Science Curriculum Standards Proficient Level

week 9 : Perception Process & PBL

1/05/2012

AGENDA

10:00 – 10:05AM Welcome

10:05 -10: 15 STARTING ACTIVITY

10: 15 - 11:00 Perception Process

11:00 – 12:15 PROJECT BASED LEARNING

12:00 - 12:15 PRAYER BREAK

12:15- 1:15 Teachers’ presentations

1:15- 1: 30 FEED BACK

HTTP://WWW.YOUTUBE.COM/WATCH?V=VJG698U2MVO

PERCEPTION اإلدراك

The process by which people translate sensory impressions into a coherent and unified view of the world around them.

الناس يترجم خاللها من التي العمليةنظر وجهة إلى الحسية االنطباعات

من العالم عن وموحدة متماسكةحولهم.

CAN WE EXTRACT THE FACTORS THAT MAY AFFECT OUR PERCEPTION ??????

PERCEPTIONWhat do you see here

And Here…

And now…

READING TEST

READ

I cundo't bleieve taht I cuold actulaly

underastnad waht I was raeding. Usnig the

inceridble pweor of the hmuan mnid, accdornig to

rseacrah at Cmabrigde Uinervtisy, it dseno't

mttaer in waht order the lettres in a wrod are, the

olny irpoartnt tihng is taht the frsit and lsat leter

be in the rhgit pclae.

THE CORRECT PARAGRAPH

I couldn't believe that I could actually understand

what I was reading. Using the incredible power of

the human brain, according to research at

Cambridge University, it doesn't matter in what

order the letters in a word are, the only

important thing is that the first and last letter be

in the right place.

EYE TEST

What is this????

Back

PERCEPTION HAPPENS IN ONE OF FIVE WAYS:

1. You see something with your eyes

2. Smell something with your nose

3. Hear something with your ears

4. Feel something with your skin

5. Taste something on your tongue

WHAT IS THIS COLOUR ????Back

Back

STEPS IN THE PERCEPTION PROCESS

1. Selection اختيار2. Organization التنظيم 3. Interpretation الترجمة4. Negotiation التفاوض

STEPS IN THE PERCEPTION PROCESS

Selection We “select” which data

we will attend to. How does the following

stimuli influence our selections? Intensity الكثافة Repetition التكرار Contrast التباين Motives الدوافع Emotional state الحالة

العاطفية

STEPS IN THE PERCEPTION PROCESS

Organization Perceptual Schema that is affected by

Physical constructs Role constructs Interaction constructs Psychological constructs

How are these constructs used to organize information?

READ

STEPS IN THE PERCEPTION PROCESS Interpretation: Making sense relying

on our backgrounds. Considerations االعتبارات:

Relational satisfaction Expectationsالتوقعات Personal experience التجارب الشخصية

Assumptions about human behavior السلوك حول افتراضاتالبشري

How are these constructs used to organize information?

STEPS IN THE PERCEPTION PROCESS Negotiation: The process by

which communicators influence each other’s perceptions through communication. Narrativesالسرد : Personal stories

created to make sense of our personal world Narratives include “heroes” and

“villains”

When narratives clash, we: Hang on to our point of view Refuse to consider anyone else’s

Try to negotiate common ground

PERCEPTION اإلدراك

The process by which people translate sensory impressions into a coherent and unified view of the world around them.

الناس يترجم خاللها من التي العمليةنظر وجهة إلى الحسية االنطباعات

من العالم عن وموحدة متماسكةحولهم.

PERCEPTION اإلدراك

The process by which people translate sensory impressions into a coherent and unified view of the world around them.

الناس يترجم خاللها من التي العمليةنظر وجهة إلى الحسية االنطباعات

من العالم عن وموحدة متماسكةحولهم.

And now

We find that our perception is affected by many individual factors .And perception affect the learning .So learning experience will differ between individuals and this may lead to misconception .

So how can we unify learning experience for our students ??????????

PROJECT BASED LEARNING (PBL)

SCIENCE EDUCATORS AND PBL

Science educators and researchers

Definition of PBL (PBS)

Tinker 1992 “Projects are what scientists do. Students who are throuoghly engaged in a project – having selected the topic, decided on the approach, performed the experiment, drawn conclusions, and communicated the results- are doing science. They are seeing science not as a noun, an object consisting of facts and formulas, but as a verb, a process, a set of activities, a way of proceeding and thinking’’

SCIENCE EDUCATORS AND PBL

Science educators and researchers

Definition of PBL (PBS)

Moje et al. 2001 “ Typically, content anchored in authentic or real- world ally, the features of what is often called ‘project-based pedagogy ‘ include: questions that encompass worthwhile and meaningful content anchored in authentic or real-world problems; investigations and artifacts creation that allow students to learn, apply concepts, represent knowledge, and receive ongoing feedback; collaboration among students, teachers, and others in the community; and use of literacy ; and use of literacy and technological tools’

PROJECT BASED LEARNING (PBL)

PBL instruction is a science teaching approach through which students learn by conducting projects that are relevant to their lives and communities. They select and investigate authentic research questions, and are expected to take responsibility for their own learning.

