LeaPS
Learning in Physical Science
February 23, 2010
Welcome!
Supported by University of Kentucky
PIMSER Math and Science Outreach
Presentation Provided by the
P-12 Math and Science Outreach
Division of PIMSER
Project Goals for LeaPS
• Overall goal: Students will learn targeted
physical science concepts (structure and
transformation of matter, force & motion)
• Goal 1: Enhance teacher content and
pedagogical knowledge of targeted physical
science concepts
• Goal 2: Improve Teacher Instructional
Practices
• Goal 3: Enhance Administrator Support
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
and computers closed
• Stay present, giving full
attention
• Listen actively as others are
speaking
• Be engaged—Be IN the work
• Avoid sidebar conversations
• Keep name tags visible
• Rule of 2 feet
• Any others?
Roadmap REVIEW
Content
Building:
Forces and
Change in Motion
Conceptual
Change
Developing
Scientific
Understanding
Student
Test Data
Where to today?
What’s My Word?
Effective Vocab
Instruction
Content:
Non-Uniform
Motion
Content:
1 Dimensional Motion
Acceleration
D
Debrief
Ch 5 RSS
Ch 4 WiS
What’s My Word?
• Ask yes/no questions in order to help
you identify your unknown word.
• You may only ask 1 question PER
person at each turn.
• After you ask a question, record the
question and answer.
• Once you have identified your word,
please have a seat.
Vocabulary Development
• Learning Targets:
– I can explain the
rationale for choosing
10-12 key words per
unit.
– I can select vocabulary
strategies to improve
understanding of
terms.
Remember the Research
• Students need to be
exposed to a word at
least 6 times before they
have enough experience
to recall its meaning.
• Focus vocab instruction
on words that are
CRITICAL to new
content. Achievement
can increase as much as
33%.
• No single method of
instruction will result in
optimal learning.
• Flexible vocab instruction
respects students’
diversity.
• The chances of
learning a word in
context is 19% for
high ability students
and 8% for low
ability students.
• Multiple methods and
contexts ensure repeated
exposure and aid
learning.
3 Tiers of Words
• Essential—These are the words that are
CRITICAL to understanding the content. These
words must be EXPLICITILY taught during the
unit—10-12 wds max.
• Nice to Know—These are content words but
ones that do not require explicit instruction for
understanding.
• Supporting—These are non-content words but
are necessary for student success such as
summarize, analyze, evaluate, etc.
Vocabulary Development
• Learning Targets:
– I can explain the
rationale for choosing
10-12 key words per
unit.
– I can select vocabulary
strategies to improve
understanding of
terms.
Time to Reflect
Content Building
One Dimensional Motion and Acceleration
Marble Roll
Making Thinking Visible: Talk
and Argument
• Identify 2 strategies from Ch. 5 in RSS that
would be useful for promoting productive
discourse and argumentation in your
classroom.
• Stand up and find a partner at another table.
GIVE ONE of your strategies to your
partner. GET ONE of your partner’s and
add to your list.
• If you and your partner have the same
strategies, work together to find a new one.
• Move around the room, sharing strategies
until you have given and collected 4
additional ones in 2 minutes.
Making Thinking Visible: Talk
and Argument
• Reflect on your experiences
today. What role did
discussion have in promoting
understanding?
• If students are not taught how
nor given the opportunity to
talk about and argue about
their current understanding,
what might be some
implications for student
learning?
WinS: Ch. 4
Observations, Cause/Effect and Comparisons
• If _______________________________,
then, ____________________________.
So, _____________________________.
• This leads to ______________________.
• As a result, _______________________.
• Consequently, ____________________.
• In conclusion, I think _______________.
For Next Time
• Our next meeting will
be March 12, 2010
• Read Ch 5 from
Writing in Science
• Read Ch 7 in Ready,
Set, Science!
• Complete the reading
guides.