SCIEMATICS
Jan 19, 2016
SCIEMATICS
WHAT IS SCIEMATICS?
• A year-long course which combines science 10, math 10, and chemistry 20• Students earn 15 credits in the time they would normally earn 10
• Taught in an integrated manner rather than as 3 stand alone courses
• Assessed in an integrated manner, but reported as 3 stand alone courses
• An accelerated learning experience that challenges and engages students in a collaborative learning environment
WHY SCIEMATICS?
• Needed to “open up time” in students’ schedules in order to enable them to take Dual Credit Courses at LCI starting this year• Liberal education • Systems and supply chains
• Wanted to provide meaningful opportunities for academically inclined students as the nature of our Honours and AP courses was changing
HOW SCIEMATICS?
• Outcomes based assessment• Strong assessment background
• Thorough knowledge of curriculum• Take apart and put back together in meaningful way
• Willingness to be creative and innovative• Get students involved
• Not afraid to try• Learn from “failures” and build on strengths
“FIXING ASSESSMENT”
• Mapping classroom tests to curriculum• Some outcomes WAY over represented• Some outcomes not represented at all• Realized that some questions were borderline ridiculous
• Decide to improve assessments• Worked collaboratively with other chemistry teacher
• Having someone to collaborate with is important
DEVELOPMENT OF ASSESSMENT TOOLS FOR STUDENTS
• Physically insert curriculum outcomes into existing assignments
• Modify assignments to ensure outcomes are being addressed• Inventory old assignments and reflect on how many times certain outcomes
are being addressed.
• Include self assessment area for students
• Scalars and Vectors
HOW DO STUDENTS KNOW THE OUTCOMES?
• Outcomes are embedded into daily lessons
• Kids have a physical reference of outcomes• Familiarize the students with the language of the outcomes
• Have a link between notes and assignments
• Chapter 5 notes
QUIZZES AND SELF REFLECTIONS
• Quizzes have outcomes shown
• Solutions Quiz
• Self Reflection while doing quiz and then follow
• Solutions quiz self reflection
DEFINE THE CONSTRUCT:SCIENTIFIC LITERACY
• the ability to communicate acquired scientific knowledge, concepts, and understanding of theories fluently; using appropriate mathematical, visual, graphical, and technological aspects which are most appropriate within the context of a contemporary science related issue.
SUB CONSTRUCTS
Nature of Science, Technology and
Society
Attitudes
Skills and Processes
Knowledge
Knowledge, skills, and attitude outcomes as described in the math and science curriculum are all encompassed by the STS outcomes
Measurement•Spatial sense and proportional reasoning
Physics•The study of the motion, force, and energy of matter
Algebra and Numbers•Algebraic reasoning and number sense
Relations and Functions•Algebraic and graphical reasoning
Biology•The study of life and living things
Earth Science•The study of the atmosphere, hydrosphere, biosphere, and lithosphere
Chemistry•The study of the structure, composition, properties and changes of matter
Nature of Science,
Technology and Society
Attitudes
Skills
Knowledge
Nature of Science,
Technology and Society
Attitudes
Skills
Knowledge
Initiating and planningMental Math and
Estimation
Performing and recordingReasoning
Analyzing and interpretingVisualization
Problem Solving
Communication and Teamwork
Connections
Nature of Science,
Technology and Society
Attitudes
Skills
Knowledge
Interest in science/mathematics
Mutual respect
Scientific inquiry/Mathematical
reasoning
collaboration
stewardship
safety
Nature of Science,
Technology and Society
Attitudes
Skills
Knowledge
Social and Environmental
contexts of science and technology
Science and Technology
Nature of Science
Meaningful contexts
Distribution of Specific Outcomes
CHANGE IN PLANNING MODEL REQUIRED
Out with the old…
Content knowledge
Skills
Attitudes
STS
And in with the new…
STS
attitudes
knowledge
skills
Nature of Science, Technology and
Society
Attitudes
Skills
Knowledge
In order to increase scientific literacy we must start with all encompassing ideas that provide the foundation for the lens through which we perform skills in order to discover knowledge about the world in which we live.
WHAT DOES IT LOOK LIKE?•Collaborative learning• Lots of talking and struggling through concepts •Use of classroom space• It’s their space, not my space
•Visual representations•Oral Presentations•Observations • Peer and teacher feedback• Lab notebooks• Tests and quizzes
FOCUS ON MEANINGFUL CONTEXTS• Describe the development of any
technology over time
• 4 person groups
• Research, make a poster, and present to class
• 30 minutes
TYING MEANINGFUL CONTEXT TO CURRICULUM• Have the students do this!
• As we work through the curriculum, students add to their posters.
• Give each other specific feedback • Clarity• Visual appeal
• Add to each other’s posters• Discussions and learning
WHAT’S DIFFERENT ABOUT MY CLASSROOM?
Before• I mostly lectured
• I liked students to be quiet so as to not disrupt others
• Rows
• Assessments were only summative
• Low quality tests and quizzes
• Distinct separation between, teaching, learning, and testing
• Did not deviate from my plan
Now• Hardly any lecture
• Students are encouraged to talk with each other often
• “Chaotic”
• Most assessment is formative (AFL, AAL)
• High quality tests and quizzes
• Learning, instruction, and assessment are complimentary
• LOVE to deviate from the plan
YEAR AT A GLANCE
• The first “Year Plan”• It is much different now!