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Title: Steve


1
(No Transcript)
2
Steves IPC Introductory Movie Clip
3
Science Course Module Integrated Physics
Chemistry(IPC)
  • OVERVIEW TRAINING
  • AUSTIN

4
INTRODUCTIONS
  • Meet the IPC Course Module Production Crew

5
Project Directors
  • Andrea Foster, PhD, College of Education,
    University of Houston
  • Eugene Chiappetta, PhD, College of Education,
    University of Houston
  • Stuart Long, PhD, College of Engineering,
    University of Houston

6
The Writers Production Crew
  • Rima Alexander, M.Ed., Alief ISD
  • Lynn Bachellor, Aldine ISD
  • Fran Marintsch, M.Ed. Spring Branch ISD
  • Gisele Dwyer, M.Ed. University of Houston
  • Velvette Manzano-Ramirez, University of Houston

7
Script Reviewers
  • Dan Felske, Ed.D., Science Specialist, Harris
    County Department of Education
  • Lynette Busceme, Science Coordinator, Humble ISD
  • Barbara Foots, Science Consultant
  • Melissa Matsu, IPC Teacher, Fort Bend ISD
  • Xandra Williams-Earlie, Science Coordinator,
    Aldine ISD

8
Materials and Props Specialist
  • Holly Ahern,
  • Sargent-Welch

9
Starring FX Science Guy --Steve Wolf!
  • I love getting kids excited about learning...
    showing them that school isn't just about
    academics, it's something you can use to create a
    job you'll love!
  • Steve Wolf
  • www.scienceinthemovies.com

10
Whats your TYPE A B C or D?


B
A
C
D
People Patterns, Stephen Montgomery
11
People Types
THE RATIONALS Engineers Coordinators THE IDEALISTS Teachers Counselors
THE GUARDIANS Administrators Conservators THE ARTISANS Entertainers Operators
B
A
C
D
People Patterns, Stephen Montgomery
12
More Specifically . . .
The RATIONALis highly skilled in STRATEGIC ANALYSIS. Thus their most practiced and developed intelligent operations tend to be marshalling and planning or inventing and configuring. The IDEALIST is most committed to GUIDING OTHERS through the doors of life, or along the pathways of learning and understanding.
The GUARDIAN is CONCRETE in communicating and COOPERATIVE in implementing goals, can become highly skilled in LOGISTICS. Thus their most practiced and developed intelligent operations are often supervising and inspecting. The ARTISAN is highly skilled in TACTICAL VARIATION. Thus their most practiced and developed intelligent operations are usually promoting and operating or displaying and composing .
People Patterns, Stephen Montgomery
13
In other words . . .


Highly Intelligent!
Creative and Passionate!
Dependable!
Highly Social! Party Animals!
14
Training Goals Objectives
  • The purpose of todays gathering is to provide an
    overview of the newly developed Texas IPC Course
    Module.
  • To share facilitator materials and training
    suggestions to enhance your efforts to provide
    IPC professional development for science
    teachers.

15
OVERVIEW of the DAY
  • Welcome Introductions
  • Conceptual Framework IPC Module Components
  • Popcorn Break
  • MOTION UNIT
  • BOX LUNCH
  • Unpacking the Box
  • ENERGY TRANSFORMATIONS UNIT
  • Thinking Outside of the Box
  • Critics Corner Evaluation

16
Our Mission
  • Develop an Integrated Physics and Chemistry
    course module and professional development
    experience that will be used by colleges,
    universities, and school districts to prepare
    highly qualified IPC teachers in Texas.
  • We have 3 months to produce this module.
  • We will deliver the module via 3 training events
  • May 12th 1 day in Houston (Advisory Group)
  • May 24th 1 day in Austin (Type B/Service
    Center)
  • June 3 days in Houston (Mentor Training)

17
EXCET TExES College Credit
UH
Online Course CD Rom
Teacher Quality TAKS
IPC in a BOX
18
IPC Course
  • IPC is appropriate for grades 9 10
  • IPC is an entry level applied science course for
    students who have received little or no
    instruction in physics or chemistry concepts.
  • IPC is best designed for students who need
    additional instruction in the physics or
    chemistry concepts identified in TEKS grades 4-8.
  • In Texas approximately 200,000 students are
    enrolled in IPC.

