powerpoint presentation · 2014. 11. 12. · coordination: eilish mcloughlin, odilla finlayson,...

7/9/2014

1

Models for teacher education

and assessment of skills in

inquiry based science education

GIREP – MPTL, Palermo, 9th

July 2014.

Teaching/Lear ning Physics:

Integrating Research into Practice

Eilish McLoughlin

OVERVIEW

Models for teacher

education and assessment in

IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment

Skills & Competencies

SAILS

Framework & Strategies

2

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment


SAILS


3

• Inquiry based teaching methods suggested as a way to encourage

and motivate students in science by increasing student interest.

(Fensham 1986, Linn 2006).

• International reports (Rocard 2007, Osborne and Dillon 2008)

identified the need for an “engaging curricula to tackle the issue of

out-of date and irrelevant contexts and to enable teachers to

develop their knowledge and pedagogical skills”.

• EU FP7 Coordination and Support Actions, 2007-2013

>20 large scale multinational projects for teacher education in IBSE.

MOTIVATION FOR IBSE

4

5

GOAL OF INQUIRY

Deep

understanding

of scientific

knowledge,

facts and

concepts

&

Enhance students' abilities to reason,

and to become independent

learners who are capable of

identifying main questions and find relevant answers

Inquiry and the National Science Education Standards:

A Guide for Teaching and Learning (NRC, 2000) 6

7/9/2014

2

SCIENCE INQUIRY

Inquiry learning of science aims to answer

student‟s questions in an evidence-based manner

using clear and rigorous methodology.

Inquiry-based teaching is an organised and

intentional effort by the teacher to engage students

in inquiry based learning.

Inquiry and the National Science Education Standards:

A Guide for Teaching and Learning (NRC, 2000) 7

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education


Assessment

SAILS


8

Country Institution

Ireland Dublin City University (DCU) - Coordination

AG Education Services (AGES)

Netherlands Centre for Microcomputer Applications (CMA)

Cyprus Frederick University (FU)

Sweden University of Umeå University (UmU)

Malmö University (MaH)

Poland Jagiellonian University (JU)

Czech Republic Charles University (CUNI)

Malta Across Limits (AL)

Slovakia Univerzita Pavla Jozefa Šafárika v Košiciach (UPJS)

Estonia Tartu Ulikool (UTARTU)

Italy Universita degli Studi di Palermo (UNIPA)

Germany Martin-Luther-Universität Halle-Wittenberg (MLU)

Leibniz Institut für die Paedogogik der Naturwissenschaften und Mathematik an der Universitat Kiel (IPN)

ESTABLISH Assembly, Prague, December 2012

FP7 FUNDED PROJECT ESTABLISH (2010-2014)

Coordination: Eilish McLoughlin, Odilla Finlayson, Sarah Brady, Deirdre McCabe, Dublin City University, Ireland.

www.establish-fp7.eu/

9

OBJECTIVES OF ESTABLISH:

TEACHERS

STUDENTS

• Develop appropriate teaching and learning

materials for IBSE.

• Provide appropriate support for teachers in

implementing an inquiry methodology.

• Create sustainable connections -

policy makers, scientific and industrial

communities.

10

Inquiry is the intentional process of

diagnosing problems, critiquing experiments, and distinguishing alternatives,

planning investigations, researching conjectures, searching for information,

constructing models, debating with peers and forming coherent arguments.

(Linn, Davis & Bell 2004)

11

INQUIRY IN NATIONAL CURRICULA AND ASSESSMENT

Identification of each country is: CY- Cyprus, CZ-Czech Republic, DE-Germany, EE-Estonia, IE- Ireland, IT- Italy, MT- Malta,

NL-Netherlands, PL- Poland, SK-Slovakia and SE-Sweden.

