Join ExploreLearning as they showcase how to use math and science simulations
(Gizmos) to deepen students conceptual knowledge. Discover how to use Gizmos as a
vehicle through which to teach concepts while incorporating standards of
mathematical practices (SMP’s), STEM engineering practices, and english language arts
(ELA) standards. Experience the versatility of Gizmos as classroom applications are
addressed - whole classroom instruction, flipped classrooms, computer labs, or BYOD.
During this session, EL trainers will share their secret tips and tricks while showcasing
practical teacher and student examples, including but not limited to inquiry,
technology integration, claim-evidence-reasoning, incorporation of new national/state
standards, STEM, and continuous improvement/RtI.
Tuesday, July 7, 2015
Upstate Technology Conference
Greenville, South Carolina
Corey J. Peloquin
Assistant Implementation Coordinator Manager
North Florida Project Manager, PD
Corey.Peloquin@explorelearning.com
Participating, Growing, and Developing As A Professional
•
Do Not Distract Learners
• Keep cell phone on vibrate/silence, text and/or return calls during breaks. Put away all
electronic devices. Limit sidebar conversations to content and at a whisper
•
Be An Active Collegial Learner
• Participate in discussion and activities with a positive attitude
• Seek first to understand
• Watch your own “air time” inviting colleagues to share and balance discussion between
participants
•
Value Your Learning Time
• Put away work and non-training materials
• Return from breaks on time
• Care about improving your skills and sharpening your knowledge
RST.3
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
RST.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific
or technical context
RST.5
Analyze the structure of the relationships among concepts in a
text, including relationships among key terms
RST.7
Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually.
RST.9
Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
RST.10
Comprehend science/technical texts in the text complexity band
independently
and proficiently.
WHST.1
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic
or text, using credible sources.
ELA-Literacy.W.8.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
The Student Will:
1.
Make sense of problems and persevere in solving them
2.
Reason abstractly and quantitatively
3.
Construct viable arguments.
4.
Model with mathematics
5.
Use appropriate tools strategically
6.
Attend to precision
7.
Look for and make use of structure
8.
Look for and express regularity in repeated reasoning
(hook, demonstration, free write, brainstorming,
analyze a graphic organizer, KWL, etc)
Engage
(hook, demonstration,
free write, brainstorming,
analyze a graphic
organizer, KWL, etc)
What are you wondering?
Engage
(hook, demonstration,
free write, brainstorming,
analyze a graphic
organizer, KWL, etc)
(investigation, solve a problem, collect data,
construct model, etc.)
Materials
• Toy race track
• Small toy trucks
• Lego figurine
• Different masses (washers)
• String/thin wire
• Scissors
• Meter stick or tape measure
• An object to stop the motion
Directions
• Design a model that will affect the change of
motion of an object (Lego figurine)
• Collect data each time the model is changed
and record on chart paper
Explore
(investigation, solve
a problem, collect
data, construct
model, etc.)
(student analysis, structured questioning,
reading and discussion, teacher explanation,
compare, classify)
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
Vehicle
Mass
Hill # 1
Height
Maximum
Speed
Time
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
Explain
(student analysis,
structured
questioning, reading
and discussion,
teacher explanation,
compare, classify)
(problem solving, decision making, experimental inquiry,
compare, classify, apply)
Challenge 1 – Identify as many possible variables affected
when friction is introduced.
Challenge 2 – Construct a diagram showing how the height
of the hills affects whether or not the egg breaks. Include
labels such as gravitational potential energy, kinetic energy,
friction.
Challenge 3 - Provide evidence from the Gizmo that is
consistent with your observations from the car crash challenge
on the role velocity plays in affecting the motion of an object
(Lego figurine/car passengers/roller coaster physics egg).
Elaborate/Extend
(problem solving,
decision making,
experimental inquiry,
compare, classify,
apply)
(develop a scoring tool or rubric, performance assessment,
produce a product, journal entry, portfolio, etc.)
Evaluate
(develop a scoring
tool or Rubric,
performance
assessment,
produce a product,
journal entry,
portfolio, etc.)
RST.3
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
RST.4
Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific
or technical context
RST.5
Analyze the structure of the relationships among concepts in a
text, including relationships among key terms
RST.7
Integrate quantitative or technical information expressed in
words in a text with a version of that information expressed visually.
RST.9
Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
RST.10
Comprehend science/technical texts in the text complexity band
independently
and proficiently.
WHST.1
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and
organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate
data and evidence that demonstrate an understanding of the topic
or text, using credible sources.
ELA-Literacy.W.8.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
The Student Will:
1.
Make sense of problems and persevere in solving them
2.
Reason abstractly and quantitatively
3.
Construct viable arguments.
4.
Model with mathematics
5.
Use appropriate tools strategically
6.
Attend to precision
7.
Look for and make use of structure
8.
Look for and express regularity in repeated reasoning
DEBRIEF
From this session, what are some of your biggest “take-aways” or
“ah-ha” moments?
Content
Pedagogy
DEBRIEF
How will using Gizmos change your instructional strategies to
support Math, Science, or ELA standards?
Content
Pedagogy
http://undsci.berkeley.edu/article/scienceflowchart
http://undsci.berkeley.edu/article/scienceflowchart
http://undsci.berkeley.edu/article/scienceflowchart
http://undsci.berkeley.edu/article/scienceflowchart