1 / 23

Uncovering Student Ideas in Science NSTA Web Seminar I

Uncovering Student Ideas in Science NSTA Web Seminar I . Page Keeley & Lynn Farrin Maine Mathematics and Science Alliance. Featuring. By Page Keeley, Francis Eberle, and Lynn Farrin. Who Are You?. How long have you been teaching?. 1 st year. 2-5 years. 6-10 years. 11-15 years.

holland
Download Presentation

Uncovering Student Ideas in Science NSTA Web Seminar I

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Uncovering Student Ideas in ScienceNSTA Web Seminar I Page Keeley & Lynn Farrin Maine Mathematics and Science Alliance

  2. Featuring By Page Keeley, Francis Eberle, and Lynn Farrin

  3. Who Are You?

  4. How long have you been teaching? 1st year 2-5 years 6-10 years 11-15 years > 25 years 16-25 years

  5. Mark the box that describes you

  6. In This Session We Will • Provide an overview on formative assessment probes • Engage you in experiencing an example of a probe • Provide you with a sampler of strategies for using the probes • Discuss the types of information we can get from using probes • Send you away with an assignment!

  7. Think and Share What is the difference between assessment of learning and assessment for learning? Discuss on the chat or volunteer to share your ideas with the group. Please unmute (*6) your phone line if you are asked to respond.

  8. Formative Assessment Probes: • Help us find out what students’ are thinking before, during, and even years after instruction. • Uncover the types of conceptions students bring to their learning. • Encourage students to think, discuss, test, and modify their ideas (a key aspect of teaching for conceptual change). • Help teachers think about how to modify and differentiate their instruction.

  9. Poll question: The Mirror Problem Mina is holding a small, flat mirror upright and at arm’s length in front of her face. What will Mina’s view be if she moves the mirror much closer to her face?

  10. Human Scatterplot A B C Least confidence in my answer Most confidence in my answer

  11. Confidence Traffic Lighting GREEN- I am very confident in my answer. I think I can defend it scientifically. YELLOW- I am somewhat confident in my answer but I’m not sure about my explanation. RED- I am not sure about my response. I really need to hear what others have to say.

  12. Confidence Traffic Lighting

  13. Poll question: Going Through a Phase (p 183) Mrs. Timmons asked her class to share their ideas about what causes the different phases of the moon. Read what some of her students said. Which student do you most agree with and why? Explain your thinking.

  14. Four Corners and Commit and Toss (or Commit, Fold, and Pass) Mona Sofia Drew Raj

  15. Sticky Bars Mona Sofia Drew Raj

  16. Can It Reflect Light? (p 25)

  17. Card Sort – Can it Reflect Light?

  18. Is It Living? (p 123)

  19. Fishbowl We need 3 volunteers to help us model the fishbowl. Your phones will be unmuted for 5 minutes. Those of you “outside” the fishbowl listen quietly or use the chat function to debate the ideas you hear in the fishbowl.

  20. Other Strategies • Think/Pair/Share • Chain Notes • Raging 2 Minute Debates • First and Last Thoughts

  21. Your Assignment • Choose a probe from the book or one that is posted on the web site. • Try out the probe and one of the strategies with your students (or share one of your own strategies). • Share how it worked, including: • What you learned about your students • How your students learned by using the probe and engaging in the strategy

  22. Thank you, and as the Grateful Dead might have said: See you next time, Page and Lynn PROBING

More Related