Elements of Inquiry CY CZ DE EE IE IT MT NL PL SK SE

Diagnosing problems

Critiquing experiments

Distinguishing alternatives

Planning investigations

Researching conjectures

Searching for information

Constructing models

Debating with peers

Forming coherent arguments

is included in both curriculum and assessment is included in the curriculum only

12

7/9/2014

3

Agreed framework for the development of an IBSE unit:

(1) Unit/science topic,

(2) IBSE character,

(3) Pedagogical Content Knowledge,

(4) Industrial Content Knowledge,

(5) Learning Path(s) and

(6) Student Learning Activities and Classroom Materials.

18 Units, 281 activities that:

are representative of IBSE,

show benefits of IBSE in classroom,

inspire teachers to generate own materials.

ESTABLISH IBSE TEACHING AND LEARNING UNITS

WP leader: Dr. Ton Ellermeijer, CMA 13

E.g. ICK in Light unit

Activity Industrial Content Knowledge

1.1 Sources of light Solids and gases are used in LCD and plasma screens to produce white/coloured

light

1.2 How does light travel? Altering the direction of light so each eye sees a different image is the basis of 3D

lenticular displays such as those used in the Nintendo 3DS

1.4 Exploring white light

and filters

LCD TVs use white light sources and filters to produce red, green, and blue

pixels

1.5 Exploring primary

colours

RGB pixels are used in virtually all display technology to produce coloured

images. Conversely, RGB sensors are used in cameras to record colour images.

1.7 Exploring refraction

2.2 Investigating Snell’s

law

The refractive index of screens must be relatively constant across visible

wavelengths or distortion of the image/colours would occur depending on viewing

angle

1.8 Exploring lenses

2.4 Investigating lenses

Lenticular lenses are used in 3D displays that do not require glasses, and are

obviously a key part of camera systems

2.5 Optical Storage Interference patterns form the basis of holography, and holographic 3D TVs are

expected to move from development to production stage in the next few years.

2.6 How do sunglasses

work?

Polarization of light and acceptance/rejection by polarization filters is the method

by which current-generation 3D movies (eg. Avatar, Tintin, etc) display different

images to each eye

14

ESTABLISH UNITS www.establish-fp7.eu/

15

ESTABLISH - TEACHER EDUCATION

o ESTABLISH units central in TEP.

o Time f2f - 10 hours (minimum)

o TEP is delivered over (a minimum of) three stages;

• Introduction; workshop,

• Internalisation of information; teachers trial materials and methodologies in classroom/ invest own time in reflect on the materials,

• Follow-up; workshop to capture feedback

o Activities are trialled in the classroom.

o Recommendations:

• minimum of two teachers per school attend the workshops.

• workshops are hosted in the schools.

• workshop take place in a relevant industrial setting.

WP leader: Dr. Christina Ottander,Umea 16

I Establish view of IBSE

II Industrial Content Knowledge

III Science teacher as Implementer

IV Science teacher as Developer

ESTABLISH FRAMEWORK TEACHER EDUCATION

V ICT

VI Argumentation in the classroom

VII Research and design projects

VIII Assessment of IBSE 17

I: ESTABLISH VIEW OF INQUIRY

characteristics of inquiry, benefits to learning, role of inquiry in curriculum, provide direct experience of inquiry.

Inquiry is the intentional process of :

diagnosing problems, critiquing experiments, and distinguishing alternatives,

planning investigations, researching conjectures, searching for information,

constructing models, debating with peers and forming coherent arguments. (Linn, Davis & Bell, 2004)

Types of Inquiry • Interactive demonstration • Guided discovery • Guided inquiry • Bounded Inquiry • Open Inquiry

Student independence (Wenning, 2005) 1

8

7/9/2014

4

II: INDUSTRIAL CONTENT KNOWLEDGE (ICK)

define ICK, relevance of ICK to support IBSE, experience contexts with links to units/activities, develop own ICK content

Level Description

I The activity is linked to industry or everyday context.

II An industry or a product is studied, preferable by a site visit. The challenges in

that industry are used to introduce science activities.

