Making programmatic changes while collaborating across disciplinary boundaries

1. Making programmatic changes while collaborating across disciplinary boundaries

3. And a miracle occurred here

5. Next Generation Science Standards (NGSS) • Used the NGSS to develop a common content vocabulary framework • Language between disciplines are very different • ESS1 – Earth’s place in the universe • ESS2 – Earth’s systems • ESS3 – Earth and Human Activity

6. inTASC Standards • The model core teaching standards were created by the Interstate Teacher Assessment and Support Consortium (inTASC) • The learner and learning (3 standards) • Learner development • Learning Differences • Learning Environments • Content Knowledge (2 standards) • Content Knowledge • Application of Content • Instructional Practice (3 standards) • Assessment • Planning for Instruction • Instructional Strategies • Professional Responsibilities (2 standards) • Professional learning and Ethical Practice • Leadership and Collaboration

7. Understandings Science Content Students will understand that: • we use the scientific method • we live in the age of scientific discovery • earth is a dynamic planet • Isostacy • surface area to volume as related to the natural world • relationship of rocks and minerals to plate tectonics • the nature of deep time • evolution vs extinction through time • water as a human resource • relationship of earth structures and earthquakes to plate tectonics • relationship of humans to climate change Science Methods Students will understand that: • Knowing what you don’t know is the first step to learning • Mathematics has a conceptual framework • Science has a conceptual framework • Nature of science • Professional teachers use proper academic language • The way the brain works affects how we are engaged in our learning • Teaching standards provide a conceptual framework for their future learning • Standards provide a framework for the students’ learning • We all go through an educational development of learning • The activities and the questions we pose need to be planned and engage the students at Bloom’s higher order levels of thinking • There are many learning styles and you must plan for differentiating your instruction. • You must plan for classroom management • Communication is essential to have as a teacher • Developing and using resources and manipulatives assists you in differentiating instruction

8. Skills Science Content Students will develop the skills to: • debate scientific concepts • find access to science articles • identify basic minerals • identify basic rocks • read topographic maps • read basic geologic maps Science Methods • Students will develop the skills to: • Synthesize and self-assess a learning experience by generating and testing hypotheses using technology • Synthesize and self-assess a unit plan with appropriate outcomes and summative assessments • Synthesize and self-assess lesson plans with appropriate objectives and formative assessments • Design and use resources and manipulatives in mathematics and science

9. Knowledge Science Content Students will know: • deductive vs inductive reasoning • hypothesis vs. theory • age and origin of universe • age and origin of solar system • early earth history • basics of plate tectonics • basic mineralogy • basic introduction to rocks • major divisions of geologic time • absolute versus relative dating • basics of running water • basics of groundwater • basics of glacial geology • history of Pleistocene • basics of structural geology • basics of earthquakes • basics of climate change • geologic history of Wisconsin Science Methods Students will know: • Levels of compentencyin learning • Science vocabulary • Teaching and learning vocabulary • Brain Physiology • Engagement and engagement levels • Teacher Standards and Dispositions • Common Core Math Standards • Next Generation Science Standards • STEM philosophy and framework • Educational Developmental Levels • Bloom’s Taxonomy • Teaching Styles and Strategies • Learning Styles in relation to Teaching Styles and Strategies • Unit Planning • Outcomes and Summative Assessments • Lesson Planning • Objectives and Formative Assessments • Classroom management techniques • Communication techniques to use with colleagues, administration, and parents/guardians

11. Course Design • Four day field trip • Fall – Scott teaches 3 hours of instruction per week and Tim teaches 2 hours of instruction per week (10 weeks) • Student are out teaching for 5 weeks during the last week of fall • Spring – Scott teaches 2 hours of instruction per week and Tim teaches 3 hours per week (15 weeks)

12. How To Address the NGSS • Course philosophy needed to change • The importance of content matter, scientific practices, and links between all areas of knowledge was now imperative

14. Understand Levels of Competence • Unconsciously Incompetent • Consciously Incompetent • Consciously Competent • Unconsciously Competent

15. UnderstandLevels of Evidence • Gut/Intuition • Experience • Experts • Research

16.  Research in Education • Wouldn’t it be great if we knew what attributes are needed for a good teacher? • Wouldn’t it be great if we knew what what we should be teaching our students about science at each level? • Wouldn’t it be great if we knew how to organize effective units of student for our students?

17. Now – Let’s build our conceptual frameworks • Moving forward is much like driving a boat – you don’t get very far, nor can change direction if you’re not moving • Move and you can steer into the correct direction much easier. • So, use the IDEA of conceptual frameworks and how to organize our thoughts • All learning starts from the second level of competency • “I know I don’t know things” • “Dr. Kirst and Dr. Flood - Can you help me?”

18. But Dr. Kirst, “I don’t know… • what to teach in geoscience!” • Focus and deconstruct the NGSS framework • what the attributes of a good teacher are!” • Focus and deconstruct the inTASC framework • how to develop an effective unit plan!” • Focus on and deconstruct Understanding by Design or backwards design

19. Administrative maze for the new course design

20. Course Development--Step by painful step Must convince our departments --- change must be systemic within the departments Must convince our respective associate deans ---must not impact divisional offerings in a significant way Must convince the Curriculum and Educational Policy Committee ---must be consistent with the quality of the pre-existing courses Must convince the Core Curriculum Committee ---must meet the guidelines of the gen-ed program of the College Must get Institutional Review Board (IRB) approval --due to assessment techniques Must convince the Dean of the College ---The new paradigm is worthwhile and revenue neutral Registrar must find an appropriate cross-listed number and a time slot Total Timeline was one full academic year!

21. Old Way of New Teaching--Fieldtrips

23. Field Trip Models A post-course four day field trip --students would have the background for the trip --would not build deep connections to geology and peers Four one day field trips --field trip content would be compatible with classroom content --not compatible with Wisconsin weather A pre-course four day field trip --students would have field experience to draw on for the classroom portion --would build deep connections to geology and peers

25. Logistics --Thursday, Friday, Saturday nights before school starts on Monday --stay at camp Rankin in northern Wisconsin --cost is approximately $100/student for food, lodging and transportation

27. Worked well --built great camaraderie and trust --great conduit to discuss science and scientists, campfire --showcased diversity of geology in Wisconsin Challenges --students had no sense of physical science --students had no sense of scale --students had no sense of geologic time --students had no science vocabulary

30. This is what it is all about!