19
Whats in the IPC Module?
  • Everything a course instructor and/or a
    professional developer would need to teach IPC
    effectively to teachers.
  • A CD Rom and/or Interactive DVD
  • Training Notebook
  • Slide Masters
  • Workshop Materials List
  • Compass Book

20
TEA Course in the Box Recommendations
  • Use of Five E Instructional Model
  • Use of Technology
  • Suggestions for Storage Maintenance
  • Community Partners
  • Community Based Learning Suggestions
  • Pilot to include digital photos of implementation
  • Equity
  • Modifications for Special Education, 504,
    bilingual, and struggling learners
  • Safety, Class Size Recommendations

21
An Invitation to Teach IPC
  • This project is designed to help Texas science
    teachers interest students in the study of
    Integrated Physics and Chemistry (IPC) a high
    school science course. The teacher development
    module includes a unique set of activities that
    IPC teachers can use to draw students into
    thinking and learning about the physics and
    chemistry-based world in which they live. The
    topics addressed in this education program are
    listed below.
  • MOTION
  • WAVES
  • TRANSFORMATION OF ENERGY
  • PROPERTIES OF MATTER
  • CHANGES OF MATTER
  • SOLUTION CHEMISTRY

22
Inquiry-Based Science Instruction
  • National Science Education Standards (NRC, 1996,
    p. 105) list the following as goals for
    inquiry-based instruction
  • Understanding of scientific concepts.
  • An appreciation of how we know what we know in
    science.
  • Understanding of the nature of science.
  • Skills necessary to become independent inquirers
    about the natural world.
  • The disposition to use the skills, abilities, and
    attitudes associated with science.

23
Five aspects of science that will be brought to
your attention in the IPC Course Module
  • a definition of science
  • science as a way of thinking
  • science as a way of investigating
  • science as a body of knowledge and
  • the interaction of science, technology, and
    society
  • (Chiappetta Koballa, 2002).

24
Aspects of Instruction to Promote Inquiry-Based
Teaching
25
Meet the Typical IPC Learner
  • It is important for IPC teachers to embrace the
    uniqueness of the IPC learner . . . What better
    way to do this than by taking the learner to the
    movies . . .

26
These kids love the movies! They are digital
natives!
27
MOTION Fast and Furious!
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Playing with Toy
Cars Gathering Momentum Crash Test
Dummies Balloon Racer PBL Fast and Furious Car
Race Performance/TAKS Assessment
28
CHANGES IN MATTERMission Possible!
  • Introduction Five-E Overview
  • Engaging Film Clip
  • Explorations (INQUIRY LABS)
  • Chemistry in a Bag
  • Reactions
  • Chemical Changes
  • Lab Stations
  • Conservation of Mass
  • PBL Chemistry Show
  • Performance/TAKS Assessment

29
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Solar House Heat
and Water Craft Stick Conductivity Convection
Currents Circuits PBL House-in-a-Box Performance
/TAKS Assessment
ENERGY TRANSFORMATIONS Hot Wired!
30
SOLUTION CHEMISTRY Crystal Clear
Science! Introduction Five-E Overview Engaging
Film Clip Explorations (INQUIRY LABS) Dissolving
Rate Saturated Solutions Solubility Universal
Solvent PBL Crystal Project Performance/TAKS
Assessment
31
  • WAVES Catch a Wave!
  • Introduction Five-E Overview
  • Engaging Film Clip
  • Explorations (INQUIRY LABS)
  • Amplifying Sound
  • Slinky Lab
  • Surfing Sound Waves
  • Demos
  • PBL Building a Musical Instrument
  • Performance/TAKS Assessment

32
PROPERTIES OF MATTER Extreme Games! Introduction
Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Density Viscosity
Buoyancy Gas Properties Flame Test Labels Gone
Wild Periodic Table PBL Extreme Games of
Matter Performance/TAKS Assessment
33
UNIT FORMAT LESSON Templates
  • Five E Instructional Model
  • Engage
  • Explore
  • Explain
  • Elaborate
  • Evaluate

5
34
ENGAGEEngage the Learner
  • These activities mentally engage students with an
    event or question. Engagement captures students
    interest and help them to make connections with
    what they know and can do. The teacher provides
    an orientation to the activity and assesses
    students prior understanding of the concepts
    addressed in the lesson.

