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Focusing on Science Inquiry with Flipping,

Differentiation, and Common

Core(with Canvas)

http://focusingpreso.wikispaces.com/

Technology is not the innovationTechnology leads to innovations:Deeper contentActive learning and teachingAuthentic experiencesPersonalized to student interestsConnect to student lives“The real obstacle in education remains student motivation.” http://chronicle.com/article/Why-Technology-Will-Never-Fix/230185/

Flipping the ClassroomEngaging, relevant resources – articles, video…

Less lecture, more reinforcement, more time with individual students

More formative assessment – timely feedback

Active vs. passive – provide assignments in class that require more thought

Flipping the ClassroomUse technology (Canvas) – allows comments – class discussions, students can redo if needed, metacognition

Multiple methods – texts, video, discussions, webquests, reflection

Challenge and success – inquiry, provide help, scaffold, use student leaders for tech help

Examples - Webquest

Example - Discussion

Examples – Note-taking

Differentiated vs. IndividualizedDifferentiation – Tailored to the

educational needs of the studentIndividualized – Change in Pace,

sections completed, interestPersonalized includes both

differentiation and individualized

Aiming for differentiationLow choice/self-directedness

◦ All completing same assignmentMid level choice/self-directedness

◦ RAFT◦ Tiered instruction◦ Choice boards

High level choice/self-directedness◦ Group investigations◦ RAFT

Highest level choice/self-directedness◦ Problem based learning◦ Curriculum compacting based on pre-test◦ Learning Contracts

DifferentiationNot based on learning stylesAll academic students (not true DI) Allow students to choose their groupsTiered lessons - difficult while

maintaining paceModifications: pace (work ahead),

more structure/remediation/extensions in an assignment

Negotiable activities based on interestIndependence through choice

Content differentiationVaried textsExit cards: reteach class, groups

of students, or individualsOrganizers for information if

neededChoose the 5 vocab terms that

are problematic and drawStudy guides to focus on info for

remediation – given at beginning of unit

Process differentiationGroup investigation and help

(build a community)Blended learning – not OBESome groups more independent,

others need more guidanceOngoing assessment/adjustmentTiered activities – large group

small group individual

Product differentiationChoice of technology tool or even

no tech (art)Choose the essay questions you

want to answerMenu items or a challenge listOptions in rubric for excellenceTiered activities – large group

small group individual

Environment differentiationFluid group choicesPlaces to go: Lecture or Lab

tables for flexible, fast groupingAssignments alternate between

individual and group workAssignments alternate between

active and passive learning

Differentiation examples: cell model

Differentiation examples: Science of Aging

Differentiation examples: genetics

Differentiation examples: Lab results

Common CoreAnnotations, using context cluesInvestigations using technical texts,

websites, outlinesPose a meaningful question to investigate

(lab and other)Conduct an experiment to answer an

experimental question.Create presentations/illustrations suited

for a specific audience to present difficult scientific concepts.

Vocab root words and outline for chapters

Common CoreCreate an essay that explains a complex

concept to others – Attack prompt, Brainstorm, choose order, detect errors

Organize, represent, interpret data to draw meaningful conclusions given collected data.

Create an evidence based argumentRAFT activitiesWriting as an everyday learning toolAsynchronous discussions/persuasive

dialogueSupport ideas with evidence

Example: Outline annotations

DNA Scientists

Example: DNA essay

Example: Discussions

Example: Food chain discussion

Example: Protein synthesis flipbook

InquiryStructured: parameters and procedures

given, variables discovered throughoutGuided: only given problem and materialsOpen: Student driven, “doing science”Inquiry discussion: What are you thinking

and why do you think that?Considering alternate explanationsStudent centered – do something with

knowledgeUse videos – Spark101, Minute science,

Bite Sci-zed

Example: Are fruits and vegs made of cells?

Example: Scientific method

Example: Class traits

Example: Light Intensity

Example: Bioengineering Design Challenge

Example: Diaper Dissection

Example: Watershed studyWhat would you look at to

determine the quality of a watershed?

What do we need to know?Use class to learn required

materialVisit local watershed to conduct

testsEvaluate results and determine

the health of the watershed

MetacognitionShare how you thought about what

the question was asking.Share the process you used to arrive

at your answer.What was your main reason for

choosing/not choosing answers?How did your ideas compare with

another group’s?What do you still have trouble with

related to this question/content?

MetacognitionDescribe two ideas you found

confusing.I learned a lot doing this assignment.

To what extent do you agree?What resources are available to

support you?How was the way you approached

completing this assignment different from the last time?

Examples

CanvasHow did Canvas help meet

these?Ability to personalize both in the

online environment and with extra time for students/groups

Seems to be more beneficial for lower level thinking rather than higher order thinking

LimitationsNot all AcademicNot 1:1 until 9th gradeBlended learning ability is not

equal to their academic ability. All students seem to benefit in some degree but those that are more academically prepared benefit the most.

Need strong management for non-motivated students (academic culture)

GoalsStudent chooses work and

reaches masteryAdd more in other modules next

yearPeer review of tests (Genetics)Independent genetics projectsAdd goal setting which according

to studies provides for more ownership and investment in learning

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