Teaching and Learning with the Science and Engineering Practices
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1 Teaching and Learning with the Science and Engineering Practices Kate McNeill and María González-Howard Boston College Pam Pelletier Boston Public Schools
2 Agenda l Overview l Discussion Share Lessons Learned l Activity 1: Defining Practice #1 - Asking questions and defining problems l Activity 2: Analyze video for Asking questions BREAK l Activity 3: Defining Practice #3 Planning and carrying out investigations l Activity 4: Analyze video for Investigations l Conclusions and Discussion PowerPoint at:
3 Goals for 5 Meetings l Develop a deeper understanding of the 8 science practices in NGSS l Clarifying definitions of each practice l Explore the relationships between the 8 practices l Develop strategies to adapt existing curriculum to align more closely with the science practices l Identify challenges around adapting (both student challenges and lesson design challenges) l Develop strategies for designing lessons
4 Share Lessons Learned l With your group. Share your Lessons Learned from trying to integrate a practice into your instruction. l Discussion l What teaching strategies/activities would you recommend for adapting current science lessons? l What challenges did your students have with the science practice? l What challenges did you have adapting a lesson to target a specific science practice?
5 Activity #1: Defining Practice 1 Asking Questions and Defining Problems l On a large chart paper with your group: l What are the key characteristics of asking questions? l What are the key characteristics of defining problems? l How does this practice become more complex for students across grades k-12? l Resources l 4 Handouts - Appendix F. BSCS definitions, Science Practices Leadership definitions, Potential instructional activities. l Search NGSS for performance expectations for Practice 1
6 Activity #1: Defining Practice 1 Asking Questions and Defining Problems l Discussion: l What similarities and differences do we see across the definitions? l Can we agree on key elements that should be included in question and problems? l How will you know students can do this practice? What evidence will you use as the key indicators of proficiency?
7 Activity #2: Analyze video for Asking Questions l Watch first 3:30 minutes from a 1 st grade classroom beginning a unit on sound. l Discussion Questions: l What key characteristics of questioning (from your group or the whole group discussion) does this video address? Why? l What key characteristics of questioning (from your group or the whole group discussion) does this video NOT address? Why? l How could you adapt this lesson to make it better address questioning?
8 Activity #2: Analyze Video
9 Activity #2: Analyze video for Asking Questions l Watch first 3:30 minutes from a 1 st grade classroom beginning a unit on sound. l Discussion Questions: l What key characteristics of questioning (from your group or the whole group discussion) does this video address? Why? l What key characteristics of questioning (from your group or the whole group discussion) does this video NOT address? Why? l How could you adapt this lesson to make it better address questioning?
10 BREAK
11 Activity #3: Defining Practice 3 Planning and carrying out investigations l On a large chart paper with your group: l What are the key characteristics of planning and carrying out investigations? l How does this practice become more complex for students across grades k-12? l Resources l 4 Handouts - Appendix F. BSCS definitions, Science Practices Leadership definitions, Potential instructional activities. l Search NGSS for performance expectations for Practice 3
12 Activity #3: Defining Practice 3 Planning and carrying out investigations l Discussion: l What similarities and differences do we see across the definitions? l Can we agree on key elements that should be included in planning and carrying out investigations? l How will you know students can do this practice? What evidence will you use as the key indicators of proficiency?
13 Activity #4: Analyze video for Planning and carrying out investigations l Watch 3:20-7:20 And 16:00-16:30 from a 1 st grade classroom beginning a unit on sound. l Discussion Questions: l What key characteristics of investigations (from your group or the whole group discussion) does this video address? Why? l What key characteristics of investigations (from your group or the whole group discussion) does this video NOT address? Why? l How could you adapt this lesson to make it better address investigations?
14 Activity #4: Analyze Video
15 Activity #4: Analyze video for Planning and carrying out investigations l Watch 3:20-7:20 And 16:00-16:30 from a 1 st grade classroom beginning a unit on sound. l Discussion Questions: l What key characteristics of investigations (from your group or the whole group discussion) does this video address? Why? l What key characteristics of investigations (from your group or the whole group discussion) does this video NOT address? Why? l How could you adapt this lesson to make it better address investigations?
16 Discussion l Asking questions and defining problems l Questions play an essential role in science classrooms and in school more broadly. l Not all questions in science classrooms align with the science practice in NGSS l Planning and carrying out investigations l The focus on carrying out investigations seems similar to previous focus on inquiry. l Identifying opportunities where students can plan investigations, rather than being given procedures can be more challenging.
17 Next Time: Plan to Try out a Practice before April 29 l Before our next meeting on April 29, we would like you to engage your students in either Asking Questions/Problems or Investigations l For the meeting on April 29, please bring: l Planning sheet that identifies the target practice and a lessons learned (e.g. lesson challenge, student challenge, strategy). l Lesson artifacts Bring in something to share to illustrate the lesson learned such as a powerpoint to illustrate a strategy or student writing to illustrate a challenge. l If you were comfortable, we would like to collect the planning sheets and artifacts to help us synthesize the lessons learned.
18 Feedback for Future Planning l Positives l What aspects of the past 2 workshops have been positives and you would like to see in the future workshops? Why? l Negatives l What aspects of the past 2 workshops have been less successful? Why? l Future l What would you like to spend time on during the last 3 workshops? Why?
19 Contact Information l Kate s kmcneill@bc.edu l Maria s gonzaldx@bc.edu l Pam s - ppelletier@bostonpublicschools.org l Workshops l Has the powerpoint l Teaching Resources l Links to other webpages (e.g. argument assessments, lessons, etc.)
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