Summer Workshop Plans

E=MC2 Summer Workshop Agenda

How long do your workshops last?

1/2, full day, and week long.

How many teachers do you involve in your workshops?

Over 570.

What are your major goals for your workshops in terms of content and pedagogy? (Just one or two paragraphs)

See attached.

Are you offering professional development on specific curricula that you are hoping will be used in the classroom? If so, which curricula are you using?

Yes. See attached.

Clapping Game
To look at different ways assessment can be designed.
To explore the way these designs affect how the assessor and assessee feel the consequences of how we do assessment.
To develop an awareness and a better understanding of the pros and cons of involving students in their own assessment.

Foam Activity
To have an experience in restructuring a guided activity to make it more open ended.
Foam Activity is just a tool.

Setting the Stage
To identify characteristics of an exemplary elementary school science education.
To identify key elements needed for science reform.
To identify strategies for teaching and learning inquiry-centered science.
To learn about the implementations of science reform in Ewing, Lawrence, and West Windsor Plainsboro Districts.

Modules

Communication Connections
Christine Pancari and Susan Pantone
To develop an understanding of the importance of communicating information.
To become familiar with a variety of forms of communication in the science classroom.
To provide participants with an opportunity to review what they have learned and to plan for application of knowledge.

Assessing Science Outcomes
Mary Lou Byer and Donna Lawrance
To investigate methods for monitoring students progress and share ways to communicate.
To the major stake holders i.e. administrators, students, parents, teachers and community.
To identify the processes of science education.
To provide teachers with an understanding of how assess the processes of science and communicate the change to stake holders.
To appreciate the varied assortments of assessment tools available for different assessment tasks.

Caution, Knowledge Under Construction
Eileen Randall and Barbara Pakradooni
To explore some techniques useful for revealing student misconception.
To become familiar with conditions that facilitate conceptual change.
To describe the general features of the Constructivist Learning Model.
To relate the Constructivist LEarning Model to the processes of science.

Inquiry-based Science: The Guide on the Side.
Jessica Heller and Mary Miller
To introduce the concept of "Inquiry as an Instructional Approach" and model how it can be used in instruction.
To introduce strategies that promote inquiry in hands-on science.
To compare a structured vs. Open-ended inquiry approach to science.

The Nature of Science: Questions, Questions, Questions
Jan Fay and Carole Bridges
To inform participants of basic concepts about the nature of science.
To provide information so that participants can incorporate these concepts into their instruction.
To model open-ended science investigations that reflect the nature of science.
To provide guided practice in developing and conducting investigations.

Benchmarks
May Jo Gonsiorowski and Wanda Rinker
To inform participants about the development of Benchmarks.
To inform participants about the components of Benchmarks.
To demonstrate ho hands-on activities in the new science curriculum address the Banchmarks, the National Standards, and the New Jersey State Standards.
To Provide information about the relationship of the national standards to Benchmarks and the science curriulum.
To provide information about the relationship of the state standards to Benchmarks and the science curriculum.

IFSC
Judy Winkler
To follow and observe the process of kit handling and refurbishment in the center's materials and resource center, Science to Go!
To appreciate the importance of materials support in science reform.
To learn about computer, internet, and other resources connections available to educators.
To become aware of the plans for the development of the former machine shop of the Roebling Steel Works, site of the further science museum.
To appreciate the importance of historical preservation and urban renewal, and community support in science education.

Wednesday	Thursday	Friday	Tuesday	Wednesday
McDonnell Building Princeton University	Lawrence Intermediate School	Lawrence Intermediate School	Lawrence Intermediate School	Lawrence Intermediate School
8:00-8:30 am Sign In - Continental Breakfast	8:00-8:30 am Sign In - Continental Breakfast	8:00-8:30 am Sign In - Continental Breakfast	8:00-8:30 am Sign In - Continental Breakfast	8:00-8:30 am Sign In - Continental Breakfast
8:30 Introduction, Presentations & Speakers A 01 Auditorium	8:30-11:30 Module See rotation schedule on reverse side	8:30-11:30 Module See rotation schedule on reverse side	8:30-11:30 Module See rotation schedule on reverse side	8:30-11:30 Module See rotation schedule on reverse side
9:45 Break
10:00 - Breakout Groups Group I: *Red & Dusty Rose* Room 101 Group II: *Green & Blue* Room 102
LUNCH
12:30-3:30 Ice Balloons: Guided, Discovery and Inquiry Activity Breakout Groups Room 101-Dusty Rose Room 102-Blue Room 103-Green Room 104-Red	12:30-3:30 Module See rotation schedule on reverse side	12:30-3:30 Module See rotation schedule on reverse side	12:30-3:30 Module See rotation schedule on reverse side	12:30-3:30 Bus leaves at 12:30 Field Trip Invention Factory Science Center

