n a t i o n a l s c i e n c e t e a c h e r s a s s o c i a t i o n turning ideas into reality...

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O NN A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N

Turning Ideas into Reality

Science Objects, SciPacks and

The NSTA Learning CenterAl ByersAssistant Executive Director

National Science Teachers Association


Turning Ideas into Reality:Session Purpose

PurposePresent an overview of NSTA’s new e-learning PD product and a systems-based approach to consuming high quality PD resources viaThe NSTA Learning Center

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N

Yes Ms. Hellens, I did say it would be great if we could better ‘train’ our teachers…but this is not exactly what I had in mind !

Professional Development


Barclay! The adjacent school district’s test scores went up 25% last year apparently due to ‘e-learning.’ Whatever that is I want two of them!

E-learning…the hype


The NSTA’s Mission:To promote excellence and innovation in Science Teaching and Learning for All

The Issues:– Science– Scale– Sustainability

The NationalScience Teachers Association

CBR Perspective: Year 1 MSP Projects invested 100 million dollars. Half of 361 project reported serving 48 or fewer teachers with over 50% projects costing $250,000 or more. 49,500 total teachers affected. 2006: $183 million for 500 projects


What we know—LSC Core Evaluation:K-8 Weaknesses (75,000 data points)

– What % of classrooms portrayed science as dynamic body of knowledge?

– What % of classrooms had appropriate/ worthwhile degree of “sense making” on presented content?

Bridging the Gap betweenResearch and Practice in PD

Only 24%

Only 12%


What we know—LSC Core Evaluation:K-8 Weaknesses (75,000 data points)“Teachers of Science” with less

then 16 hours of PD in Science Education in last 3 years

– What % at K-4 level?– What % at 5-8 level?– What % at 9-12 level?

76%57%32%

Bridging the Gap betweenResearch and Practice in PD


The Research:Increased Content Knowledge

A positive correlation exists between student achievement and teachers’ content knowledge

(Cochran-Smith and Zeichner, 2005; Darling-Hammond and Bransford, 2005; Goldhaber and Brewer, 1998; Goldhaber and Brewer, 2000; Grossman, 2005; Ma, 1999; Monk, 1994; Wenglinsky, 2002; Wilson, Floden and Ferrini-Mundy, 2001)


The Challenge:Accessible Content KnowledgeHow provide PD resources that

are:– affordable,– of “High Quality,”– standards-aligned,– content-specific,– available on-demand,– supports local curriculum

to support the nation’s2 million teachers of science?


TeacherPD Indexer

PD Products and Services

Online Journal Articles

University Online Affiliates

NSTABooks and online Chapters

Symposia &PD Institutes

Regional/State Face-to-Face PD

connector

reminder

SciGuidesdocument


NSTACertification

NSTA’s e-PD Solution:The NSTA Learning Center

My Prof. Develop.Plan

MyTranscript

MyLibrary

MyPortfolio

MyCalendar

NSTA SciPacks and Science Objects

SearchEngine

OnlinePD Catalog

connector

connecto

r


NSTA’s Solution


SciPackHigh Level Production Cycle

ContentDevelopment

Analysisand Design

DevelopmentPhase 1

ReviewRound 1

ReleaseAnnual

EvaluationDevelopment

Phase 2ReviewRound 2

PilotTesting

• Scope completed

• Key Ideas and Evidences Identified

• PI component for scope created

• Evidences refined in light of PI content

• PI for SciPack started

• Writer creates content

• Media storyboards created

• Content Authored into LCMS

• Content reviewed online

• Reviews Conducted:end user, assessment, scope adherence, content

• Revisions based on reviews

• Media created and imported into LCMS

• Content reviewed online

• Reviews Conducted:end user, assessment, accessibility, content, and editorial

• Content ported from development to public delivery server

•Quality Assurance testing

• Formative evaluation of SciPacks and SO’s

• Analysis of captured assessment data

• Analysis of Data collected through LCMS

8 w

eeks

to

crea

te S

cope

5 w

eeks

per

SO

20-2

5 w

eeks

per

Sci

Pack

2 w

eeks

/SO

10 w

eeks

/Sci

Pack

5 w

eeks

/SO

20-2

5 w

eeks

/Sci

Pack

2 w

eeks

/SO

10 w

eeks

/Sci

Pack

2 w

eeks

~8 months to complete 1 SciPack

Process Repeats for each Science Object


Life Science• Cell Structure and Function• Cell Division and Differentiation• Cells and Chemical Reactions• Regulation and Behavior of

Organisms• Heredity and Variation• Biological Evolution• Natural Selection• Interdependence of Life• Flow of Matter and Energy in

