruction

Has rigor and relevance Is engaging

Requires use of formative assessment

Addresses 21st Century SkillsProvides avenue for

integrating literacy and math skills

Is required as part of Iowa Core Curriculum

continued misconceptions

further interest

new questions

1. Invitation to Inquiry

2. Teacher initiated

"Guided" Inquiry

3. StudentExploration

4. Student initiated

"Open" inquiry.

5. Inquiry resolution

6. Summative Assessment

Coupled-Inquiry

Coupled Inquiry Cycle

Inquiry Learning: 5E Learning Cycle Model

Engage: Activities that identify student preconceptions and introduce concepts in a problem-solving situation.

Explore: Provide students with a common set of experiences that challenge their preconceptions.

Explain: Students explain concepts and ideas in their own words; involved in conversations and debate of their ideas; reflect and/or revise their ideas. Compare their ideas with what scientists know and understand.

Elaborate: Provide students with opportunities to make connections between new and former experiences.

Evaluate: Summative Assessment

Barriers to implementation

• Second order change in instructional strategies• Teachers with limited science training/content

background• Supplies & equipment• Time

– Planning– Curriculum concerns

Support for implementation

Every Learner Inquires (ELI)

• Use of probes and CTS (Curriculum Topic Study)– Pass out Teacher Notes for mitten probe

• Training in inquiry instructional strategies• Embedded math and reading strategies that

support Every Student Counts and Every Child Reads

• Emphasis on differentiated instruction and use of formative assessment

ELI Mission

• Improving students’ conceptual understandings in science.

• Effective K-12 science program with implementation of inquiry-based instruction/learning

• Increase of content knowledge of teachers• District level sustainability (teacher capacity)

of inquiry-based science learning

Inquiry Example: MS Social Studies

INQUIRYStudents write a letter from

the perspective of a soldier in the battle. Include terrain, weather, what happened to buddies, food, events in the battle. Have to learn information about

the battle from many sources and then coordinate versions from different perspective to draw their conclusions, and personalize the information

TRADITIONALStudents write report on a battle.

Use internet sources or encyclopedias for information and order information found in a logical order

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching, ASCD, 2007

Inquiry Example: Pi in MathINQUIRY:Collect data on the

diameter and circumference of many sizes of circles. Graph these to discover

relationshipDivide circumferences

by diameters to find piStudents do problems

involving pi

TRADITIONAL:Teacher presentation on

pi and it’s value. Give examples of how it is used. Students do problems

involving pi

Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching, ASCD, 2007

Connections between Science & Literacy

Both require skills in setting purposes, questioning, predicting, analyzing evidence, drawing conclusions and communicating skills.

Both require writing and questioning skills.Reading: predict outcome of a story. Science: predict

the outcome of an investigation.Literature: interpret stories read. Science: interpret

data and construct explanations from investigations.Language Arts & Science: Both communicate by

writing and speaking. Integrating Instruction: Literacy & Science by Judy McKee & Donna Ogle- in Media Library 60-07312501

Major difference:

“Students can learn to read by reading, but they cannot learn science by merely reading about it. (Experience with nature) helps students form concepts so that they will be able to comprehend what they are reading when these subjects are presented in text form”

Integrating Instruction: Literacy & Science by Judy McKee & Donna Ogle- in Media Library 60-07312501 (pg. 4)

Connections between Math, Literacy, & Science

Mathematics is essential to asking and answering questions about the natural world. Mathematics can be used to ask questions; to gather, organize, and present data; and to structure convincing explanations.

Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts, explaining statistical analysis, speaking clearly and logically, constructing a reasoned argument, and responding appropriately to critical comments.

Emphasizes the critical abilities of analyzing an argument by reviewing current scientific understanding, weighing the evidence, and examining the logic so as to decide which explanations and models are best. In other words, although there may be several plausible explanations, they do not all have equal weight. Students should be able to use scientific criteria to find the preferred explanations.

More Connections

Thinking critically about evidence includes deciding what evidence should be used and accounting for anomalous data. Specifically, students should be able to review data from a simple experiment, summarize the data, and form a logical argument about the cause-and-effect relationships in the investigation.

Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation.

A variety of technologies, such as hand tools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results.

Connections• Inquiry Science Workshops

– Training in inquiry instruction strategies– Introduction to probes– Assessment strategies

• Just ASK– Training with grade appropriate science kits– Some training in inquiry instructional strategies– Adapting science kit lessons across math, reading, social studies, etc.

• Science Co-op– Create a cohort of science education experts in each district– Training in adapting science kits (not adopting) to meet local needs– Assessment, inquiry, cross-curricular teaching, working with parents

What is your district capacity for support?

• Handout

Challenge

• Are you or your teachers just “tinkering” with inquiry or really teaching using inquiry strategies?

• Is your data showing that you are closing the achievement gap in science?

• Read “Teaching for Conceptual Change: Confronting Children’s Experience” by Bruce Watson & Richard Kopnicek, Phi Delta Kappan, May 1990, pp. 680-684

What is Accomplished Teaching?

• What made that teacher so successful?• How did you know?• What did you see?

Reflect on your own visions of the teaching profession by remembering a truly great teacher you have known.

What is Accomplished Teaching?

• Share your reflections within a small group.• Identify 3 -5 agreed upon attributes of

accomplished teaching.• Write each of these attributes on a separate

sticky note.• Share your groups list of attributes of

accomplished teaching with the class.

What is Accomplished Teaching?• Refer to the one page summary of the five core

propositions.• Work in small groups to review the proposition

summaries.• Note how your group’s notions of accomplished

teaching are part of the five core propositions.• Discuss Group Findings• Post your groups attributes of accomplished to the

NBPTS Five Core Propositions Chart.

Accomplished Teaching Practices

• Exists in many classrooms.• Out to be shared and recognized.

NBPTS: Five Core Propositions

I. Teachers are committed to students and their learning.

II. Teachers know the subjects they teach and how to teach those subjects to students.

III. Teachers are responsible for managing and monitoring student learning.

IV. Teachers think systematically about their practice and learn from experience.

V. Teachers are members of learning communities.

NBPTS Five Core Propositions

• What do they really mean?

Teachers are committed to students and their learning.

• Teachers recognize individual differences in their students and adjust their practice accordingly.

• Teachers have an understanding of how students develop and learn.

• Teachers treat students equitably.• Teachers’ mission extends beyond the

cognitive capacity of their students.

Teachers know the subjects they teach and how to teach those

subjects to students.• Teachers appreciate how knowledge in

their subjects is created, organized and linked to other disciplines.

• Teachers command specialized knowledge of how to convey a subject to students.

• Teachers generate multiple paths to knowledge.

Teachers are responsible for managing and monitoring student

learning.• Teachers call on multiple methods to meet their

goals.• Teachers orchestrate learning in group settings.• Teachers place a premium on student

engagement.• Teachers regularly assess student progress.• Teachers are mindful of their principal objectives.

Teachers think systematically about their practice and learn from

experience.• Teachers are continually making difficult

choices that test their judgment.• Teachers seek the advice of others and

draw on education research and scholarship to improve their practice.

Teachers are members of learning communities.

• Teachers contribute to school effectiveness by collaborating with other professionals.

• Teachers work collaboratively with parents.• Teachers take advantage of community

resources.

Acknowledgements

• Thanks to Dr. John Dunkhase for allowing use of slides from his presentation “Dr. Seuss and No Child Left Behind”

• Iowa Core Curriculum Module Materials• Great Prairie Instructional Services Team:

MaryBeth Murrell, Becky Ahren, Lori Denz, Shauna Cutler, Tami Plein, Ron Shafer

• NBTC Materials