big ideas, virtual fieldwork, professional development & more

Big Ideas,Virtual Fieldwork,

Professional Development &

More...Don Duggan-Haas

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With support from the National Science

Foundation.

• This material is based upon work supported by the National Science Foundation under grant No. 0733303.

• Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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Contents

• Bigger Ideas

• Inquiry Grid

• Strands of Science

• Essential Features of Inquiry

• How People Learn/

• About Good Teaching

• Effective PD

• Virtual Fieldwork

• PD Structure:

• Workshop VFEs

• Virtual Study Groups

• TPACK

• virtualfieldwork.org

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http://virtualfieldwork.org/

Contents

• Bigger Ideas

• Inquiry Grid

• Strands of Science

• Essential Features of Inquiry

• How People Learn


• Effective PD


• PD Structure

• TPACK



•Bigger Ideas

•Inquiry Grid

•Strands of Science

•Essential Features of Inquiry

•How People Learn


Contents

• Effective PD


• PD Structure

• TPACK


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Click on this Click on this button to take button to take

you to the you to the table of table of

contents slide contents slide from any other from any other

slide.slide.


About good About good teaching...teaching...

•Share a story of some of the Share a story of some of the best science teaching you’ve best science teaching you’ve ever experienced, either as a ever experienced, either as a teacher or as a student.teacher or as a student.

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How do you knowHow do you knowwhat you know?what you know?

•What’s something you What’s something you understand or know how to do understand or know how to do really well?really well?

•How do you know?How do you know?

•How did you gain that How did you gain that understanding or skill?understanding or skill?

•What does that have to do with What does that have to do with how you teach?how you teach?

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Questions/Issues Questions/Issues

• What does research say about how What does research say about how people learn? people learn?

• How should research on how people How should research on how people learn inform how we teach?learn inform how we teach?

• Why are we here? Why are we here?

• What does good professional What does good professional development look like? development look like?

• What does good teaching look like? What does good teaching look like?

• Can we build teacher networks? Can we build teacher networks?

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Program Program ObjectivesObjectives

•Effectively teach key principles of Earth Effectively teach key principles of Earth system science across multiple scales.system science across multiple scales.

•Create and share a virtual fieldwork Create and share a virtual fieldwork experience that facilitates inquiry experience that facilitates inquiry teaching.teaching.

•Offer and receive teaching support within Offer and receive teaching support within a network of professionals.a network of professionals.

•Critically evaluate approaches to and Critically evaluate approaches to and materials for teaching.materials for teaching.

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How will we know if How will we know if we meet our we meet our objectives?objectives?

•What kinds of evidence would What kinds of evidence would convince you someone teaches convince you someone teaches through inquiry?through inquiry?

• Is it the same kind of evidence Is it the same kind of evidence that would convince the that would convince the National Science Foundation?National Science Foundation?

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We want you to We want you to substantiate these claims:substantiate these claims:

1.1. I understand the key principles of Earth system I understand the key principles of Earth system science across multiple scales; science across multiple scales;

2.2. At the completion of my class, students At the completion of my class, students understand key principles of the discipline; understand key principles of the discipline;

3.3. I will create a VFE that facilitates meaningful I will create a VFE that facilitates meaningful geoscience inquiry and share that with a geoscience inquiry and share that with a community of peers; community of peers;

4.4. I am networked to other teachers in ways that I am networked to other teachers in ways that support my continuing professional support my continuing professional development; development;

5.5. I will critically evaluate my own teaching I will critically evaluate my own teaching approach and materials and that of my approach and materials and that of my colleagues.colleagues.

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What if we only taught five things?

On the need for teaching profound

ideasDon Duggan-Haas

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Where we are: Essential Principles

Fundamental

Concepts

7 44

8 47

7 33

9 75

TOTAL 31 198toctoc

An important consensus...

•These initiatives represent a consensus view of the most important Earth system science concepts.

•However...

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•There are no examples of creating a thick description of what everyone should understand about any topic that has led to wide swaths of the population understanding the target content, in spite of countless attempts to do just that throughout human history.

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How can we synthesize?

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Big Big Ideas Ideas from from ReaL ReaL

InquiryInquiryProjectProject

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BiggerBigger Ideas Ideas from from

TFG/VFETFG/VFEProjectProject

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“Big ideas” simply aren’t big enough.

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What if we taught only five profound ideas, but taught

them deeply?•Deep understanding of profound ideas requires knowledge of all (or most) of the literacy principles.

•And connects them to a coherent framework, thus increasing the likelihood of true understanding and retention.

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What makes an idea ReaLLy Big?•The idea cuts across the Earth science

curriculum.

•Understanding of the idea is attainable by students and the understanding holds promise for retention.

•The idea is essential to understanding a variety of topics.

•The idea requires uncoverage; has a bottomless quality.

Furthermore, the entire Earth science curriculum is represented by this (small) set of ideas.