Ecosystems• Resources and Human Impact

Earth and Space Science• Earth, Sun and Moon• Gravity and Orbits• The Solar System• The Universe• Weather and Climate• Earth’s Changing Surface• Earth’s History• Rock Cycle• Plate Tectonics

Physical Science• Magnetic and Electric Forces• Force and Motion• Nature of Light• Energy• Elements, Atoms and Molecules• Atomic Structure• Chemical Reactions


• Three Districts in 3 states• Charlotte-Mecklenburg, NC• Omaha Public Schools, NE• Everett Public Schools, WA

• Blended f2f and online only• Participants Feedback• Independent third-party pre/post

assessment instrument• Final embedded assessment

The Proof is in the Pilots3 District Pilot Tests


Participant Feedback very confident in their abilities to teach the subject matter:

7%: Before completing F&M SciPack60%: After completing F&M SciPack

• 98%: Found SciPack content relevant to their needs

• 96%: Would recommend SciPack to their colleagues

• 98%: Found interactive sims worthwhile to their learning



Pre/Post Assessment and Final Assessment Results– Horizon Research, Inc. Instrument:

positive significant gains in learning between pre/post test results

– Final Assessment: 92% passed the final assessment

Current and Future Pilots– State of West Virginia Pilot– Tri-state Pilot: VT-NH-RI– Are other MSP Projects interested?



33 Science Objects released as part of Beta Launch of the NSTA Learning Center

Topic Areas:

Science Objects Launch November, 2006

Force and MotionThe UniverseThe Solar SystemGravity and OrbitsEnergy

Earth, Sun & MoonCoral Reef EcosystemsPlate TectonicsRocks


• 1-2 hour discrete online learning experience in a particular topic

• Incorporates interactive simulations of phenomena in an engaging way

• Embeds questions to promote interaction and learning via 5E inquiry strategy

• Based on the science literacy goals in the science education standards


NSTA’s Solution:Science Objects


Sample Interactives and Multimedia from various Science Objects

– Air Track– Seismic Waves– Phases of the Moon


• 5-10 Hour On-line Learning Experience

• 3-5 Science Objects, plus– Individualized email support– Pedagogical Implications component– Final assessment


Turning Ideas into Reality:NSTA e-PD Portal

• Discuss need & challenge

• Present NSTA solution– Science Objects– SciPacks

• Present a PD system to support solution on a national scale


Pedagogical Implications Component


NSTA’s Solution:Science Objects


Support Components for SciPacks


Support Components for SciPacks• Orientation/Navigation Support

(how to navigation SciPack)

• Technical Support Help Desk(issues accessing content)

• Subject Matter Expert Wizard(intelligent coach via email)


The Caution: Strategic Analysis ofOnline PD for Mathematics

Online Professional Development (OPD) for Mathematics Teachers: A Strategic Analysis

From Executive Summary• “This review did not find a single OPD site that provided independent evidence of its

effectiveness…”

• “OPD sites lack the capacity to demonstrate user progress that can be attributed to these tools. For example, they lack rigorous independent assessments of what teachers learned...”

Alan Ginsburg, US Department of Education; Tracy Gray, American Institutes for Research;Douglas Levin, American Institutes for Research, June 2004.


OPD for Mathematics Teachers:A Strategic Analysis-Table Summary

Area of OPD Current Weaknesses and Limitations

Overall Effectiveness

• No scientifically based evidence of changes in teacher practices or student outcomes

Learner-Centered Environments

• Without a single electronic access point, teachers must devote substantial time to discover sites with substantive and appropriate mathematics content.• Standards for design of OPD training are often unclear• Few sites offer individualized initial assessments of teachers’ mathematical content and pedagogical needs to guide selection of instruction.

Knowledge-Centered Environments

• Little training is available in advanced mathematical content, such as for middle- school algebra or geometry teachers.• Few sites take advantage of online simulation capabilities

Community-Centered Environments

• Most discussion sites are not moderated, and amount to little more then chat rooms

Assessment-Centered Environments

• Teacher participants may not be assessed at all, and when tested, they evaluate teachers’ content knowledge but not their ability to apply what they have learned


Turning Ideas into Reality:The NSTA Learning Center

– Address Scale/Impact on National Level

– Wealth of resourcesFace-to-Face PD, Online Journal Articles, SciGuides,

NSTA Books and Online Chapters, Symposia and Web Seminars, University Online Affiliates, SciPacks and Science Objects, and more.

– Facilitates learning and assesses comprehension

– Available on-demand 24-7-365

– Affordable and sustainable


For a beta preview of the NSTA Learning Center

http://learningcenter.nsta.org


Thank You

Al [email protected]

PH: 703-312-9294

n a t i o n a l s c i e n c e t e a c h e r s a s s o c i a t i o n turning ideas into reality...

Documents