Partners in Inquiry Resources and
Research = pi r2
Linking Institutions of Higher Learning, School
Districts and Community Resource Partners to
Improve Science Achievement
Sponsorship
Ohio Board of Regents: Improving Teacher
Quality Grant
BP-Husky Refining, LLC
Square One Education Network
NWO at BGSU
Partners
• LEARNnco/NCOESC- Andy Campbell
and Kathy Mohr
• The Blade- Debby Geyer
• Lourdes College- Jule Horn/ Michael French
• Lucas County Educational Service
Center/Challenger Learning CenterSandra C. Frisch and Reed Steele
• Toledo Metroparks- Heather Norris
• Sauder Village- Andrea Erbskorn
• Toledo-Lucas County Public Library- Nancy
Eames
• Seven Eagles- Martin Nagy
• Toledo Museum of Art- Rachel Biel
• Toledo Botanical Garden- Diane
Thurber and Jeanine Roberts
• Toledo Zoo- Linda Calcamuggio
• WGTE- Public Media- Charlene Patten
• Toledo Public Schools- Bob
Mendenhall and Julie Campbell
*Fostoria City & Washington Local Schools
were members of the planning team.
Our Professional
Development Model
Summer Institute /
Academic Year
evening workshops
STEM in the Park– a
one-day community
event on campus
Formative and
summative program
assessment
30 teachers &
100 hours
Once a month inschool outreach
programs
Scientists visit
classrooms
Summer I
Community Resources Workshop
40 hours
Week long summer workshop in June where teachers have field
Wee to a number of venues.
experiences
Day One – Lourdes College & Wildwood Metropark
Day Two – Toledo Museum of Art & Toledo Blade at Valentine Theatre
Day Three – WGTE and Toledo Zoo
Day Four – Challenger Learning Center & Toledo Mudhens
Day Five – Main Library, downtown Toledo
Other sessions included: Sauder Village, Solar House,
Johnson’s Island, Wolcott House, Nature’s Nursery & Toledo Symphony
Inquiry Series Schedule
45 hours with Mentor teachers, Scientists and Informal Educators
Life Science
•September 26- Blast off
-The Toledo Zoo
Animal Adaptations
Animal Coverings
Reptiles and Amphibians
•October 22
-Sauder Village
Heredity
•November 7
-Metroparks
Native Species
-Toledo Botanical Garden
Profiling Plants and
Animals
Earth Science
•December 3
- Challenger Learning Center
The Universe
•January 21
- Toledo Botanical Garden
Soil
•February 18
- LEARNnco
Everyday Geology
•March 25
- Seven Eagles
Renewable and Nonrenewable
Resources and Land Use
Outreach
- During the school day
- 9 hours per teacher
Final Project Capstone
STEM in the Park
September 11, 2010
6 hours
Student and teachers alongside
faculty and informal education
partners will present activities
and projects to the community
at a family Celebration of
Science event.
Pi r2 By The Numbers
•30 teachers participated in the 2009 Community Resources Workshop and 29
participate in the school year sessions.
•25 Elementary and middle schools were represented
•15 Districts including original Seed Grant partners Toledo Public, Fostoria City
and Washington Local
•Over 900 students received materials, lessons and resources as a result of this
project
•Over 240 outreach sessions were delivered by the following providers:
Challenger Learning Center, LEARNnco Distance Learning, Sauder Village, Seven
Eagles, Toledo Area Metroparks, Toledo Botanical Garden, & The Toledo Zoo not
including extra programs booked by schools.
Key Component
Formative Assessment
Academic Year PD Format
•Engage activity
•Formative Assessment
•Outreach activities
•Discuss formative assessment
•Grade level group discussion (Extension
activities)
Evaluation
• Teacher science content test
• Teacher Beliefs Instrument
• Kindergarten Science Interviews
• Outreach worksheet
• Outreach Observations
• Teacher Reflections
Teacher Science Content
Tests
• 20 multiple-choice and open response items
• Aligned to project curriculum
• Teachers completed the test in October and April
Teacher Science Content
Tests
Sun in this
direction
Moon in this
direction
If you could look down from
space at Earth from far
Earth
above its north pole, the
Sun and Moon would be in
C
B
A
the directions shown by the
arrows in the picture below.