	Wednesday	Thursday		Friday		Tuesday		Wednesday A.M.
		A.M.	P.M.	A.M.	P.M.	A.M.	P.M.
Caution, Knowledge Under Construction Room 56	KICK OFF	RED	GREEN	XXXXX	XXXXX	BLUE	DUSTY ROSE	Red Foam Activity Making the transition from Kits to Inquiry
Inquiry-based Science: Guide on the Side Room 57		GREEN	RED	XXXXX	XXXXX	DUSTY ROSE	BLUE	Green Foam Activity Making the transition from Kits to Inquiry
Assessing Science Outcomes Room 54		BLUE	DUSTY ROSE	RED	GREEN	XXXXX	XXXXX	Blue Foam Activity Making the transition from Kits to Inquiry
Communication Connections Room 53		DUSTY ROSE	BLUE	GREEN	RED	XXXXX	XXXXX	Dusty Rose Foam Activity Making the transition from Kits to Inquiry
Benchmarks N.J. State Core Standards Room 60		XXXXX	XXXXX	BLUE	DUSTY ROSE	RED	GREEN	Wednesday P.M. 1:00-3:00 pm Invention Factory Science Center History and Development Refreshments and Wrap-Up Return to LIS
The Nature Of Science: Questions, Questions, Questions Room 58		XXXXX	XXXXX	DUSTY ROSE	BLUE	GREEN	RED	Bus #1 Red and Green Bus #2 Blue and Dusty Rose

Rob Staats - Multimedia

• To develop an understanding of the various methods and multimedia resources available for communicating science information.
• To plan and develop a multimedia science project which demonstrates knowledge of the concepts contained in one NSF module.

Pete Christ - Powerful Learning and Simulations Software

• To identify the elements of simulation software
• To utilize a tool to evaluate software for appropriateness and grade level.
• To identify at least one piece of software that will be useful in your classroom.
• To identify ways to incorporate of a piece of software into a current lesson, unit or activity already being done in your classroom.

Walt Dimitruk - Multimedia II

• The students will be able to successfully operate video equipment.
• The students will be able to connect video equipment to a computer.
• The students will be able to record voth video and still images during the science lesson presented.
• The students will be able to create a multimedia presentation using the videos and images they have collected.

Arlene Harris - IBM Formatted

• To feel comfortable using a computer.
• To learn to use a IBM formatted computer.
• To use many skills in the Microsoft Office applications.
• To feel comfortable using the computer as a tool to enrich science activities with students.
• To use the computer as a tool for recording scientific data.

Sharon Feig and Sharon Zubricky - ClarisWorks

• To develop an understanding of how ClarisWorks can be utilized for analyzing and communicating scientific information.
• To identify ways to incorporate ClarisWorks into a science unit, lesson or activity.
• To enhance the student's ability to use the ClarisWorks word processing program.
• To expand the student's knowledge of the components and uses of the ClarisWorks data base and spreadsheet programs.

William Lazzaro - Assessment

• Empowering Students with instructional Rubrics
• Scoring Rubric vs. Instructional Rubric
• Instructional Rubric defined
• What are the relative influences on student learning?
• Student Samples with and without rubrics
• Improving Student Achievement ... Realistic Expectations

Rebecca Gold - Internet

• To learn to navigate the Internet using search engines, browser software and printed reference materials to locate information relevant to the science kits being used.
• To visit known Internet sites and locate additional resources that enhance the science kits being used in the classrooms.
• To explore educational sites, with relation to the kits that teachers are using, that share class science projects, lesson plansand offer group interaction for online projects.

NSF Summer Institute Session I July 26-30
	Monday - July 26	Tuesday - July 27	Wednesday - July 28	Thursday - July 29	Friday - July 30
Group	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am
I A RED	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School	Internet Rebecca Gold Room 200 (upstairs) Ewing High School	Microsoft Arlene Harris Room 225 (upstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
I B GREEN	Software Peter Christ Room 225 (upstairs) Ewing High School	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School	ClarisWorks Sharon Feig Room 117 (downstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
I C BLUE	Internet Rebecca Gold Room 200 (upstairs) Ewing High School	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School	ClarisWorks Sharon Zubricki Room 200 (upstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm
I A RED	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School	Software Peter Christ Room 225 (upstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
I B GREEN	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School	Internet Rebecca Gold Room 200 (upstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
I C BLUE	Software Peter Christ Room 225 (upstairs) Ewing High School	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School
NSF Summer Institute Session July 26-30
	Monday - July 26	Tuesday - July 27	Wednesday - July 28	Thursday - July 29	Friday - July 30
Group	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am	8:30 am - 11:30 am
II A RED	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School	Internet Rebecca Gold Room 200 (upstairs) Ewing High School
II B GREEN	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Software Peter Christ Room 225 (upstairs) Ewing High School	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School
II C BLUE	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Internet Rebecca Gold Room 200 (upstairs) Ewing High School	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School
	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm	12:30 pm - 3:30 pm
II A RED	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Microsoft Arlene Harris Room 225 (upstairs) Ewing High School	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School	Software Peter Christ Room 225 (upstairs) Ewing High School
II B GREEN	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	ClarisWorks Sharon Feig Room 117 (downstairs) Ewing High School	Multimedia I Rob Staats Room 117 (downstairs) Ewing High School	Internet Rebecca Gold Room 200 (upstairs) Ewing High School
II C BLUE	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	Science Assessment Bill Lazzaro Senior Cafe Ewing High School	ClarisWorks Sharon Zubricki Room 200 (upstairs) Ewing High School	Software Peter Christ Room 225 (upstairs) Ewing High School	Multimedia II Walt Dimitruk Room 302 (downstairs) Ewing High School