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Earth Science Bigger Ideas & Overarching Questions

Overarching Questions:

How do we know what we know? How does what we know inform our decision-

making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including

human life, influences

and is influenced

by the environment

.

Physical and

chemical principles

are unchanging and drive

both gradual

and rapid changes in the Earth system.

To understand

(deep) space and

time, models and maps are

necessary.

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making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including


and is influenced

by the environment

.

Physical and

chemical principles


both gradual


To understand

(deep) space and


necessary.

Does each idea cut across the entire Earth science curriculum? toctoc



making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including


and is influenced

by the environment

.

Physical and

chemical principles


both gradual


To understand

(deep) space and


necessary.

Is understanding of the idea is attainable by students and does the understanding hold promise for retention?

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making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including


and is influenced

by the environment

.

Physical and

chemical principles


both gradual


To understand

(deep) space and


necessary.

Is each idea essential to understanding a variety of topics? toctoc



making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including


and is influenced

by the environment

.

Physical and

chemical principles


both gradual


To understand

(deep) space and


necessary.

Does each idea require uncoverage/have a bottomless quality? toctoc



making?

Earth is a system

of systems.

The flow of

energy drives

the cycling

of matter.

Life, including


and is influenced

by the environment

.

Physical and

chemical principles


both gradual


To understand

(deep) space and


necessary.

Is the entire Earth science curriculum represented by this (small) set of ideas? toctoc

Connecting Ideas

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Overarching Questions:How do we know what we know? How does what we know inform our decision-

making?

The Earth is a System of Systems.

The Flow of Energy Drives the Cycling of

Matter.

Life, including human life,

influences and is influenced by the

environment.

Physical and chemical

principles are unchanging and

drive both gradual and

rapid changes in the Earth system.

To Understand (Deep) Time

and the Scale of Space,

Models and Maps are

Necessary.

The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts.

The Earth is an open system – it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earth’s surface. Earth’s internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics.

Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands.

Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems.

The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time.

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making?

The Earth is a System of Systems.

The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts.E

art

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making?

The Flow of Energy Drives the Cycling of Matter.

The Earth is an open system – it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earth’s surface. Earth’s internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics.

Eart

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m S

cie

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d I

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making?

Life, including human life, influences and is influenced by the

environment.Photosynthetic bacteria reformulated the atmosphere making Earth habitable. Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate. Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands.

Eart

h S

yste

m S

cie

nce P

rofo

un

d I

deas

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making?

Physical and chemical principles are unchanging and drive both

gradual and rapid changes in the Earth system.

Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems.

Eart

h S

yste

m S

cie

nce P

rofo

un

d I

deas

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making?

To Understand (Deep) Time and the Scale of Space, Models and

Maps are Necessary.

The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time.

Eart

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yste

m S

cie

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d I

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ClimateClimate is regulated

by complex interactions among components of the

Earth system.

The Sun is the primary source of energy for the climate system.

Human activities are impacting the climate

system. Climate varies over

space and time through both natural

and man-made processes. Our understanding of

the climate system is improved through

observation, theoretical studies

and modeling.

Climate change will have consequences for the Earth system and

human lives.

Human decisions involving economic

costs and social values influence Earth’s climate

system.

Profound Ideas

Earth is a system of systems.

The flow of energy drives the cycling of

matter.

Life, including human life,

influences and is influenced by

the environment.Physical and

chemical principles are

unchanging and drive both

gradual and rapid changes in

the Earth system.

To understand (deep) space

and time, models and maps are

necessary.

AtmosphereEarth’s atmosphere

continuously interacts with the other

components of the Earth System.

Energy from the Sun drives atmospheric

processes.

Atmospheric circulations transport matter and

energy.

Earth’s atmosphere and humans are inextricably

linked.

Earth has a thin atmosphere that

sustains life.

Earth’s atmosphere changes over time and

space, giving rise to weather and climate.

We seek to understand the past, present, and

future behavior of Earth’s atmosphere through scientific observation and

reasoning.

Overarching Questions:How do we know what we know? How does what we know

inform our decision making? Earth Science

Humans have become a significant agent of

change on Earth.

Humans depend on Earth for resources.

Earth Science reduces the impacts of natural

hazards.

Life evolves on a dynamic Earth and

continuously modifies Earth.

Earth is a continually changing planet.

Earth is 4.6 billion years old and the rock

record contains its history.

Earth is the water planet.

Earth is a complex system of

interactions between land,

water, air and life.

Ocean Literacy

The ocean is a major influence on weather and

climate.

The ocean makes Earth

habitable.

The ocean and humans are inextricably

interconnected. The ocean and

life in the ocean shape the

features of the Earth. The Earth has

one big ocean with many features. The ocean is

largely unexplored.

The ocean supports a great diversity of life

and ecosystems.

But really, what’s the big idea?

• E.O. Wilson -- Two Laws of Biology:

All organic processes are ultimately obedient to the Laws of Physics and Chemistry.

