1 / 52

Using DLESE Online Resources and Teaching Boxes in Your Classroom

Using DLESE Online Resources and Teaching Boxes in Your Classroom. Technology in Education Conference June 22, 2006. Lynne Davis Shelley Olds Bob Workman. Agenda & Goals. Meet each other Challenges of Integrating Technology Activity: Think-Pair-Share Learn about DLESE

junius
Download Presentation

Using DLESE Online Resources and Teaching Boxes in Your Classroom

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. Using DLESE Online Resources and Teaching Boxes in Your Classroom Technology in Education Conference June 22, 2006 Lynne Davis Shelley OldsBob Workman

  2. Agenda & Goals • Meet each other • Challenges of Integrating Technology • Activity: Think-Pair-Share • Learn about DLESE • Activity: Explore DLESE • Learn about Teaching Boxes • Activity: Explore a Teaching Box • Activity: Discovery time • Activity: Build a mini-Box • Wrap up * A note about terminology*

  3. Why integrate technology & web resources? • Two views of technology integration • 1st Think-Pair-Share: Benefits/ Challenges/ Strategies

  4. People disagree about how best to use technology in education. Technology is a medium that people learn from. Technology is a tool that people learn with.

  5. The “From” View of Technology in Education • Students learn “from” technology. • Knowledge is transmitted via media. • Learners passively receive messages. • Interaction need only be occasional and artificial. • Instructional design is best left to experts. • Materials are best when they are “teacher proof.”

  6. Learning Theory Shift • from… Behavioral View - Learning involves the transmission of fixed knowledge that can be measured precisely. • to… Cognitive View - Learning is contextual, effortful, developmental and can only be estimated through triangulation of assessments.

  7. The “With” View of Technology in Education • Students learn “with” technology. • Knowledge isconstructed, represented, and shared. • Learners collaborate to tackleproblems/tasks. • Interaction is authentic. • Instructional design is shared among learners, teachers, andspecialists.

  8. Think-Pair-Share: Benefits/ Challenges/ Strategies to integrating technology & web resources into your class • Spend a minute or two alone to think about a really exciting way to use technology in your science classroom in a perfect world. Brainstorm … don’t edit yourself • In pairs, discuss your ideas. Work out between the two of you the one idea you think is most promising – what are the challenges? • Share that one idea with the larger group

  9. Other Challenges • How can I find good stuff, now? • Can it be integrated quickly? • It it versatile? • Will it motivate students? • Is it aligned with skills I’m expected to teach? • Is it reliable? • If (When) it breaks, who will help? • How will it impact authority?

  10. www.dlese.org • National Science Foundation supported, offering free access to quality learning materials • The geoscience member library of the National Science Digital Library

  11. www.dlese.org • Supporting a broad audience of educators and learners, including K-12, university, informal education and the public

  12. www.dlese.org • Emphasis on pedagogical support for teaching and learning approaches that view Earth as a system

  13. DLESE offers resources … • Earth system science search engine for teachers • Ocean & water sciences • Geology • Atmospheric sciences • Biosciences, ecology, etc • Space, math and geography • Free access • Lesson plans , activities • Data, visualizations • Tools and interfaces • Instructor guides

  14. DLESE offers web services … • Embeds the DLESE search engine into your website • Expands your educational offerings • Provides local DLESE access for the convenience of students, educators, TAs, and the public. • Learn more at our workshop this afternoon DLESE search query and results embedded into your site’s look and feel

  15. DLESE offers collection building support services … • Organizations with many resources create a collection and apply for accessioning as a distinct collection

  16. DLESE offers support services … • Communication networks • Facilitate interactions and collaborations • Effectively create, use, and share educational resources • News and opportunities: • Find a workshop • Find a job Forthcoming services: • Concept Map Service: • Conceptual maps of Earth system science based on AAAS benchmarks; • More information and demonstration at http://preview.dlese.org/jsp/cms • Alignment tool for national and state standards 2003 Annual Meeting Teaching Box Workshop Series 2005

  17. Opportunities to get involved • Suggest new resources for the library • Submit teaching tips and reviews • Provide feedback

  18. Using DLESE www.dlese.org Suppose you want to teach about ozone in your high school class using data as one component…

  19. You can search several ways….by entering keywords… Search for “ozone”

  20. Keyword-only searching returns 322 resources about ozone Descriptive info and links to each resource are returned

  21. Refine your search: Add grade level and resource type to your criteria High school Datasets- In-situ or Remotely sensed

  22. Fewer, more targeted results

  23. View the full description of the resource

  24. Access the resource itself http://www.ccpo.odu.edu/SEES/ozone/ozone.htm http://serc.carleton.edu/introgeo/teachingwdata/examples/StO3.html

  25. Refine your search: Search by educational standards • Plan to expand to more detailed national standards and map to state standards • A growing number of resources are cataloged to standards

  26. Refine your search:Search by collection • Collections focus on particular content areas, resource types or audience

  27. Tools for evaluating resource quality

  28. You try it… www.dlese.org • What are you teaching in the fall? • Or… what topic is hard to cover? • Other questions to explore… • How can I show my students something about Earth’s magnetic field? • What are magnetic reversals? How often do they happen?