III Analysing an industry’s main product or process based on a site visit and study of

both the science content and the design process.

IV An activity where the students need to follow all steps in a design process. During

the process they will learn science and do experiments.

V Contacts with industry lead to a design task with a customer.

19

III: TEACHER AS AN IMPLEMENTER

• Teachers‟ reflect on practice of inquiry within the classroom.

• Map the attitudes towards and understanding of IBSE and

“brainstorm” on what inquiry-based science education means and

what one wishes to achieve by employing it.

Sample Activity:

• Teachers divided into small groups (~ three per group).

• The groups are given cards that shows a model that describes IBSE.

• Groups brainstorm on three themes:

1) what inquiry-based teaching is,

2) which skills/competence one seeks to develop

3) which special teaching skills are needed in the teacher to lead this work?

prepare for implementing inquiry teaching/learning in their own classroom, identifying challenges and sharing experiences.

20

Activity Inquiry Type

7 Model of the electric circuit (why is it more or less resistive?) Interactive discussion

8 Does the human body obey Ohm‟s Law? Bounded inquiry

9 Intriguing behaviour of bulbs

9.1 Two identical bulbs in series Guided inquiry

9.2 Two different bulbs in series Guided/bounded inquiry

9.3 Switch on the circuit Bounded inquiry

9.4 Two identically labelled bulbs Bounded inquiry

10 Build your own battery

10.1 Coins in solution Guided inquiry

10.2 Fruit cell Guided inquiry

10.3 Lead storage battery Interactive demonstration

11 Battery and its basic parameters

11.1 Terminal voltage Guided discovery

11.2 Power transfer to the load Guided inquiry

11.3 Power transfer efficiency Guided inquiry

11.4 Build up a model of battery behaviour Bounded inquiry

12 Batteries in series and in parallel Bounded inquiry

13 How does an electric eel kill its prey Bounded inquiry

14 How much energy is stored in a battery? Guided inquiry

15 Batteries and their reasonable use Open inquiry

16 Other alternative electrical sources Bounded inquiry

E.g. D.C Electricity unit

21

IV: TEACHER AS A DEVELOPER

empower teachers to develop own inquiry lessons.

• criteria for inquiry activities.

• turning activities into inquiry.

• appropriate resources online/printed media - sourcing topics, scientific

background, ICK, etc.

• supporting teachers manage and evaluating resources.

• facilitating reflection and feedback on self-developed inquiry lessons.

• discussing classroom issues/challenges

• developing community of practice – sharing experiences

• scaffolding activities/lessons - layered design that includes start,

examples, links, chat.

22

Unit Activities Teacher Education Element Unit Title I II III IV V VI VII VIII DC Electricity

Batteries and their reasonable use ● ● Bulb ● ● Does human body obey Ohm’s Law? ● Fuel cell ● How electric eel kills its prey ● How is it connected inside the black box? ● Other elements in a dc circuit (diode) ● ● Photovoltaic cell ● Power transfer efficiency ● Power transfer to the load ● Resistor ● ● Terminal voltage ● Thermistor ● ● Two different bulbs in series ● ● Two identical bulbs in series ● What element is hidden in the black box? ●

DC Electricity 6 3 2 1 9 1 Designing a Low Energy Home (DLEH)

An open Inquiry about Infrared thermography ● ● ● ● ● ● ● Analysis of the cooling processes of an hot body. ● ● ● ● ● ● ●

Build and use home-made radiometers ● ● ● ● ● Experimenting different kinds of convection ● ● ● ● ● ● ● How is the temperature distributed inside your house? ● ● ● ● How to maintain warm your house model ● ● ● ● Illuminating objects of different colours. ● ● ● ● ● Measuring insulation properties of different materials ● ● ● ● ● ● ● Observing convection currents ● ● ● Observing ice melting in plates of different materials ● ● ● ● ● Radiation from hot and cool bodies ● ● ● ● ● What is the effect of sunlight inside your house model? ● ● ● ● ● ●