All living systems and processes evolved by natural selection.

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http://video.google.com/videoplay?docid=-6927851714963534233

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Four Strands of Science:

Understanding Scientific Explanations

Generating Scientific Evidence

Reflecting on Scientific Knowledge

Participating Productively in Science

Strand 1 2 3 4toctoc

1. Understanding Scientific

Explanations"This strand includes the things that are usually categorized as content, but it focuses on concepts and the links between them rather than on discrete facts. It also includes the ability to use this knowledge."

BackStrand 1 2 3 4 toctoc

2. Generating Scientific Evidence "...it includes a wide range of practices involved in designing and carrying out a scientific investigation. These include asking questions, deciding what to measure, developing measures, collecting data from the measures, structuring the data, interpreting and evaluating the data, and using results to develop and refine arguments, models, and theories."


3. Reflecting on Scientific

Knowledge "This strand includes ideas usually considered part of understanding the “nature of science,” such as the history of scientific ideas. However, it focuses more on how scientific knowledge is constructed. That is, how evidence and arguments based on that evidence are generated. It also includes students’ ability to reflect on the status of their own knowledge."


4. Participating Productively in

Science"Proficiency in science entails skillful participation in a scientific community in the classroom and mastery of productive ways of representing ideas, using scientific tools, and interacting with peers about science."


Five Essential Features of

Inquiry (Center for Science Mathematics and Engineering Education., 2000

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 to others

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How People Learn

http://www.nap.edu

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How People LearnKey Finding #1

• 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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• To develop competence in an area of inquiry, students must:

(b)have a deep foundation of factual knowledge, (c)understand facts and ideas in the context of a

conceptual framework, and (d)organize knowledge in ways that facilitate

retrieval and application.

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•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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Characteristics of Effective Professional Development

in Mathematics and Science (from Garet et al 2001).

Form. Traditional classes, workshops or a "hands-on" activity like mentoring were less effective than reform types of activities, such as teacher networks or study groups.

Duration. Longer professional development programs are more likely to make an impact. Sustained and intensive programs are better than shorter ones.

Collective participation. Activities designed for teachers in the same school, grade or subject are better than professional development programs that do not target groups of teachers who work together.

Content. Professional development courses that focus on how to teach but also on what to teach-the substance and subject matter-are key.

Elementary schoolteachers especially may have taken fewer courses in science or math and may be less familiar with the subject matter, the researchers note.

Active learning. This aspect is fostered through observing and being observed teaching, planning for classroom implementation, reviewing student work, and presenting, leading and writing.

Coherence. Teachers need to perceive professional development as part of coherent programs of teacher learning and development that support other activities at their schools, such as the adoption of new standards or textbooks.

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Flexibly Adaptive Professional Development (adapted from Trautmann & MaKinster, 2010).

• Flexibly adaptive professional development intends to offer differentiated instruction in the context of teacher professional development.

• This approach recognizes that:Teachers need for and comfort with technology varies widely from classroom to classroom and school to school.Teachers, like students, benefit from learning situations and supports tailored to their own specific needs.Professional development providers ought to practice what they preach.

• Read more about Flexibly Adaptive Professional Development:

• Trautmann, N., & MaKinster, J. (2010). Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology. Journal of Science Teacher Education, 21(3), 351-370. doi:10.1007/s10972-009-9181-4

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Why Virtual Fieldwork?

•As curriculum development

•As professional development

•Use the local to understand the global

•Building a database

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About TPACK

•Teachers of Earth System Science have very specialized skills and knowledge.

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About TPACK

Content: Content: UnderstandUnderstand

ing Earth ing Earth ScienceScience

TechnologTechnology: y:

UnderstanUnderstanding its ding its role in role in

teachingteaching

Pedagogy: Pedagogy: UnderstanUnderstanding how ding how

to to facilitate facilitate learninglearning

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About TPACK

Content: Content: UnderstandUnderstand

ing Earth ing Earth ScienceScience

Technolog

Technolog

y: y:

Understan

Understan

ding its

ding its

role in

role in

teaching

teaching

Pedagogy:

Pedagogy:

Understan

Understan

ding how

ding how to to

facilitate

facilitate

learning

learning

TPACK:TPACK:TechnologicaTechnologica

l and l and Pedagogical Pedagogical

Content Content KnowledgeKnowledge toctoc

Learn more about TPACK:

•Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.

•Thompson, A. D., & Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38.

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Virtual Fieldwork Experiences (VFEs)•Taughannock Falls

•Powers of Ten (Google Earth)

•Norwich, NY (website)

•Akron Falls (PowerPoint)

•Niagara Gorge (GigaPan)

•Chapman Creek (Keynote)More VFEs @:

http://virtualfieldwork.org/A_VFE_Database.html toctoc

big ideas, virtual fieldwork, professional development & more

Documents

inquiry teaching

teaching support

national science foundation

good teaching look like

best science teaching

teaching approach

multiple scales

don dugganhaastocwith