  29. Share your findings • What kinds of resources did you find? • How would you adapt it for your classroom?

  30. Take a Break

  31. DLESE Teaching Boxes

  32. Stuff in a typical teaching box /binder /garage … • Background content • Lesson plans • Overheads • Posters and pictures • Bulletin board • Props – field lens, magnets, maps • Extra credit • Quizzes Question: How organized are these materials? How do you tell someone how to use these resources? … show them!? Is there another way?

  33. What makes DLESE Teaching Boxes so cool? • How they are built… teachers working with scientists and designers • Development uses a team approach, therefore the product is sound in both science content and pedagogy – a quality guarantee.

  34. Development process details • Two cycles of development (so far) • 15 middle and high school master teachers • 4:1 teacher to scientist ratio • Workshop process • 2 weekends: • Topic area and scope • Conceptual framework • Instructional approach • One week summer ‘camp’ • Resource search • Lessons and activities • Review and Revision • Science, pedagogy • Usability • In-classroom trial • Outcome: 6 Teaching Boxes -middle & high school

  35. Teamwork

  36. What makes DLESE Teaching Boxes so cool? • How they are built … teachers working with scientists and designers • A conceptual framework… • Each box is developed around a set of interconnected concepts that incorporates national and state science standards.

  37. Framing the Concepts…

  38. What makes DLESE Teaching Boxes so cool? • How they are built… teachers working with scientists and designers • A conceptual framework 3. A focus on inquiry… • Each box engages students in the process of science – focusing on the gathering and analyzing of evidence.

  39. From continental drift … To plate tectonics …

  40. What makes DLESE Teaching Boxes so cool? • How they are built… teachers working with scientists and designers • A conceptual framework • A focus on inquiry • Earth system science

  41. What makes DLESE Teaching Boxes so cool? • How they are built… teachers working with scientists and designers • A conceptual framework • A focus on inquiry • Earth system science resources • Examine DLESE resources within a pedagogical context • Adaptation and adoption

  42. Feedback From Teachers “The kids really wanted to come to class,” says the California teacher. “They were delighted. It made the topic come alive for them.” “I’m totally jazzed about this teaching box!” “It feels good to be treated as a professional.” From Students “My favorite website is ‘What did T Rex Taste like?’ I’m not finished yet, but it’s really interesting.” “I like to take the little quizzes on the web pages we used.”

  43. Forthcoming capabilities: • Conduct more rigorous research • Turn the pilot into a program • Explore innovative discovery pathways • Link DLESE search results to Box contents • Provide additional DLESE educational resources inside each Box • Develop collaborative technology tools • Facilitate lesson creation • Incorporate DLESE resources automatically • Modify existing Boxes

  44. Explore DLESE Teaching Boxes www.teachingboxes.org

  45. Share with the group: • Which Box(es) did you explore? • What did you find in your Teaching Box?

  46. Time to go outside! Discover concepts for Sea Floor Spreading…

  47. What is so important about concepts … • Science is about collecting evidence • Evidence contributes to the concepts • Science concepts inform the content of the box • Related concepts are clustered and lead to an overarching concept and understanding

  48. Create a mini-Teaching Box • Break into teams of 4. • Create a concept map from concept cards • Think about teaching using lecture vs discovery • Choose an order to teach the concepts • Concentrate on 1-2 concepts • Sketch out instructional strategy – what’s the story you are telling • Search DLESE for a few resources to support the concepts • Sketch out a procedure describing • What to do in classroom • How to use the resources Title : Concept:What concepts are you covering Materials/Resources/URLs: Procedure:(Use complete sentences.) 1. 2. 3. 4.

  49. Sample • Title:Fossils provide evidence of past life • Concepts: At the end of this lesson, students will understand that fossils provide evidence for past life. • Additionally, they will be able to identify different types of fossils, understand how they are formed, and where they are likely to be found. • Materials/Resources: • http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html • Procedure: (Use complete sentences.) • Have the students brainstorm ideas about what kind of evidence they can think of that proves that a particular organism was once alive. • Accept any reasonable answer – including cemeteries, writings and photos of a person or other organism. Ask them to also include evidence that could prove that a given organism lived long ago, before there were any written records. • 3. Once fossils have been mentioned, introduce the web lesson: “Getting Into The Fossil Record.” Explain to students that they will be using a web module to learn more about what they have just been discussing. • 3. If in a laboratory setting, have students work in pairs beginning at: http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html • 4. After students have completed the web lesson, elicit from students or group of students one new piece of information that they learned from the lesson.

More Related