Designing a Low Energy Home 3 7 12 9 11 12 6 5

IBSE UNIT/ACTIVITIES + TEP ELEMENTS

Subject Unit Period Second school Teachers

Biology

Disability Oct-Nov 2011 lower 4

upper 4 Blood donation Jan-April

2012 Lower 5 upper 5

Water in the life of man

Jan-Feb 2013 lower 3 upper 3

Physics Sound Feb-Sept 2012 Upper 14 Feb-June 2012 Lower 2

Chemistry Exploring holes

Nov–Dec 2011 Lower 5 Nov–Dec 2011 Upper 2

Polymers Feb 2012 Lower 3 Feb 2012 Upper 2

ESTABLISH TEP 50 teachers completed 4-days teacher training (12 hours) in IBSE.

Average age =44 years, 91% female, varied in teaching experience from 1 to 37 years Use of inquiry is appropriate to achieving learning goals 70% to 94%

Partners: Marian Kires, Zuzana Jeskova (UPJS).

E.G. NATIONAL TEP - SLOVAKIA

24

7/9/2014

5

Addition: Innovative methods of science education 65 hours - 40 hours f2f and 25 hours online. 25 science teachers (12 physics, 6 chemistry and 7 biology) Focus on the (V) role of ICT in IBSE and (VII) research and design projects for students.

Name of activity Level of inquiry Who was Archimedes (Part I, II) Interactive discussion, guided inquiry

Archimedes principle (Part I, II) Guided inquiry, bounded inquiry

Sound speed Interactive discussion, demonstration, guided discovery

What is pressure? Guided inquiry How to prepare a fountain? Guided discovery/ inquiry

Pascal´s law and its application Guided inquiry

How does electromagnet work? Guided discovery/ inquiry

Magnet and coil Guided discovery Rotating coil Guided discovery Primary and secondary circuit Interactive discussion

Self-induction Guided discovery/ inquiry

When and how light reflects? light Guided inquiry

When and how light refracts? Guided discovery/inquiry

Fuel cell car (water molecule) Guided inquiry

How does microwave oven work? Bounded inquiry

E.G. NATIONAL TEP - SLOVAKIA

25

ESTABLISH IN-SERVICE TEPS, N=1387

Country Format Duration 1-IBSE 2-ICK 3-IMP 4-DEV 5-ICT 6-ARG 7 - R&D 8-ASS

CY UB 12h III

CZ WE 40h III

DE SB 12h I, IV

EE SS 2d I

IE SS 2d I

IT UB 95h I

MT SS 2d III

NL SB 12h I

PL SS 5d III

SK UB 12h I

SE1 UB 16h II,III

SE2 UB 16h III

WE= Weekend, SS= Summer School, SB=School Based, UB= University Based

26

ESTABLISH Final Report March 2014.

ESTABLISH PRE-SERVICE TEPS, N=687

Country Duration 1-IBSE 2-ICK 3-IMP 4-DEV 5-ICT 6-ARG 7 - R&D 8-ASS

CZ 30h III

DE 8h IV

EE 24h I

IE 12h I

IT 24h I

PL 8h III

SK 16h III

SE1 8h I

SE2 10h III

27

ESTABLISH Final Report March 2014.

Profile of

in-service

teachers

ESTABLISH - IMPACT ON TEACHERS

• Understanding of Inquiry

• Attitudes towards inquiry

• Industrial Knowledge / links

• Inquiry Practices

• Inquiry Skills

• Classroom Practice

Developed Questionaires pre-service in-service

Before and after TEP

WP leader: Dr. Odilla Finlayson, DCU 28

DATA ANALYSIS

Teachers self-rated as:

Complete beginner (B)

To have some experience (SE)

Very experienced (VE)

Data coded and subjected to Multidimensional analysis (MDS) which examines similarity/dissimilarity between data. MDS was used to compare the dissimilarity between the different country groups by using the country average response for each question as the input for MDS. The distribution of the responses based on each teacher cohort was then mapped relative to an ‘ideal’ response. 2

9

UNDERSTANDING OF INQUIRY

I

H B

A

D

G

C

E

F

ideal

0.2

0.4

30

• I don’t fully understand inquiry based science education. • I don’t fully understand my role as a teacher in an inquiry classroom. • I don’t fully understand the role of the students in an inquiry classroom.

