Watch the cartoons in following slide and discuss with your partner your understanding of the studnets of 21st century

Science Curriculum Standards Proficient Level Secondary

Workshop1: 22/3/2011

1Agenda4:00 4:05PmWelcome4:05 - 4: 35PmIce breaking4:35 - 4:40 PmNorms4:40 - 5 :00PmWorkshop requirements5 :00 - 6 PmThree steps interview6:00 - 6:15PmPrayer Break6:15 - 7:30 PmPractical experiment7:30 7:45 PmInquiry questions7:45- 8:00 PmSurvey and Feed back2Ice Breaking

3Norms

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10Course Requirements11AttendanceAttend all of the workshops, and not more than two absence (official excuse required) are allowed, or you will be disqualified and you have to repeat the Course from the beginning.Dates of attendance for the Course: March 22,29.April 5, 12,19,26May 3,10,17,24,31.June 7,14,21,28.

12Tardy or Leave EarlyIf you come late 10 minutes 2 times, it will be considered missing one class.13Assignments and Due DatesSubmit 9 reflections about the workshop (3 for each session). You can apply new information from Proficient Course in your classroom, Then write a journal page stating what worked well and what needs improvement accompanied by lesson plan and evidence from students work. These need to all be completed by the end of each session (1 for each session).One Scientific experiment or activity (microteaching / presentation). This should include a clear scientific question and all the related scientific steps as part of the lesson plan. Please make sure that all related resources are attached (1 for whole the course).14AssessmentTeachers files will be assessed three times through the course 19 April 2011. 24 May 2011. 21 June 2011.15Trainees will be evaluated according to:- Interaction during the sessionsTasks to be completed by the trainees (Assignments - Journal entries)N.B: Copy and Paste work will not be accepted.Impact/ Application (Microteaching/ demonstration lesson)

1616There is a need to have a mini evaluation by session 5 of the training program.

This evaluation will allow us to inform trainees with poor performance that they need to work harder.

Schools will be informed ( via a letter issued by the PD office) with the names of the trainees who are not benefiting/ with poor performance/ facing difficulty comprehending the material.1717Another evaluation will be held by session 10 and if trainees are still not benefiting they have to be informed that they may not be able to continue attending the rest of the sessions.

Trainers should follow the timing schedule precisely and not leave the training rooms before 8:00 pm.

Trainers should be at the workshop 15 minutes before the beginning.

Incase of absence the trainer has to inform head of science curriculum office by a formal email one night before.

1818The pace/ sequence of any activity:Introduction and explorationModeling/ examples/ teachers supportTeachers create their own examplesLink the activity to the NPST19Three step interview

20Are quick responses important for survival? Are they needed for humans to survive in a urban environment?

How quickly do humans react to sensory stimuli?

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What differences are there among individuals or groups of individuals?

Do males have quicker reaction times than females?

22Will your reaction rate be quicker if the initial stimulus is by sight, by touch, or by hearing?

You will be testing experimentally your reaction time.

23INFERWhen you infer, you explain data, observation, or measurement. Be sure that you do more than just describe the results of an investigation. When you infer, you want to explain why the results happened.24Useful web sites:-http://www.bbc.co.uk/science/humanbody/sleep/sheep/reaction_version5.swf

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=137

http://getyourwebsitehere.com/jswb/rttest01.html

http://www.topendsports.com/testing/reactionmake.htm

25Link the activity to the science curriculum standards

26Link the activity to the NPST

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(DOK)Depth of Knowledge&Scientific Inquiry

