PROM/SE%20Science%20Associates%20Welcome%20Back!

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PROM/SE Science AssociatesWelcome Back!

• Please sit at tables by grade bands
• K-2, 3-5, 6-8, 9-12

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What causes the phases of the Moon?Individually,
on a sticky note, write a brief response to the
question above.(Do not include your name.)
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• 3 Levels of Learning
• As an adult learner- for personal understanding
• As a teacher of K-12 students
• As a teacher leader, representing your school
  and/or district

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Show What You Know!

• Take 10 minutes and mark answers to the questions
  on your quiz.
• Be prepared to enter your responses with a
  clicker.
• It is important that you answer the questions
  individually please do not share!
• (Quiz is anonymous.)

Quiz Sun, Earth, Moon System
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• Goals
• Think about important concepts in science how
  to promote conceptual understanding
• Deepen understanding of a specific scientific
  concept
• Earth and Earths moon are in regular
• and predictable motion in the solar
• system. Those motions in relation to
• the position of the sun explain such
• phenomena as phases of the moon
• and eclipses.
• Relate the research on learning to understanding
  a specific big idea in science
• Associate models in science with understanding
  the concept
• Connect the research findings to Analyzing
  Instructional Materials (AIM) for learning
  important science concepts

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• 3 Levels of Learning
• As an adult learner- for personal understanding
• As a teacher of K-12 students
• As a teacher leader, representing your school
  and/or district.

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Imagine that your head is Earth and that you are
standing on the tip of your nose (Mount Nasal).
Position the Moon (ball) so that you see a full
moon from Mount Nasal.
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• Using your model,
• illustrate the 8 phases as shown here.

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Why did we choose this topic?
DATA- from PROM/SE tests and surveys DATA- from
state tests DATA- from national studies
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Earth the Universe

• Students in grades 3-5, 6-8, 9-12 all scored
  below 50 on the PROM/SE questions in this area.
• MI and OH tests show students perform poorly in
  this area.
• National tests and reports show students score
  below basic understanding in this topic.
• Adult surveys show many adults do not understand
  the Earth, Sun, Moon system well.
• Earth, Sun, Moon system is a common topic in
  school the Moon and Sun are readily observable.
• The concept promotes understanding of systems and
  models.

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Scientifically Limited Conceptions of Phases of
the Moon

• Clouds cover part of the Moon.
• Planets cast a shadow on the Moon.
• Shadow of the Sun falls on the Moon.
• Shadow of Earth falls on the Moon.

Source Driver, R., Squire, A., Rushworth, P.
Wood-Robinson, V. 1994. Making Sense of Secondary
Science Research into Childrens Ideas. New
York Routledge.
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Findings and Implications
Key Findings Implications for Teaching
1. Preconceptions Teachers must draw out and work with the preexisting understandings that their students bring with them.
2. Facts, Concepts, and Retrieval Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.
3. Metacognition The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.
Based on How People Learn, National Research
Council, 2000
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How People LearnFinding 1- Addressing
Preconceptions

• Students come to the classroom with
  preconceptions about how the world works. If
  their initial understanding is not engaged, they
  may fail to grasp the new concepts and
  information that are taught, or they may learn
  them for purposes of a test but revert to their
  preconceptions outside the classroom.

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How People LearnFinding 2 - Knowledge of what it
means to learn science concepts

• To develop competence in an area of inquiry,
• students must
• (a) have a deep foundation of factual knowledge,
• (b) understand facts and ideas in the context of
  a conceptual framework, and
• (c) organize knowledge in ways that facilitate
  retrieval and application.

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How People LearnFinding 3- Metacognition

• A metacognitive approach to instruction can
  help students learn to take control of their own
  learning by defining learning goals and
  monitoring their progress in achieving them.

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Metacognitive Table Discussion

• 1. What, if any, of your own scientifically
  limited conceptions have surfaced during the
  evening so far?
• 2. What factual knowledge are you bringing to the
  exploration of the Sun/Earth/Moon model? How are
  you connecting this to the larger concept?
• 3. How are you learning about the S/E/M/
  relationship in this workshop?