7/9/2014

6

I

H B

A

D

G

C

E

F

I*

H*

B* A* D*

C*

E*

F*

ideal, G*

0.2

0.4

Cluster 1

Cluster 2

Cluster 3

Cluster 4

UNDERSTANDING OF INQUIRY

31

ATTITUDE TO INQUIRY

I

H

B

A

D

G

C

E

F

I*

H*

B*

A*

D*

G*

C*

E*

F*

ideal

0.2

0.4

Cluster 1

Cluster 2

Cluster 3

32

• I think inquiry takes up too much classroom time for me to implement.

• The use of inquiry is appropriate to achieving the aims of the curriculum.

• Inquiry based teaching is only suitable for very capable students.

I

H

B

A

D

G

C

E

F

I*

H*

B*

A*

D*

G*

C*

E*

F*

ideal

0.2

0.4

Cluster 1

Cluster 2

Cluster 3

ATTITUDE TO INQUIRY

33

BEGINNERS EXPERIENCE PROFILE

• View science as static body of knowledge and more unsure of

the nature of science;

• Adopt more factual approach to teaching science;

• Classroom management with different activities a potential issue;

• Lack scientific knowledge to relate classroom science to outside

phenomena and to teach by inquiry

• More unsure of themselves in terms of their scientific knowledge

base, their degree of comfort dealing with unknown within

classroom

• Are not as happy with their current teaching method, are willing to

try other teaching methods but are more apprehensive about

changing teaching methods.

34

CONCLUSION: BEFORE TEP, N=548

Practices associated with inquiry more difficult for BE teachers:

•more likely to „tell the students the right answer/result‟ in an investigation.

•more uncertain of how to ask „higher order questions that promotes thinking‟.

•managing a classroom where each student group is doing different activities is difficult .

•many feel uncomfortable with teaching areas of science that they have limited knowledge of and of asking questions that they do not know the answer to.

•feelings of inadequacy if they do not know answers to student questions.

35

CONCLUSION: AFTER TEP, N=233

• increase in teachers understanding of inquiry and

the role of the teacher and student in the inquiry

classroom.

• more positive attitudes to inquiry.

• increased confidence in asking higher order

questions that promote thinking and also their own

science knowledge.

• biggest changes in „Beginners‟ cohort.

36

7/9/2014

7

IMPACT ON STUDENTS:

Students (12-18 years)

N=5,602

o increased student‟s motivation and communication during

science lessons;

ogreater student attitude towards science and taking up

careers in science or technology;

o increased interaction between those teaching and learning

about science and those using science.

WP leader: Dr. Leos Dvorak, CUNI.

Developed Questionaires

Lower secondary

Upper Secondary

Before and after Inquiry Lessons

37

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment

Skills & Competences

SAILS


38

IBSE

ASSESSMENT

CURRICULUM TEACHER EDUCATION

39

Ref: SAILS | SMEC2014 Conference, Dublin, June 2014. 40

THE MAIN PURPOSES OF ASSESSMENT

Summative assessment: Assessment of current individual level of knowledge and competence (in order to monitor educational progress and to compare student learning to the standards of performance or to their peers).

Formative assessment: Assessment to assist learning (trough providing teachers and students with feedback – for the teachers to revise their teaching and for students to monitor their own learning)

Accountability assessment (evaluation): Assessment to evaluate educational programs (national performance, school performance, etc.) (in order to drive changes in practice and policy)

The terms describe the purposes for which the assessment is done, not the task itself – all assessment tasks can be used summatively as well as formatively!

