ISTE presentation 2015

1. Focusing on
Science Inquiry with
Flipping,
Differentiation, and
Common Core
(with Canvas)

2. http://focusingpreso.wikispaces.c
om/

3. Technology is not the
innovation
 Technology leads to innovations:
 Deeper content
 Active learning and teaching
 Authentic experiences
 Personalized to student interests
 Connect to student lives
 “The real obstacle in education
remains student motivation.”
http://chronicle.com/article/Why-Technology-Will-Never-Fix/230185/

4. Flipping the Classroom
 Engaging, relevant resources –
articles, video…
 Less lecture, more
reinforcement, more time with
individual students
 More formative assessment –
timely feedback
 Active vs. passive – provide
assignments in class that require

5. Flipping the Classroom
 Use technology (Canvas) –
allows comments – class
discussions, students can redo if
needed, metacognition
 Multiple methods – texts, video,
discussions, webquests,
reflection
 Challenge and success – inquiry,
provide help, scaffold, use

6. Examples - Webquest

7. Example - Discussion

8. Examples – Note-taking

9. Examples – Note-taking

10. Examples – Note-taking

11. Differentiated vs.
Individualized
 Differentiation – Tailored to the
educational needs of the student
 Individualized – Change in Pace,
sections completed, interest
 Personalized includes both
differentiation and individualized

12. Aiming for differentiation
 Low choice/self-directedness
◦ All completing same assignment
 Mid level choice/self-directedness
◦ RAFT
◦ Tiered instruction
◦ Choice boards
 High level choice/self-directedness
◦ Group investigations
◦ RAFT
 Highest level choice/self-directedness
◦ Problem based learning
◦ Curriculum compacting based on pre-test
◦ Learning Contracts

13. Differentiation
 Not based on learning styles
 All academic students (not true DI)
 Allow students to choose their groups
 Tiered lessons - difficult while
maintaining pace
 Modifications: pace (work ahead), more
structure/remediation/extensions in an
assignment
 Negotiable activities based on interest
 Independence through choice

14. Content differentiation
 Varied texts
 Exit cards: reteach class, groups of
students, or individuals
 Organizers for information if needed
 Choose the 5 vocab terms that are
problematic and draw
 Study guides to focus on info for
remediation – given at beginning of
unit

15. Process differentiation
 Group investigation and help (build a
community)
 Blended learning – not OBE
 Some groups more independent,
others need more guidance
 Ongoing assessment/adjustment
 Tiered activities – large group  small
group  individual

16. Product differentiation
 Choice of technology tool or even no
tech (art)
 Choose the essay questions you want
to answer
 Menu items or a challenge list
 Options in rubric for excellence
 Tiered activities – large group  small
group  individual

17. Environment differentiation
 Fluid group choices
 Places to go: Lecture or Lab tables for
flexible, fast grouping
 Assignments alternate between
individual and group work
 Assignments alternate between active
and passive learning

18. Differentiation examples: cell
model

19. Differentiation examples: cell
model

20. Differentiation examples: Science of
Aging

21. Differentiation examples: genetics

22. Differentiation examples: genetics

23. Differentiation examples: genetics

24. Differentiation examples: Lab
results

25. Common Core
 Annotations, using context clues
 Investigations using technical texts,
websites, outlines
 Pose a meaningful question to
investigate (lab and other)
 Conduct an experiment to answer an
experimental question.
 Create presentations/illustrations suited
for a specific audience to present difficult
scientific concepts.
 Vocab root words and outline for
chapters

26. Common Core
 Create an essay that explains a complex
concept to others – Attack prompt,
Brainstorm, choose order, detect errors
 Organize, represent, interpret data to
draw meaningful conclusions given
collected data.
 Create an evidence based argument
 RAFT activities
 Writing as an everyday learning tool
 Asynchronous discussions/persuasive
dialogue
 Support ideas with evidence

27. Example: Outline annotations

28. DNA Scientists

29. Example: DNA essay

30. Example: Discussions

31. Example: Discussions

32. Example: Food chain
discussion

33. Example: Protein synthesis
flipbook

34. Inquiry
 Structured: parameters and procedures
given, variables discovered throughout
 Guided: only given problem and
materials
 Open: Student driven, “doing science”
 Inquiry discussion: What are you thinking
and why do you think that?
 Considering alternate explanations
 Student centered – do something with
knowledge
 Use videos – Spark101, Minute science,
Bite Sci-zed

35. Example: Are fruits and vegs
made of cells?

36. Example: Are fruits and vegs
made of cells?

37. Example: Scientific method

38. Example: Class traits

39. Example: Light Intensity

40. Example: Bioengineering Design
Challenge

41. Example: Diaper Dissection

42. Example: Watershed study
 What would you look at to determine
the quality of a watershed?
 What do we need to know?
 Use class to learn required material
 Visit local watershed to conduct tests
 Evaluate results and determine the
health of the watershed

43. Metacognition
 Share how you thought about what the
question was asking.
 Share the process you used to arrive
at your answer.
 What was your main reason for
choosing/not choosing answers?
 How did your ideas compare with
another group’s?
 What do you still have trouble with
related to this question/content?

44. Metacognition
 Describe two ideas you found
confusing.
 I learned a lot doing this assignment.
To what extent do you agree?
 What resources are available to
support you?
 How was the way you approached
completing this assignment different
from the last time?

45. Examples

46. Examples

47. Canvas
 How did Canvas help meet these?
 Ability to personalize both in the online
environment and with extra time for
students/groups
 Seems to be more beneficial for lower
level thinking rather than higher order
thinking

48. Limitations
 Not all Academic
 Not 1:1 until 9th grade
 Blended learning ability is not equal to
their academic ability. All students
seem to benefit in some degree but
those that are more academically
prepared benefit the most.
 Need strong management for non-
motivated students (academic culture)

49. Goals
 Student chooses work and reaches
mastery
 Add more in other modules next year
 Peer review of tests (Genetics)
 Independent genetics projects
 Add goal setting which according to
studies provides for more ownership
and investment in learning