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Strands of science learning 1. Know and can apply major scientific ideas 2. Can collect and analyze data (experiments and observations) 3. Understand science as a way of knowing (and apply to their own thinking) 4. Participate productively in scientific practices (argue from evidence, analyze and present conclusions, collaborate, ..) 5.Understand designed world and engage in process of design
Strands of math learning • Conceptual understanding - comprehension of mathematical concepts, operations, and relations • Procedural fluency - skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • Strategic competence - ability to formulate, represent, and solve mathematical problems • Adaptive reasoning - capacity for logical thought, reflection, explanation, and justification • Productive disposition - habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy
Building student knowledge • Pay attention to student thinking • Recognize pre-conceptions of science • Embedded formative assessment -by teachers • Provide opportunities to “participate productively”
Need for coherence • Curriculum/syllabus • Teacher pre- and in-service professional development • Infrastructure support • Assessment All must be aligned for effective and coherent system for student learning
Infrastructure to support learning • Space and equipment for science • High quality curriculum resources • Support for expendable materials • Well-designed use of technology
Effective use of technology • Well-planned software development is an element of curriculum development for both science and math • Simulations, virtual labs, probe-ware tools collaboration and communication tools…. • Can support student learning in STEM • Can support new modes for assessment Requires major upfront investment to do well
Assessments • Must align to and support all learning goals • Assessment system must support both formative and summative uses (in class to large scale) • Drives what actually occurs in classroom • Teachers and districts need support to use assessment data effectively Good assessment will probably cost more, but the hidden costs of continued use of poor quality assessment systems are high