35
EXPLOREExplore the Concept
  • Next, students encounter hands-on experience in
    which they explore the concept further.
  • They receive little explanation and few terms at
    this point, because they are to define the
    problem or phenomenon in their own words.
  • The purpose of this stage is for student to
    acquire a common set of experiences from which
    they can help one another make sense of the
    concept.

36
EXPLAINExplain the Concept and Define the
Terms
  • Only after students have explored the concept
    does the curriculum and/or teacher provide
    scientific explanation and terms for what they
    are studying.
  • The teacher may present the concepts via lecture,
    demonstration, reading, or multimedia.
  • Students then use the terms to describe what they
    have experienced, and they begin to examine
    mentally how this explanation fits with what they
    already know.

37
ELABORATEElaborate on the Concept
  • The next stage of the model serves to help
    student elaborate on their understanding of the
    concept.
  • Students are given opportunities to apply the
    concept in unique situations, or they are given
    related ideas to explore and explain using the
    information and experiences they have accumulated
    so far.
  • Interaction between the students is essential
    during the elaboration stage. By discussing
    their ideas with others, students can construct a
    deeper understanding of the concepts.

38
EVALUATEEvaluate students Understanding of the
Concept
  • This final stage of the model has a dual purpose.
    It is designed for the student to continue to
    elaborate on their understanding and to evaluate
    what they know now and what they have yet to
    figure out.
  • The teacher determines the extent to which
    students have developed a meaningful
    understanding of the concept.

39
SUGGESTED COURSE SYLLABUS
  • General Course Objectives
  • 1. Study the State of Texass IPC curriculum
    framework to demonstrate knowledge about the
    scope and critical elements of the program.
  • 2. Experience, firsthand, a sample of each of the
    six major topics that form the IPC curriculum
    framework.
  • 3. Increase understanding of selected ideas and
    principles related to chemistry and physics,
    such as the history of the atom, electricity,
    and force.
  • 4. Demonstrate understanding of the nature of
    science and inquiry-based instruction on
    paper-and-pencil tests and in the preparation of
    a unit/module of instruction.
  • 5. Organize an instructional unit or module for
    IPC that holds the potential to help students to
    be successful in demonstrating their knowledge
    on the TAKS examination.
  • 6. Highlight critical science educational
    curricular elements in IPC instructional units
    to include state standards, instructional
    objectives, teaching science as inquiry,
    reflection on nature of science, and assessment
    of student progress during and after
    instruction.

40
CONTENT OUTLINE
  • MOTION
  • Playing with Toy Cars
  • Gathering Momentum
  • Crash Test Dummies
  • Balloon Racer
  • Performance/TAKS Assessment
  • PROPERTIES OF MATTER
  • Viscosity
  • Buoyancy
  • Gas Properties
  • Flame Test
  • Labels Gone Wild
  • Periodic Table
  • Performance/TAKS Assessment
  • ENERGY TRANSFORMATIONS
  • Hot Wired!
  • Solar House
  • Heat and Water
  • Craft Stick Conductivity
  • CHANGES IN MATTER
  • Chemistry in a Bag
  • Reactions
  • Chemical Changes
  • Lab Stations
  • Conservation of Mass
  • Performance/TAKS Assessment
  • WAVES
  • Amplifying Sound
  • Slinky Lab
  • Surfing Sound Waves
  • Demos
  • Performance/TAKS Assessment
  • SOLUTION CHEMISTRY
  • Dissolving Rate
  • Saturated Solutions
  • Solubility
  • Universal Solvent
  • Performance/TAKS Assessment

41
Course Topics
  • An Invitation to Teach IPC
  • Characteristics of an IPC Learner
  • Teaching Tips
  • Project Based Learning (PBL)
  • Pre/Post Assessments
  • Science Content
  • Pedagogy
  • Nature of Science
  • Misconception Research
  • Mentoring the Mentor

42
TIME FOR A BREAK
43
MOTION Fast and Furious!
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Playing with Toy
Cars Gathering Momentum Crash Test
Dummies Balloon Racer PBL Fast and Furious Car
Race Performance/TAKS Assessment
44
CRASH TEST DUMMIES
45
TIME FOR LUNCH
  • LUNCH IN A BOX

