 |










|
 |
 |
submitter:
|
DESERT Project
|
published:
|
09/01/2000
|
posted to site:
|
09/01/2000
|
DESERT Project
How long do your workshops last?
How many teachers do you involve in your workshops?
What are your major goals for your workshops in terms of content and
pedagogy?
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?
|
Date: May 30-June 2 |
---|
7:30-4:00 daily, Tuesday - Friday |
Summary: Looks at the impact and tools of formative assessment as applied
to TUSD CORE science curriculum. Site teams prepare proposals for whole
faculty assessment work at their sites next year. |
Location: University of Arizona Science and Technology Park, Rita Rd. Bldg.
9040 |
Presenter: Dr. Kathy Long, Lawrence Hall of Science, FOSS Curriculum Developer |
Attendees: Twenty teams from Cohort 1 Schools K-8 (160 Teachers & Principals) |
|
|
Date: July 24-27 |
---|
7:30-4:00 daily, Monday -
Thursday |
Summary: Site teams will be introduced to the vision of science education
reform and tools and strategies to accelerate implementation at their sites |
Location: Holiday Inn on Palo Verde |
Attendees: Twenty new teams from Cohort 2, K-8 (160 Teachers & Principals) |
|
|
|
Date: August 1-4 |
---|
7:30-4:00 daily, Monday -
Thursday |
Location: Mansfeld Middle School, Science Wing |
Summary: Facilitators will develop leadership strategies and facilitation
skills to present ideas about inquiry and questioning strategies to these
sites during the school year |
Presenters: Dr. Larry Lowery, Lawrence Hall of Science. Berkeley, Fred Stein, Exploratorium Institute for Inquiry, San Francisco |
Attendees: Science Facilitators (lead teachers) from 94 Elementary and Middle School sites (160 teachers) |
|
P.U.L.S.E. Seminar for Principals - Window on Inquiry |
Date: August 2 |
---|
4:00-9:00pm (dinner provided) |
Summary: Provides TUSD administrators with a look at the inquiry process
and strategies to help staff refine questioning strategies to promote
higher order thinking skills for all students |
Location: Mansfeld Library and Patio |
Presenters: Dr. Larry Lowery, Lawrence Hall of Science, Berkeley
Fred Stein, Exploratorium Institute for Inquiry, San Francisco |
Attendees: Elementary and MS Administrators |
Goals: The opportunity to create a collective vision of effective science education through first hand experiences, observations of best practices, dialogue and reflection
An opportunity to create an action plan for implementation of effective science at their sites:
- Leadership
- Support and Enabling Structures
- Professional Development
- Curriculum and Materials
- Assessment
Day 1: Setting the Vision
Ballroom: Introduction
- Welcome. School Board Member
- DESERT Overview
- Orientation
- Institute Overview
Break
Homerooms: (5 groups)
Purpose: to help participants understand why there is a need for science education reform
- Why Education Reform (Bulbs & Batteries) (1 hr.)
- How to implement Education Reform
- Standards Activity (30 minutes)
- Creating $5.5 Million Grant (45 min)
- How to create lasting change
- The five components of LSC
- Designing a graphic for the site
Lunch
Group Jig-saw: TUSD Curriculum: Spiraling Concepts throughout Foss and Science Plus
- Use notebooks: Question, prediction, data, etc.
- Fabric Kit
- Water Kit
- Mixtures & Solutions Kit
- Landforms Kit
- Middle Kit
- Steel video and conceptual storylines
Break
Homeroom: Reflect on Spiraling Concepts
Day 2: The Components Supporting Science Educational Reform
Homerooms: Review the site Profile (identify strengths & weaknesses)
Organizing for the Group Jig-Saw
Break
Group Jig-Saw: Strands of Local Systemic Change that Support Moving Toward Inquiry
A. Professional Development (2 Sessions) Begin with brainstorm of Various ways to do Professional Development |
Learning Forums Science Enrichment Classes Collaborative Planning (Problem solving Protocol/ Kit Clubs) How to Do Study Groups |
B. Enabling Structures & Support |
1. Family Science 2. Special Presenters & Private Eye |
C. Assessment |
1. Using Student Work as a Professional Self-Assessment (Student Work Protocol) 2. Using Student Notebooks |
D. Leadership |
Leadership: How to Build Learning Community At Your School (repeat twice: Gail and Rosana?) |
E. Curriculum |
1. CORE Curriculum Changes in Foss (K-5)- Middle School:(repeat twice)
|
Bag Lunch in Homeroom
- Share and add to Map Components
- Discuss and eat
Group Jig-Saw: Strands of Local Systemic Change
- Professional Development
- Enabling Structure
- Assessment
- Leadership
- Curriculum
Homeroom
- Map Components
- Reflection of the Day
- Wednesday's Jigsaw
Day 3
Ballroom
- Comment Cards
- Questions and Feedback
- Speaker (Sam Ward?)
