using arcgis and project based learning in the secondary ...€¦ · using arcgis and project based...
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![Page 1: Using ArcGIS and Project Based Learning in the Secondary ...€¦ · Using ArcGIS and Project Based Learning in the Secondary Classroom. Two Professional Development Delivery Models](https://reader031.vdocuments.mx/reader031/viewer/2022011907/5f4b2289ee67265b0e501148/html5/thumbnails/1.jpg)
Kristi Fredrickson, Center for Science Teaching and Learning
Lori Rubino-Hare, Center for Science Teaching and Learning
James Sample, Department of Geology
Mark Manone, Department of Geography, Planning, and Recreation
Using ArcGIS and Project Based Learning in the Secondary Classroom
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Two Professional Development Delivery ModelsGoal: To improve teaching and understanding through integration of
GIS and Project Based Learning (PBL)
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Outline
Southwest User Conference, 2011
I. Description of PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons Learned and Future work
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Content GIS
Pedagogy
PD
We Believe…
Southwest User Conference, 2011
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Our Team
Southwest User Conference, 2011
Content – Dr. James Sample, Geology
Pedagogy – Kristi M. Fredrickson, Lori Rubino-Hare, Center for Science Teaching and Learning
Technical Skill – Mark Manone, Geospatial Research And Information Laboratory (GRAIL), Melissa White, e-Learning Coordinator
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Our Plan
Southwest User Conference, 2011
Pair Science or Math teacher with Career and Technical Education (CTE) teacher in the same school building
Focus on teaching with GIS versus teaching GIS
Utilize project based instructional methods
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Our Goal – Collaborative Inquiry
Southwest User Conference, 2011
Questioning
Data analysis
Critical thinking -evidence and explanations and communicating scientific arguments
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Southwest User Conference, 2011
Academic Year Delivery Summer Delivery
• Friday nights/Saturdays all day – monthly October – May
• 60 seat hours
• 10 days all day during summer• 70 seat hours
• Pedagogy, Earth Science content, GIS skills embedded
• Inquiry, learning cycles, concepts and articulation, assessment – formative and summative
• Mapping and Analyzing Our World• iGETT San Bernardino Mass Wasting Module• Final presentation of implementation to
peers
• Pedagogy, Earth Science content, GIS skills embedded • Inquiry, learning cycles, concepts and articulation,
assessment – formative and summative• Time to plan implementation schedule• Mapping and Analyzing Our World
• Implement/assess Natural Disasters and Mass Wasting modules
• Data collection pre and post• Online discussion board monthly• Site visits – Spring
• Implement/assess Weather and Climate module and Climate Change Community Plan
• Data collection pre and post• Online discussion board monthly• Site visits – Fall and Spring
• Map algebra• Authentic site based project
• Georeferencing• Authentic site based project
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Participant Profiles
Southwest User Conference, 2011
Academic Year15 teachers
27% teach grades 7-873% teach grades 9-12
27% teach CTE13% teach Math47% teach Science7% teach Social Studies7% teach Special Education
256 students 31% Native American 6% Latino/Hispanic
66% Title 1 51% Rural Students (all counties
except Maricopa and Pima)
Summer39 teachers
8% teach grades 7- 892% teach grades 9-12
30% teach CTE9% teach Math57% teach Science4% teach Social Studies
300 students• 2% Native American• 35% Latino/Hispanic
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Scaffolding of Skills
Southwest User Conference, 2011
What is GIS?