46
INTEGRATING Physics Chemistry
  • Real World Contexts
  • PULLEYS Steves Clip

47
Making a Case for Project Based Learning
  • PBL

48
Is this a familiar scenario in schools today?
Zits, January 6. 2003
49
What do we know about schools today?
  • Virtual absence of intellectual conversation
  • Implies listening and interacting
  • Celebrate achievement over inquiry
  • The real game is in the journey and learning
    where the resources are.
  • Lack intellectual dispositions
  • This involves an appetite to be engaged
  • We dont have enough romance in our schools!
  • Students learn how to do school in order to get
    through it.
  • We should be about getting kids into it!
  • (Eisner, 2001)

50
What do Good Schools look like?
  • Teachers know their students well.
  • Curriculum is intellectually challenging and
    engaging.
  • A students voice is encouraged.
  • Students have opportunities for real-world
    learning.
  • Students have an emotional support system.
  • The school forges close ties with parents.
  • The school provides a safe and respectful
    environment.

Wagner (2002) Making the Grade Reinventing
Americas Schools
51
What is Project-Based Learning?
  • An innovative model for teaching and learning
  • Focuses on central concepts and principles of a
    discipline
  • Involves students in problem-solving
    investigations and other meaningful tasks
  • Allows students to work autonomously to construct
    their own knowledge
  • Culminates in realistic projects

52
The PBL VISION
  • Project-based learning emerges from a vision of
    education in which students take greater
    responsibility for their own learning, and
    graduate from school prepared to use the skills
    and knowledge they have attained to lead
    successful lives.

53
Why is PBL important?
  • John Dewey tells us learning is enhanced when it
    is experiential, child-initiated, and
    child-oriented. It makes more sense when it
    happens in a real-world context.
  • Retention increases when students feel learning
    has a purpose and have a sense of ownership for
    it.

54
Also . . .
  • Brain research is helping us understand that PBL
    also works by helping students move beyond
    surface learning, beyond learning held in
    short-term memory, learned for the test and then
    forgotten.

55
The Power of PBL
  • PBL provides learning that has deep meaning,
    processed into long-term memory, because the
    learner has a chance to do something they want to
    do, something real, something exciting.

56
The Power of PBL
  • Classroom walls expand to the community at large
    and self-esteem soars as students work harder
    than ever before on relevant, real-world
    challenges.

57
Defining Features of PBL
  • CONTENT
  • Compelling Ideas
  • ACTIVITIES
  • Investigative and Engaging
  • CONDITIONS
  • Support Student Autonomy
  • RESULTS
  • Real-world products

58
Student Benefits
  • Evokes active, deep, generative processing that
    keeps kids interested
  • Allows students to construct their own knowledge
    thereby improving learning (better transfer,
    retention)
  • Helps students become better problem solvers.
  • Offers multiple ways for students to participate
  • Accommodates different intelligences

59
  • Expands student capabilities to display and
    manipulate information
  • Shifts students away from what they normally do
    giving students a richer, more authentic
    learning experience.
  • Widens students interests and career options
  • Multiplies the ways students can contribute to
    project work.

60
BUILDING A COMMUNITY OF LEARNERS IN AN IPC
CLASSROOM
61
IPC COURSE MODULE PROJECTS
  • Project Overviews Final Exhibition of Mastery
  • PBL Fast and Furious Car Race
  • PBL Extreme Games of Matter
  • PBL House-in-a-Box
  • PBL Chemistry Show
  • PBL Building a Musical Instrument
  • PBL Crystal Project
  • FINAL EXHIBITION OF MASTERY
  • Production of a 10-Minute IPC Video that brings
    all learning experiences together AND success
    (passing score) on the TAKS test!

62
ENERGY TRANSFORMATIONS
63
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Solar House Heat
and Water Craft Stick Conductivity Convection
Currents Circuits PBL House-in-a-Box Performance
/TAKS Assessment
ENERGY TRANSFORMATIONS Hot Wired!
64
CONDUCTIVITY TESTER
65
THINKING OUTSIDE OF THE BOX
66
TYPE B Teacher Quality Grant Discussion
  • http//www.thecb.state.tx.us/TeacherQuality/RFP/De
    fault.htm

67
MATERIALS INFORMATION
68
C in the Box
  • A Story about a Spring

69
IPC COURSE MODULE WEBSITE
  • http//www.coe.uh.edu/texasipc/

70
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71
The teacher is the most important variable that
leads to the success of all students.
72
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