Break
Homeroom: Changes: Adding Inquiry to Cookbook Science
Inquiry in the Classroom Video: (Perry Montoya -6, Kathy Brown-7, Jean-3)
Lunch in Homeroom
- Share and add to Map Components
- Discuss and eat
Group Jigsaw: Half-day PD Opportunities
- Middle School Piece:
- Three Kinds of Inquiry
- Teacher & Student Questions: Probing for Understanding
- Aligning Science Concepts and Standards
- Integrating Science with Language Arts
Homeroom
- Map Components
- Reflection of the Day
Afternoon Happy Hour
Day 4
Ballroom: Questions and Feedback
Speaker (Kathy Short?)
Group Jigsaw: Cohort 1 Share-Out
Professional Development
- Basic Classes -
- Enrichment/Gems Class
- Study Groups-Drachman (Integration) Vesey (Private Eye)
- Action Research? -
- Peer Observation support-
- Learning Forums - Whitmore
Leadership
- Leadership Team - Dunham
- Science Facilitators -
- SAMEC Conference -
- ASTA Conference -
Assessment
- Student Work Protocol Study Group- Dunham/Mission View/Steele
- Summer Assessment Institute -
- Student Notebooks- Kellond/Gale
Support and Enabling Structures
- Family Science Night- (Dunham, Lynn Uriquides, Carrillo)
- Elementary-Jr. High Articulation - Safford
- School Newletter - Holladay
- Community Garden - Whitmore
- Science Fieldtrips - Carrillo
- Community Partnership -
Curriculum
- Library support - Sabrina Cruz
- Using FOSS Literature Books
- ESL with the Kits - Cragin (Denise Celi)
- Middle School Scope & Sequence - )Nahler, Vail, Safford, Carson, Gridley)
- The Web Site as Curricular Support
Homeroom: Action Plan (Share Nuts and bolts)
Sit down Lunch in the Ballroom
Homeroom: Pre-Service Planning Day
Ballroom |
DESERT Project Tuesday Aug 1- Friday Aug 4 Mansfield Middle School |
7:30-4:00 Daily | Stream Tables Adult immersion in inquiry | Questioning Role of ? in inquiry | Inquiry Continuum from teacher directed to student directed | Content a purpose of inquiry learning | Subtle Shifts shifting CORE curriculum toward more inquiry |
| Fred Stein | Larry Lowery | DESERT staff | DESERT staff | DESERT staff |
Tuesday AM | X | X | X | X | |
Tuesday PM | X | X | X | X |
Wednesday AM | X | X | X | | X |
Wednesday PM | X | X | | X |
Thursday AM | X | X | X | X | X |
Thursday PM | X | | X | X |
Friday AM | | | X | X | X |
Friday AM | | | | | |
Please note on Wednesday Aug 2 Larry Lowery and Fred Stein will present Window on Inquiry for administrators
The evening includes a buffet supper & will feature: Dr. Larry Lowery, UC Berkeley, Lawrence Hall of Science "Asking Effective Questions" and Glimpses of The D.E.S.E.R.T. Inquiry Institute concurrently on location at Mansfeld, Aug 1-4 Presented by Fred Stein, Institute for Inquiry Exploratorium, San Francisco
|
|
|
|
Day 1 May 30 Setting the Vision |
|
Purpose: To understand the need for science assessment (formative and summative)
Participants will use notebooks throughout the Institute |
8:15-8:45 Whole Group |
Welcome -D.E.S.E.R.T. staff shares purposes, goals; who we are and why we're here El Centro Report (overview) - Gail |
8:45-9:15 Whole Group |
Business Park overview - Business Contact Jim Kolbe - Welcome Speech |
9:15-9:30 |
Break |
9:30-10:00 Homeroom |
What do participants think, know and do about science assessment? Write in your notebook everything you do in your classroom to assess science? Group share - chart Reflect in notebook - what kinds of knowledge do those assessments tap into? Group share - chart |
10:00-11:30 Homeroom |
Investigation Stations - groups of 3-5, 6 investigations/room - Toni, Marie, Joel How can you use writing, drawing and discussing to know what students know? Investigation emphases - a. discussion, b. writing, c. writing and drawing Overhead and discuss explanation/rationale/purpose of a notebook Rotate through 3 stations and investigate - follow directions of each Return to group and share experience, concepts to understand |
11:30-12:00 Whole Group? |
Scientist(s) testimonial of the use of a notebook - Gail |
12:00-1:00 |
Lunch - Tour Option sign up |
1:00-2:45 Homeroom |
Introduce elements of notebooks and the kinds of data/information that can be gathered in notebooks. (handouts) - Joan Notebook Faire (purpose - participants learn about effective use of notebook data collection) Participants experience Notebook Faire (handouts)- Simultaneous Session - Notebook Review