THE PROJECT CYCLE

BPL

1-ORIENTATION

In this step of PBL students should be instructed on

the expectations of project work, the importance of collaboration in science, information sharing, safety issues, responsibilities and roles expected of them, how they will relate to each other, and how their learning will be assessed.

2-IDENTIFYING AND DEFINING A PROJECT

After orientation, the next step is identifying and defining a project.

Students working in groups, think of an area of study (interesting problems or challenges which related to their current science content and relevant to their lives).

students write down on a piece of paper possible questions to investigate.

test the chosen question by answering the following:1. Is our question clear?

2. Can we investigate it in the amount of time available?

3. Can we do it at a reasonable cost, without purchasing expensive

materials?

4. Will the results benefit other people?

5. Will our question contribute new knowledge to the field?

3-PLANNING A PROJECT Planning a project is a process of thinking, discussing, and

documenting how the question is going to be investigated. The project plan serves two main functions:

1. To propose what and how students are going to learn, and what artifacts to produce as evidence of their learning.

The products can be:

Models – Experiments - Creative writing-poem –posters - Educational tools – teach a mini lesson – write a report - Book or article critique - Computer applications- presentation.

2. To provide a framework for evaluating what and how students learned.

a typical project plan includes the following: title; question; purpose; methods or procedure; list of tools; materials, technology, and time required; roles and responsibilities; and assessment activities.

4-IMPLEMENTING A PROJECT Project is a very hands-on, practical matter. Students use tools, materials, and technology to collect and

record data. They analyze this data and prepare reports. During the implementation process, students are expected to

work collaboratively in a spirit of cooperation and mutual respect.

This is the time when the science teacher will have the most work to do in terms of supervising group work:

1- mentoring and modeling behavior that is essential for success in science (i.e., patience, observing things closely and recognizing patterns, taking multiple measurements, recording data accurately, using tools appropriately, and looking for alternative explanations of data).

2- monitor how different groups are progressing and work closely with those who need help so that no group is left behind.

5-DOCUMENTING AND REPORTING PROJECT FINDINGS Upon completion of their data analysis and report

writing, student groups present their reports for peer review. Students are expected to do a verbal presentation

and answer questions from other students and the teacher.

The teacher’s role during presentations is to ask questions to make sure students understand the science process they were engaged in.

learning points. In addition, the teacher is also responsible for assessing students’ artifacts, which could include project plans, data sheets, models, materials, improvised tools, multimedia, or final reports.

6- EVALUATING AND TAKING ACTION

Sometimes PBL assignments conclude at the previous step.

In other cases, students are encouraged to put into practice what they have learned from their project.

This step involves evaluating and taking action.

EXAMPLE:

Example projects for a meteorology unit: Models—atmosphere in a box, terrariums. Experiments—build a rain gauge and measure

precipitation. Posters—fronts and weather systems, wind patterns. Educational tools—teach a mini-lesson on pressure

using manipulative. Classic research—write a report about Ben Franklin

or lightning-strike survivors. Book or article critiques—write a summary about

ball lightning and include pictures. Computer applications—create graphs on global

warming data.

GOOD EXAMPLES OF PBL

Obtaining clean drinking water for the community.

How can we reduce the pollution in the schoolyard pond?

Designing a cooker which low in cost and material found locally.

PBL

Perception

Scientific inquiry

Real World

Differentiation

Collaborative work

Communication

PBL AND PERCEPTION

PBL provides :

- Stimulus based on real world.- Real organization.- Interpretation based on outcomes.- Negotiation based on facts.

SCIENTIFIC INQUIRY

PBL requires students to use inquiry.

SCIENTIFIC INQUIRY

PBL requires students to use research.

SCIENTIFIC INQUIRY

PBL requires students to use Planning skills.

SCIENTIFIC INQUIRY

PBL requires students to use critical thinking.

SCIENTIFIC INQUIRY

PBL requires students to use problem-solving skills.

REAL WORLD

PBL engages students in complex, real-world issues and problems; where possible, the students select and define issues or problems that are meaningful to them.

DIFFERENTIATION

COLLABORATIVE WORK

Provides opportunities for students to learn and practice interpersonal skills as they work in cooperative teams and, whenever possible, with adults in workplaces or the community

COMMUNICATION

Ends with a presentation or product that demonstrates learning and is assessed; the criteria could be decided upon by the students.

SITES http://www.edutopia.org/project-based-learning http://pbl-online.org/ http://www.wested.org/pblnet/about.html http://4teachers.org/projectbased/ http://college.cengage.com/education/pbl/project/project.html http://www.intel.com/about/corporateresponsibility/education/progra

ms/elements.htm