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.
Nature of Science,
Technology and
Society
Attitudes
SUB CONSTRUCTS
Knowledge, skills, and
attitude outcomes as
described in the math
and science
curriculum are all
encompassed by the
STS outcomes
Skills and Processes
Knowledge
Initiating and planning
Mental Math and
Estimation
Communication and
Teamwork
Performing and
recording
Connections
Reasoning
Analyzing and
interpreting
Visualization
Problem Solving
Distribution of Specific Outcomes
CHANGE IN PLANNING MODEL
REQUIRED
Out with the old…
And in with the new…
Content knowledge
Skills
Attitudes
STS
STS
attitudes
knowledge
skills
Nature of Science,
Technology and
Society
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.
Attitudes
Skills
Knowledge
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!