[Jens Dolin, ASSIST-ME Project] 41

AN ASSESSMENT RESEARCH PROJECT

Students divided into 4 groups:

A: got marks for their assignments

B: got written comments (and no marks) to their assignments

C: got both marks and comments

D: got no feedback (control group)

A: Same improvement as the control group

B: 30% better than the control group

C: Same improvement as the control group [Judith Butler 1988]

Point: Summative assessment does not enhance learning!

Time spent on summative assessment and evaluation is taken from

time spent on learning. [Jens Dolin, ASSIST-ME Project] 4

2

7/9/2014

8

ASSESSMENT IN PRACTICE

43

Ref: SAILS | SMEC2014 Conference, Dublin, June 2014.

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment


SAILS


44

21ST

CENTURY SKILLS

• Partnership for 21st Century Skills

• European Framework for Key competencies for

lifelong learning

• OECD report: 21st Century Skills and

Competencies for New Millennium Learners

45

PARTNERSHIP FOR 21ST CENTURY

SKILLS (2011)

Core Subjects and 21st Century Themes

Learning and Innovation Skills

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

Information, Media and Technology Skills

Information Literacy

Media Literacy

ICT Literacy

Life and Career Skills

Flexibility and Adaptability

Initiative and Self-Direction

Social and Cross-Cultural Skills

Productivity and Accountability

Leadership and Responsibility

46

INQUIRY SKILLS & COMPETENCIES

“[Inquiry is] the intentional process of:

diagnosing problems, critiquing experiments and

distinguishing alternatives, planning investigations,

researching conjectures, searching for information,

constructing models, discussing with peers and

forming coherent arguments.”

Linn, M. C., Davis E.A., & Bell, P. (2004).

Inquiry science instruction conceptual framework

Minner (2010).

47

MAPPING IBSE WITH 21ST

CENTURY SKILLS (1)

Framework for

21st Century

Learning

Minner-

Components of

Inquiry

Instruction

In IBSE, students

engage in

think creatively question

conclusion

diagnosing problems

critiquing experiments

distinguishing

alternatives researching conjectures

work creatively

with others communication

discussion with peers

forming coherent

arguments searching for

information

implement

innovations design

data planning investigations

constructing models

Creativity and Innovation

48

http://www.p21.org/storage/documents/1.__p21_framework_2-pager.p

7/9/2014

9

Framework for

21st Century

Learning

Minner-

Components of

Inquiry Instruction

In IBSE, students

engage in

Reason

Effectively question

diagnosing problems

critiquing experiments

Use System

Thinking design constructing models

Make Judgments

and Decisions conclusion

distinguishing

alternatives

planning

investigations

Solve Problems data researching

conjectures

Critical Thinking and Problem Solving


CENTURY SKILLS (2)

49

Framework for

21st Century

Learning

Minner-

Components of

Inquiry

Instruction

In IBSE, students engage in

Communicate Clearly question

design

data

conclusion communication

distinguishing

alternatives

debating with peers

forming coherent arguments

Collaborate with Others

Communication and Collaboration


CENTURY SKILLS (3)

50

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment


SAILS


51

FP7 FUNDED SAILS PROJECT Strategies for Assessment of Inquiry Learning in Science

SAILS - A EUROPEAN APPROACH

(2012-2015)

Coordination: Odilla Finlayson, Eilish McLoughlin, Paul van Kampen, Deirdre McCabe, Dublin City University, Ireland.

“SAILS aims to prepare teachers not only

to be able to teach through IBSE, but also

to be confident and competent in the

assessment of their students’ learning

through inquiry.”