- Each homeroom group will rotate through a 30 minute science notebook session which includes time with the visiting scientist and a review and discussion of student notebooks displayed in the whole group room (see attached schedule)
|
2:45-3:00 |
Break |
3:00-3:45 Homeroom |
Reflection and discussion of implications for classroom use of Notebook Faire- "How do we use the possible collections of data and what conceptual understanding will be evident in those use collections" Share formative/summative assessment overview/definition - how would what you did today be formative assessment? Article jigsaw and visual |
3:45-4:00 Homeroom |
Closing remarks, overview of next 3 days - Gail Tour Option - remind/sign up for Day 2, Collect comment cards |
|
|
|
Day 2 May 31 Concepts, Processes, Attitudes |
|
Purpose: Identify what to assess - concepts/content, processes, attitudes & beliefs Understand the importance of student self assessment |
8:00-9:00 Homeroom |
Concept Map - reflect on Day 1 in personal notebooks, then use colored post-its to indicate previous day's learning/elements on concept map with school team - Margaret |
9:00-10:15 Homeroom |
Camouflage Activity - what are the skills/habits of mind when we do science AND when we teach - talking about learning and how the use of process skills is related to the development of understanding concepts - Marleen |
10:15-10:30 |
Break |
10:30-12:00 Homeroom |
Video 1- what skills are being used by the students? (Task B) - focus on the students(handouts) - Marleen
Video 2- focus on what the teacher does to build the skills (Task C) - focus on the teacher - what is the teacher's role? (handouts) |
12:00-1:00 |
Lunch |
1:00-2:00 Homeroom |
Observation and Analysis using Resource D - Developmental Indicators for Assessing Process Skills, Attitudes and Concepts - through investigation - formative assessment of process skills - Marleen |
2:00-2:15 |
Break |
2:15-3:30 Homeroom |
Paul Black article - need/research for student self assessment (handout) - MarleenHighlight process and content - sets the stage for content next day |
3:30-4:30 |
Collect comment cards Tour - Optional
| |
|
|
Day 3 June 1 Content and Assessment |
|
Purpose: to understand the purposes of formative/summative assessment in the content areas |
8:00-8:45 Breakouts |
Concept Map input - school teams |
9:00-9:30 Whole Group |
Kathy Long's Story - formative/summative assessment |
9:30-10:15 Grade Level |
Assessing Using Rubrics - Sister Act II video - apply to grade level expectations - Marleen, Joel |
10:15-10:30 |
Break |
10:30-12:30 Grade Level |
FOSS/Science Plus Investigations - Toni Do investigation and assessment piece Discuss assessment for that investigation and review student work Overview of all assessment components (handouts) Overview of manual revisions (handouts)
Grades 1-2 will meet with Kathy Long for upcoming FOSS assessment in primary grades |
12:30-1:30 |
Lunch |
1:30-4:00 |
Principal Breakout with Gail |
1:30-400 Grade Level |
Curriculum Analysis - Marleen Content investigations with analysis - collect the "now whats", next steps Create Chart Collect comment cards |
2:45-3:00 |
Break
| |
|
|
Day 4 June 2 Putting It All Together |
|
Purpose: learn a collaborative process for assessing student work, apply Institute sessions to prepare preservice presentation for school sites |
8:00-9:30 Breakout |
Choice of Breakout - Looking at Student Work - video and Critical Friends process - Joan, Margaret, Joel Teacher Panel - sharing of student notebooks |
9:30-9:45 |
Break |
9:45-12:15 Homeroom |
What? So What? Now What? - Participant reflection in notebook Complete Concept Map - begin site action plan proposal for preservice day - Committee, Margaret Sites may plan for a 4 or 6 hour day, use template to make a proposal to staff and then make modifications at the site for their needs |
12:15-1:15 |
Lunch |
1:15-2:45 Homeroom |
Complete Action Plan Proposal for preservice day |
2:45-3:00 |
Break |
3:00-3:30 Homeroom |
Sharing of Action Plans - 15 minutes each team (2) 5 minutes - share plane 5 minutes - clarifying questions/comments from other team 5 minutes - response to questions |
3:30-4:00 Whole Group |
Institute Evaluation - Marleen Inside/Outside Circle - Parting Thoughts |
|
|
 |