Intro Slide

1. Intro Slide http://institute.nsta.org NSTA Web Seminar II: Doing Good Science in Middle School Professional Development When and Where You Want It

2. Flavio Mendez Flavio MendezProgram Manager Symposia and Web SeminarsNational Science Teachers Association http://institute.nsta.org

3. Agenda: • Introductions • Tec-help info • Web Seminar Tool Training with Examples • Web Seminar Presentation • Evaluation • Chat with the presenter

4. Let’s do a poll question! Is this your first Web Seminar? http://institute.nsta.org

5. Al ByersAssistant Executive DirectorGovernment Partnerships and e-Learning National Science Teachers Association http://institute.nsta.org

6. Jeff Layman Jeff LaymanTec Support NSTA Institute703-312-9384jlayman@nsta.org National Science Teachers Association

7. Let’s do a poll question! Who is in the audience? http://institute.nsta.org

8. Screen Shot

9. Top line, from right-to-left: 1. Top, right-corner, small square: minimize/maximize tool palette 2. Highlighter 3. Stamps 4. Clear and shaded geometrical figures

10. Where is everybody?Use a stamp to pinpoint your location

11. Top line, from right-to-left, (cont.): 5. Arrow head and tail (on/off) 6. Diagonal line (continuous or dotted): (arrowhead and tail work together with line) 7. Levels of shading from max to min. 8. Paintbrush 9. Clear button 10. Undo

13. Doing Good Science:Change, Challenges, and Supporting NCLB Olaf Jorgenson Headmaster Hawaii Preparatory Academy

14. Doing Good Science in Middle School • About DGS in Middle School • Co-authors: Cleveland,Vanosdall • My background

15. Your Teaching Experience? 3-5 Years 6-10 Years First Year 11-20 Years Over 20 Years

16. Focus Question: Implementation Challenges for Teachers What are the “obstacles” to implementing inquiry approaches generally, and kits specifically, at the classroom level?

17. Type on the chat box or use your phone, (*6 to un-mute), to share what you think are “obstacles” to implementing inquiry.

18. Common Obstacles to Change • RESOURCES • HABITS • “GOOD SCIENCE SMELLS” -- P.23

19. Common Obstacles to Change (cont’d.) • ADMINISTRATIVE SUPPORT & COMFORT LEVEL • PARENT SUPPORT & COMFORT LEVEL • PEER SUPPORT/COMFORT: “SUBTLE SHIFTS” • TESTING -- IF SCIENCE = “NONTESTED”

20. Type on the chat box or use your phone, (*6 to un-mute), to share what you think are solutions for managing change at the classroom level.

21. Suggestions for Managing Change at the Classroom Level (1) Aim for “subtle shifts” (2) Focus on YOUR STUDENTS first (3) Take every opportunity to showcase inquiry in action for your parents and your principal

22. Suggestions for Managing Change at the Classroom Level (cont’d) (4) Educate your parents, the principal, etc.--piano metaphor, research cited in the book, etc. (5) Don’t reinvent the wheel! See resources in Good Science appendix -- who can help provide more information, sample lessons -- a NETWORK!

23. A Resource for Teachers and Principals Article published on National Association of Elementary School Principals web site: www.naesp.org/ContentLoad.do?contentId=1746 “What K-8 Principals Should Know About Hands-On Science”

24. Suggestions for Managing Change at the Classroom Level (cont’d) Participant suggestions -- what else has worked well in YOUR experience?

25. Focus Question: With NCLB and other high-stakes testing putting a premium on literacy, how can inquiry science support a school’s/district’s test performance mandate? (And what can classroom teachers do about it?)

26. Poll Question: Has NCLB changed the way you teach science?

27. Literacy and Inquiry Science Literacy as a high-stakes focus nationally Science Notebooks: Klentschy and El Centro results -- how many of you are familiar with the Valle Imperial Project in Science (www.vipscience.com/)?

28. Literacy and Inquiry Science Components of lab notebooks: • Records observations clearly, following writing conventions, grammar, etc. • Includes accurate, labeled, color illustrations • Communicates procedures and data gathered, including graphics and tables where appropriate

29. Literacy and Inquiry Science Components of lab notebooks: • Presents analysis and conclusion • Presents the “line of learning” -- new learning is shared as are new curiosities and questions: “Inquiry begets inquiry!”

30. I use lab notebooks in my classroom: YES NO

31. Literacy and Inquiry Science Using science lab notebooks to improve literacy: • Don’t assume students know why scientists keep notebooks -- explain! • Don’t assume students know what’s expected of them when they keep a notebook in class! • Provide time for writing in notebooks

32. Literacy and Inquiry Science Using science lab notebooks to improve literacy: • Insist on higher order components in entries (i.e. reflection) • Read, comment about, and evaluate notebooks against a shared rubric • Provide opportunities for revision and publish excellent examples of student notebooks!

33. Science and Literacy Beyond Notebooks • Reading comprehension prompts • Writing and reading extensions • Record NCTE/IRA standards on lesson plans (applies to NCTM and NRC also)

34. Poll Question: What did the Einstein Project’s Cornerstone Study (http://www.einsteinproject.org/) indicate?

35. A Trend in High-Stakes Science Testing? - Education Week, Nov. 30, 2005 NAEP is increasing proportion of factual scientific knowledge and application from 45% to 60% starting in 2009, reducing test content related to conducting investigations . . .

36. Final Thought THANKS for your attention and your support for Good Science in Middle School! “If teaching were the same as telling, we’d all be so smart we could hardly stand it!” - Mark Twain

37. NSTA Web Seminar Evaluation http://institute.nsta.org/survey/dgssurvey2.asp

38. Upcoming NSTA Web Seminars: • Watershed Dynamics II • February 16, 2006 • Investigating Safely II • February 22, 2006 • 6:30 PM Eastern Time