28DOK stands for Depth of Knowledge.DOK is one way administrators, teachers, and parents can understand the objectives in terms of the complexity of what students are expected to know and do.DOK is a system for categorizing cognitive demand (Bloom is a system we are all familiar with).Developed by Norman L. Webb.29Depth of Knowledge (DOK) 29Webb Model: Provides analysis of the degree of intersection of state assessments and content standards, which combines qualitative expert judgments and quantified coding and statistical analysis. The Council worked with Norman Webb in developing the model. Webb ModelThe model developed by Norman Webb from the University of Wisconsin, provides a reliable set of procedures and criteria for conducting alignment analysis studies, which combine qualitative expert judgments and quantified coding and analysis of standards and assessments. The product of the analysis is a set of statistics for each standard and grade on the degree of intersection, or alignment, between the content embedded in state content standards and the content in state assessments. The Webb model has been used in alignment studies with more than 10 states, partly through SCASS collaborative projects managed by CCSSO. The model has been used for language arts, mathematics, science, and social studies. Following the training process, four to six reviewers, including teachers and content specialists, individually identify the content standard objectives that match each assessment item. They first determine the 'depth of knowledge' required by each objective or benchmark of the content standards being analyzed, and code each using one of four levels of knowledge: (a) recall, (b) skill/concept, (c) strategic thinking, (d) extended thinking. Operational definitions and labels vary somewhat by subject. Second, reviewers determine the objective or benchmark represented by each item or task on the state assessment being reviewed, and they rate the level of knowledge necessary for a student to successfully complete the item or task. Norman L. Webb is a senior research scientist with the Wisconsin Center for Education Research and the National Institute for Science Education.Webb is a mathematics educator and evaluator who leads the Institute's work on strategies for evaluating reform and rethinking how we evaluate mathematics and science education, while focusing on the NSF's Mathematics and Science Partnerships.His own research has focused on assessment of students' knowledge of mathematics and the alignment of standards and assessments. Webb also directs evaluations of curriculum and professional development projects. Webbs Depth of Knowledge levels:Recall and Reproduction: Level 1Skills & Concepts: Level 2Strategic Thinking: Level 3Extended Thinking: Level 430Depth of Knowledge30

3131DO the steps look like this?Do scientists really work in such a patterned manner either cyclically or linearly? DO they ever move out of sequence?Broad Area 1: Formulating Questions and HypothesizingBroad Area 2: Planning and Critiquing InvestigationsBroad Area 3: Conducting InvestigationsBroad Area 4: Developing and Evaluating ExplanationsBroad Areas of Inquiry3232Relate the four broad areas to their understanding of the scientific method.Analyze information from observations, research, or experimental data for the purpose of formulating a question, hypothesis, or prediction: (DOK 3)1a. Appropriate for answering with scientific investigation 1b. For answering using scientific knowledgeConstruct coherent argument in support of a question, hypothesis, prediction (DOK 2 or 3 depending on complexity of argument)Make and describe observations in order to ask questions, hypothesize, make predictions related to topic (DOK 2) Broad Area 1: Formulating Questions and Hypothesizing3333Relate how the constructs support the broad area of inquiry4. Identify information/evidence that needs to be collected in order to answer the question, hypothesis, prediction (DOK 2 routine; DOK 3 non-routine/ more than one dependant variable)5. Develop an organized and logical approach to investigating the question, including controlling variables (DOK 2 routine; DOK 3 non-routine)6. Provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation (DOK 2)Broad Area 2: Planning and Critiquing of Investigations3434Relate how the constructs support the broad area of inquiry

7. Follow procedures for collecting and recording qualitative or quantitative data, using equipment or measurement devices accurately (DOK 1 use tools; routine procedure; DOK 2 follow multi-step procedures; make observations) 8. Use accepted methods for organizing, representing, and manipulating data (DOK 2 compare data; display data) 9. Collect sufficient data to study question, hypothesis, or relationships (DOK 2 part of following procedures)10. Summarize results based on data (DOK 2) Broad Area 3: Conducting Investigations3535Relate how the constructs support the broad area of inquiry

11. Analyze data, including determining if data are relevant, artifact, irrelevant, or anomalous (DOK 2 specify relationships between facts; ordering, classifying data)12. Use evidence to support and justify interpretations and conclusions or explain how the evidence refutes the hypothesis (DOK 3)13. Communicate how scientific knowledge applies to explain results, propose further investigations, or construct and analyze alternative explanations(DOK 3)Broad Area 4: Developing and Evaluating Explanations3636Relate how the constructs support the broad area of inquiry