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Standards and Learning

• 1. What do your state standards say that students
  should know about the Sun, Moon, and Earth
  system?
• 2. When should they know it?
• 3. What are you (or your colleagues)
• teaching and how does this relate
• to developing these concepts over time?

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Reflective Pause

1. What did you learn?
2. How did you learn it?

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• Have a good evening.
• See you tomorrow at 8 a.m.

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Moon Phase Quickwrite

• Draw a diagram and write a description of the
  position of the Sun, Moon, and Earth for each of
  the following phases.

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Find Moon Phase Partners

• Share and compare your diagrams and descriptions.
• Using the yellow sheet, draw and write what you
  and your partners think are the best image and
  description of the positions of the Sun, Moon,
  and Earth that explain each phase.
• Use your S/E/M model if you need it.

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Sun, Moon, and Earth Jigsaw

• Organize into District Home Groups of no more
  than 6 people.
• Each Home Group member will become an Expert in
  one of these areas.
• Group 1 Moon Phases (Room 1)
• Group 2 Eclipses (Room 2)
• Group 3 Moons Motion (Room 3)

Sun, Moon, and Earth Jigsaw
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Sun, Moon, and Earth Jigsaw (continued)

• Expert Groups (limit 6 people per group)
• Read and discuss your focus question.
• Make sure that everyone fully understands the
  answer to your question.
• Be prepared to teach your Home Group so they
  fully understand the answer to your question (you
  will have about 10 minutes).

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Focus Questions

• Group 1 Why do we see different phases of the
  Moon? (Everyone should be prepared to explain and
  illustrate at least 4 phases.)
• Group 2 What is the pattern of solar and lunar
  eclipses? What is happening in the system to
  create this predictable pattern?
• Group 3 How does the Moons motion explain what
  we see from Earth (Moons surface and direction)?

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Back to Your Home Group

• Teach your Home Group so they fully understand
  the answer to your question. (Take approximately
  10 minutes per question.)
• Everyone should be prepared to answer each of the
  questions.

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Explanatory Model

• Develop a model that explains the Sun, Moon, and
  Earth system.
• Include the following
• Moon Phases
• Eclipses
• Moons Motion

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Gallery Walk of Models

• Visit other team models.
• Write questions or comments on sticky notes and
  leave them with the model.
• Which models do you think are the most powerful?
  Why?

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Post-Quiz Review

• What have you learned?

Quiz Sun, Earth, Moon System
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A Private Universe

• Think about
• What preconceptions would you expect students to
  hold about Moon Phases?
• How might you challenge students preconceptions
  so they understand the scientific principles?

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Application Back Home

• How do your experiences in this workshop apply to
  learning and teaching?
• What can you do as a PROM/SE Associate?

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Essential Features of Classroom Inquiry
Less..Learner Self-Direction..More Mor
e..Direction from Teacher or Material..Less
1. Learner engages in scientifically oriented questions A. Learner engages in question provided by teacher, materials, or other source B. Learner sharpens or clarifies question provided by teacher, materials, or other source C. Learner selects among questions, poses new questions D. Learner poses a question
2. Learner gives priority to evidence in responding to questions A. Learner given data and told how to analyze B. Learner given data and asked to analyze C. Learner directed to collect certain data D. Learner determines what constitutes evidence and collects it
3. Learner formulates explanations from evidence A. Learner provided with evidence B. Learner given possible ways to use evidence to formulate explanation C. Learner guided in process of formulating explanations from evidence D. Learner formulates explanation after summarizing evidence
4. Learner connects explanations to scientific knowledge A. Learner given all connections B. Learner given possible connections C. Learner directed toward areas and sources of scientific knowledge D. Learner independently examines other resources and forms the links to explanations
5. Learner communicates and justifies explanations A. Learner given steps and procedures for communication B. Learner provided broad guidelines to use sharpen communication C. Learner coached in development of communication D. Learner forms reasonable and logical argument to communicate explanations

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Essential Features of Classroom Inquiry

1. Learner engages in scientifically oriented
   questions
2. Learner gives priority to evidence in responding
   to questions
3. Learner formulates explanations from evidence
4. Learner connects explanations to scientific
   knowledge
5. Learner communicates and justifies explanations

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Wrap up and Reflection

1. What did you learn?
2. How did you learn it?

Reflective Pause Day 2