SAILS Kick off Meeting,

January 2012, DCU, Ireland

53

WP 3

(KCL )

Pilot & Evaluation

WP 2

(US)

Inquiry Approaches

to Assessment

WP 1 (DCU)

Review & Mapping

WP 4 (HKR)

Teacher Professional Development in IBSE

WP 5 (INTEL)

Development of a Community of Practice

SAILS WORK PROGRAMME

54

7/9/2014

10

55

Understanding of conceptual knowledge

Inquiry skills

• Fomulating Hypothesis

• Planning Investigations

• Debating with Peers

• Teamwork

Reasoning skills

Scientific literacy

ASSESSMENT OBJECTIVES IN IBSE

Key

concepts

and ideas

Scientific

literacy

Topic

Suggested

learning

sequence

Suggested

assessme

nt items

Case study

Case study

Learning

sequence

Inquiry skills

Evidence

Criteria

Case study

SAILS UNIT FORMAT

Inquiry

skills

Reasoning

skills

Example

Student

dialogue

Written/

video

Diagnosti

c

C

R

I

T

E

R

I

A

Part B Part A

Case study

SELECTION OF SAILS UNITS

Plant nutrition Living conditions of wood lice

Tooth decay Natural selection

Speed Electricity

UV radiation Speed of reaction

Galvanic cell Plastics

Up there, how is it?

Which is the best fuel?

57

CASE STUDIES (TEACHER STORIES)

provide a narrative on how teachers:

• have implemented or adapted the learning

sequence (differentiation/age level),

• what skills did they assess and how,

• what evidence did they collect on student

learning

• and how they judged this assessment data

(criteria and explanation/justification)

58

FORMS OF EVIDENCE

59

Worksheet

Student-teacher dialogue

Peer assessment

Teacher observation (Listening / Watching)

Progress Report

Student experimental workings, journal, plan, predictions, results, experiment report etc.

Ample Cups / Traffic Light System

Worksheet

Summative test

Portfolio

Poster

Peer assessment

Student experimental workings, journal, plan, predictions, results, experiment report etc.

Newspaper story

Presentation

During Activity:

Post Activity:

Developing a hypothesis

Helpful questions:

What do you expect

to happen?

Why does the

occurance happen?

Can you explain you

hypothesis from what

you have learnt?

The student

formulates

presupposition, but

is unable to

explain the

hypothesis

The student

formulates the

presupposition

and is able to

explain the

hypothesis with

the helpful

question

The student

explains the

hypothesis and

supports it with

scientific facts

Planning the investigation

Helpful questions:

How can the

experiment be

implemented?

Which physical variable

should be studied?

How can connection be

found between

variables?

What can you do in

order to accurately fix

the measurements?

More exact questions in

teacher support.

The student

gives

recomendations

on how the

experiment

should be carried

out, but is unable

to proceed and

does not

understand the

process.

The student gives

recomendations

on how the

experiment should

be carried out and

understands the

process, but is

unable to proceed.

The student gives

recomendations on

how the experiment

should be carried out

and understands the

process, can

proceed with the

planing of the

experiment.

EXAMPLE OF CRITERIA:

60

7/9/2014

11

CASE STUDY ON WOOD LICE:

SKILL: FORMULATING HYPOTHESIS, LEVEL 1

The student formulated a prediction about what would happen

within their light intensity experiment. However, when they

attempted to explain why they thought this would happen, their

answer showed no relevant connection to their prediction.

61

The student made their prediction about what would happen

during the experiment, and explained why they believed this

would happen based on their experiences with woodlice. 62



This student made a

detailed prediction and

explained why they

believed this would

happen using their

scientific content

knowledge (indicating

differences in different

types of wood, and that

woodlice are

decomposers.

63



SAILS TEACHER EDUCATION

64

1: Experience inquiry and experience/realise assessment

opportunities

based on SAILS Units

2: Support trialling in schools

planning, implementing, reflecting

3: Support developing own units/materials

OVERVIEW

Models for teacher


IBSE

Models?