High interest lessons from Mapping Our World and Analyzing Our World Using GIS: Our World GIS Education, Levels 2 and 3 (Palmer et al., 2008)
http://gisetc.com/shop/index.php?main_page=index&cPath=2&zenid=92c465eae669468f8d647db489699d1a
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Scaffolding Continued
Southwest User Conference, 2011
Local seismicity, volcanism, streams and drainage, climate and weather, mass wasting
Data collection in field to practice
Model field study
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Advanced Institute
Southwest User Conference, 2011
Project Based Learning Handbook (Buck Institute for Education, 2003)
Backwards design – focus on student outcomesCraft a driving questionPlan the assessmentMap the projectManage the process
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Outline
Southwest User Conference, 2011
I. Description of the PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons Learned and Future work
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Use of GIS to access data (factual, not related to science concept), collect evidence through direct observations – Levels 1 and 2 REMEMBERING
Use of GIS to apply to science term/fact; develop claim – sense‐making of patterns, etc. beginning visual representation– Level 3 UNDERSTANDING
Use of GIS to apply science concept; use evidence to support the claim with inference –further sense‐making of patterns, etc.; visual representation developed further –Level 4 APPLYING/ANALYSING
Use of GIS to apply science concept; use multiple pieces of evidence to support the claim and make a decision, visually display and present understandings Level 5 EVALUATING/CREATING
Teacher GIS Skill Levels Compared to Bloom’s Taxonomy
Southwest User Conference, 2011
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Teacher Participant Geospatial Performance Assessment Post PD
Southwest User Conference, 2011
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Level 3 or higher
Academic Year
Summer
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Teacher observations- findings
Southwest User Conference, 2011
No evidence that teaching models affect the pedagogy- Looking for inquiry, not seeing a difference between
projects
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Implementation –Project Based Instruction
Southwest User Conference, 2011
0%
20%
40%
60%
80%
100%
Teachers Using PBI
AcademicYear
Summer
0%
20%
40%
60%
80%
100%
Site Based
AcademicYear
Summer
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Retention
Southwest User Conference, 2011
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Participant Completion Rate
Academic Year
Summer
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Summary –Participant Outcomes
Southwest User Conference, 2011
Summer model = project stage
Academic year (AY) delivery ≠ project implementation
AY delivery = site based projects
AY delivery = retention
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Outline
Southwest User Conference, 2011
I. Description of the PD modelsII. Participant ResultsIII.Student ResultsIV. Lessons Learned and Future work
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Quality of Student Products
Southwest User Conference, 2011
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
High GIS High STEM High Claims &Evidence
Academic Year
Summer
% P
rodu
cts H
ighl
y R
anke
d
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Assignment Matters
Southwest User Conference, 2011
0
0.5
1
1.5
2
2.5
3
3.5
Average use of GIS Average Content Average Claimsand Evidence
Preliminary Assignment
Site Based Problem
Aver
age
Scor
e
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Assignment Matters
Southwest User Conference, 2011
“As can be seen from the power points submitted to you, there were quite a few projects that did not include GIS maps at all. Generally, they do not care.” – following Weather and Climate Assignment
“The students were very interested in this project because it was a real world application of classroom information. They saw that their research and ideas for repair and prevention could have a positive impact on their school. In addition, they were equally excited about using the LabQuests. This was an opportunity for them to collect real data in the field.” –following Site Based Assignment
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6.5% 6.8%
8.9%
6.8% 7.4%
4.5%
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
20.0%
All Questions Science Content Data Analysis
Perc
ent
Inc
reas
e in
Sco
re fr
om P
re t
o Po
stPre-/Post-test Results: Students
Content and Data Analysis
Academic Year
Summer
Southwest User Conference, 2011
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6.8%
4.7%
6.2%
7.7%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
Claims and Evidence Cross Sections Test
Perc
ent
Inc
reas
e in
Sco
re fr
om P
re t
o Po
stPre-/Post-test Results: Students
Claims/Evidence and Spatial Reasoning
Academic Year
Summer
Cohen, C. A. & Hegarty, M. (2007)
Southwest User Conference, 2011
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Outline
Southwest User Conference, 2011
I. Description of the PD modelsII. Participant ResultsIII. Student ResultsIV. Lessons learned and future work
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Lessons Learned -Recruitment
Southwest User Conference, 2011
Technology skill
Open minded
Partnership
Grade level
IT and administrator support
Classroom management skill
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Lessons Learned –Professional Development Delivery
Southwest User Conference, 2011
Goals and expectations
Immersion model
Scaffolding
Balance
Time and practice - homework
Support – discussion boards
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Implications for Future PD
Southwest User Conference, 2011
Hybrid modelReadinessTiming/availabilityModel shows promise
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Work in progress
Southwest User Conference, 2011
Follow up observations and data analysis for advanced participants
Advanced Technological Education proposal Statewide K-12 site licenseRecognizing GIS in CTE
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Post Script
High School Football Field Before
And After
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Acknowledgements
• We are grateful to ESRI for supplying software site licenses and supporting materials to participating school districts.
• The Geology Department and GRAIL Lab at NAU
This project is funded by National Science Foundation Grant DRL-0929846 Innovative Technology Experiences for Students and Teachers.
AndArizona Department of Education Mathematics and Science Achievement Grant MSAG/0412-09 administered by
Science Foundation Arizona