What would the Moon look
D
like to a person on Earth
facing the Moon?
E
Teacher Science Content
Tests
Teacher Science Content Tests
Teacher Beliefs Instrument
• Self-efficacy about science teaching
• Beliefs and behaviors regarding reformbased science teaching strategies
– Frequency
– Importance
– Preparedness
Teacher Beliefs Instrument
Teacher Beliefs Instrument
Max Score 124
Max Score
65
Kindergarten Science
Interviews
• One-on-one interviews
• Questions based on picture cards
• New evaluation method for NWO
Kindergarten Science
Interviews
Kindergarten Science
Interviews
Outreach Worksheet
• Documentation of teachers’ activities before
and after receiving outreach programs
• Formative assessment
– Emphasized throughout the project
• Data-driven instruction
• Analysis not yet conducted
Outreach Observations
• Evaluated the involvement of the teachers during the
outreach programs
• Co-facilitation of outreach programs
• Behaviors:
– Asking students higher order questions
– Asking students to provide evidence for their answers
– Encouraging student-student interactions
• Analysis not yet conducted
Teacher Reflections
• Demonstrated the positive impact that Pi r2 had on
the participating teachers
• Questions
– What were your experiences with formative assessment?
– How did the project impact your science knowledge and
attitudes about science teaching?
– How did the project affect your students?
– What were some of the most meaningful aspects of the
project?
Teacher Reflections –
Formative Assessments
I used the outreach educators as culminating activities most of the
time. The probes were great! I used them to set purposes for the
visit, make connections to the content and develop background
knowledge. In science we developed, investigated and explored
concepts without much "assessment". Looking at the formative
assessments throughout the PiR2 experience made me think about
how to approach the content areas NEXT year though. I needed
to be reminded that formative assessments do not have to be
"pencil and paper tests". The assessment component is very
important in guiding the teaching/re-teaching and I look forward to
trying some new things!
Teacher Reflections –
Science Knowledge and
Attitudes
I found that I learned some new concepts that I
had either forgotten or didn't really know. It
made me more aware of the science standards
and helped me to better prepare. My
confidence has definitely increased regarding
science. I find I am more excited about
teaching science and have actually re-planned
my programs for next year already.
Teacher Reflections –
Student Impact
The project had a positive affect on my students, they wanted to
learn more. They were engaged in all the activities and many times
throughout the year they talked about their experiences with the
presenters and what they learned.
They received a much deeper lesson on the standards that what I
would have ever shared with them. I have some great ideas now
for the future, but their learning was certainly broadened by their
experiences this year.
Teacher Reflections –
Meaningful Aspects
I was amazed at various comments from the children that showed
me they were retaining the concepts that were taught. One little
boy said as the Sauder program was going on " I think this wool
would be an adaptation, Am I right?". When Lightfoot was talking
to the children about different animal coverings, he mentioned the
word, camouflage. Many of my children said "We know that word!"
The Toledo Botanical Garden did the Soil program. They brought
worms along for the children to observe. A while after they were
there we had a bug unit in our reading program. There was also
information about worms. The children reminded us of some of the
things they had learned about worms from the TBG presentation.
Teacher Reflections –
Meaningful Aspects
Working with other teachers is always beneficial. I wish we would have
had more opportunity to discuss what was going on with
assessment/lessons in our classroom.
When we met together with our grade levels. The grade levels allowed us
to talk and share ideas.
The bonding that took place between the participants and the staff. This
was a great group and I always felt very comfortable with everyone. I
always looked forward to our next session. It also gave us a time to share
ideas, especially during dinner. Some of us came earlier just to share
ideas of what we did as an extension of the previous lessons.
Partners Inquiry
Resources and
Research (pi r2)
http://cosmos.bgsu.edu/affiliate
d_projects/pir2