Motivation for IBSE

ESTABLISH Teacher

Education

Assessment


SAILS


65

1. Learning about teaching involves continuously conflicting and competing demands.

2. Learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject.

3. Learning about teaching requires a shift in focus from the curriculum to the learner.

4. Learning about teaching is enhanced through (student) teacher research.

5. Learning about teaching requires an emphasis on those learning to teach working closely with their peers.

6. Learning about teaching requires meaningful relationships between schools, universities and student teachers.

7. Learning about teaching is enhanced when the teaching and learning approaches advocated in the program are modelled by the teacher educators in their own practice.

7 PRINCIPLES TEACHER EDUCATION PROGRAMMES

Korthagen, F., Loughran, F., & Russell, T. (2006). Developing fundamental principles for teacher education programs and

practices. Teaching and Teacher Education, 22, 1020-1041. 66

7/9/2014

12

PROFESSIONAL DEVELOPMENT FOCUSSED ON

STUDENT’S LEARNING

• Collaboration as a powerful strategy

• Continuous reflective and transformative

activity at school level

• Researching teachers’ own practice

• Practice-oriented

Ponte, J. P. (2012). A practice-oriented professional development programme to support the introduction of a new

mathematics curriculum in Portugal. Journal of Mathematics Teacher Education, 15(4), 317-327. 67

• Appropriate Inquiry materials.

• Teacher Education Continuum (ITE-CPD).

• Sharing Practices – Integrating research (Case

Studies).

• Providing immediate feedback to learners is

essential but skills and competencies take time

to be developed.

• Assessment linked to learning progression of

both concepts and skills.

68

MODELS FOR TEACHER EDUCATION?

COLLABORATORS

CASTeL, Dublin City University : www.castel.ie/ • Odilla Finlayson, Paul van Kampen, James Lovatt, Sarah Brady, Deirdre McCabe.

ESTABLISH (2010-2014): www.establish-fp7.eu/ • Ton Ellermeijer, Ewa Kedzierska, et al, Foundation CMA Netherlands;

• Claudio Fazio, Rosa Maria Sperandeo-Mineo, Giovanni Tarantino, Nicola Pizzolato, Onofrio Rosario Battaglia,

University of Palermo, Italy;

• Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;

• Leos Dvorak, Irena Dvořáková, et al, Charles University Czech Republic;

• Nicos Valanides Frederick University, Cyprus;

• Christina Ottander, et al, University of Umea; Margareta Ekborg et al, Malmo University, Sweden;

• Iwona Maciejowska, Pawel Bernard et al, Jagiellonian University Poland;

• Ilka Parchmaan, Wolfgang Graber, IPN Institute; Martin Linder, Martin Luther Universitaet Halle, Germany;

• Miia Rannikmae, Jack Holbrrok, Tartu University, Estonia;

• Maryrose Francica, Angele Guiliano, Annalise Duca, AcrossLimits, Malta.

• Anna Gethings, Jim Salisbury, Rory Geoghegan, AG Education Services; Ireland.

SAILS (2012-2015): www.sails-project.eu/ • Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;

• Pawel Bernard, Dagmara Sokolowska et al, Jagiellonian University Poland;

• Paul Black, Christine Harrison, Brian Matthews, King's College London, UK;

• Beno Csapo, Csaba Csíkos, et al, University of Szeged, Hungary;

• Gunnar Friege, Maximilian Barth, Universität Hannover Germany;

• Mats Lundström, Malmö University, Anders Jönsson, Kristianstad University, Sweden;

• Claus Michelsen, Morten Rask Petersen, University of South Denmark,

• Cecília Galvão, Cláudia Gonçalves, Instituto de Educação da Universidade de Lisboa, Portugal;

• Gultekin Cakmakci , Yalcin et al Hacettepe University Turkey;

• Simeos Retalis, Yannis Psaromiligkos, University of Piraeus, Greece;

• Sally Reynolds, Joasia van Kooten, Mathy Vanbuel, ATiT; Wim Peeters, Belgium;

• Mark Melia, Joe Greene, Intel PLS Limited, Ireland.

69

powerpoint presentation · 2014. 11. 12. · coordination: eilish mcloughlin, odilla finlayson,...

Documents