Big Ideas, Virtual Fieldwork, Professional Development

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Big Ideas,Virtual Fieldwork, Professional
Development More...

• Don Duggan-Haas

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With support from the National Science Foundation.

• This material is based upon work supported by the
  National Science Foundation under grant No.
  0733303.
• Any opinions, findings, and conclusions or
  recommendations are those of the authors and do
  not necessarily reflect the views of the National
  Science Foundation.

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Contents

• Bigger Ideas
• Inquiry Grid
• Strands of Science
• Essential Features of Inquiry
• How People Learn/
• About Good Teaching

• Effective PD
• Virtual Fieldwork
• PD Structure
• Workshop VFEs
• Virtual Study Groups
• TPACK
• virtualfieldwork.org

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Contents

• Bigger Ideas
• Inquiry Grid
• Strands of Science
• Essential Features of Inquiry
• How People Learn
• About Good Teaching

• Effective PD
• Virtual Fieldwork
• PD Structure
• TPACK
• virtualfieldwork.org

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Contents

• Bigger Ideas
• Inquiry Grid
• Strands of Science
• Essential Features of Inquiry
• How People Learn
• About Good Teaching

• Effective PD
• Virtual Fieldwork
• PD Structure
• TPACK
• virtualfieldwork.org

Click on this button to take you to the table of
contents slide from any other slide.
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About good teaching...

• Share a story of some of the best science
  teaching youve ever experienced, either as a
  teacher or as a student.

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How do you knowwhat you know?

• Whats something you understand or know how to do
  really well?
• How do you know?
• How did you gain that understanding or skill?
• What does that have to do with how you teach?

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Questions/Issues

• What does research say about how people learn?
• How should research on how people learn inform
  how we teach?
• Why are we here?
• What does good professional development look
  like?
• What does good teaching look like?
• Can we build teacher networks?

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Program Objectives

• Effectively teach key principles of Earth system
  science across multiple scales.
• Create and share a virtual fieldwork experience
  that facilitates inquiry teaching.
• Offer and receive teaching support within a
  network of professionals.
• Critically evaluate approaches to and materials
  for teaching.

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How will we know if we meet our objectives?

• What kinds of evidence would convince you someone
  teaches through inquiry?
• Is it the same kind of evidence that would
  convince the National Science Foundation?

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We want you to substantiate these claims

1. I understand the key principles of Earth system
   science across multiple scales
2. At the completion of my class, students
   understand key principles of the discipline
3. I will create a VFE that facilitates meaningful
   geoscience inquiry and share that with a
   community of peers
4. I am networked to other teachers in ways that
   support my continuing professional development
5. I will critically evaluate my own teaching
   approach and materials and that of my colleagues.

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What if we only taught five things?On the need
for teaching profound ideas

• Don Duggan-Haas

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Where we are Essential Principles Fundamental Concepts
7 44
8 47
7 33
9 75
TOTAL 31 198
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An important consensus...

• These initiatives represent a consensus view of
  the most important Earth system science concepts.
  
• However...

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• There are no examples of creating a thick
  description of what everyone should understand
  about any topic that has led to wide swaths of
  the population understanding the target content,
  in spite of countless attempts to do just that
  throughout human history.

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How can we synthesize?
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How can we synthesize?
Big Ideas from ReaL Inquiry Project
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How can we synthesize?
Bigger Ideas from TFG/VFE Project
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Big ideas simply arent big enough.
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What if we taught only five profound ideas, but
taught them deeply?

• Deep understanding of profound ideas requires
  knowledge of all (or most) of the literacy
  principles.
• And connects them to a coherent framework, thus
  increasing the likelihood of true understanding
  and retention.

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What makes an idea ReaLLy Big?

• The idea cuts across the Earth science
  curriculum.
• Understanding of the idea is attainable by
  students and the understanding holds promise for
  retention.
• The idea is essential to understanding a variety
  of topics.
• The idea requires uncoverage has a bottomless
  quality.

Furthermore, the entire Earth science curriculum
is represented by this (small) set of ideas.
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Earth Science Bigger Ideas Overarching Questions Earth Science Bigger Ideas Overarching Questions Earth Science Bigger Ideas Overarching Questions Earth Science Bigger Ideas Overarching Questions Earth Science Bigger Ideas Overarching Questions
Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
Does each idea cut across the entire Earth science curriculum? Does each idea cut across the entire Earth science curriculum? Does each idea cut across the entire Earth science curriculum? Does each idea cut across the entire Earth science curriculum? Does each idea cut across the entire Earth science curriculum?
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
Is understanding of the idea is attainable by students and does the understanding hold promise for retention? Is understanding of the idea is attainable by students and does the understanding hold promise for retention? Is understanding of the idea is attainable by students and does the understanding hold promise for retention? Is understanding of the idea is attainable by students and does the understanding hold promise for retention? Is understanding of the idea is attainable by students and does the understanding hold promise for retention?
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
Is each idea essential to understanding a variety of topics? Is each idea essential to understanding a variety of topics? Is each idea essential to understanding a variety of topics? Is each idea essential to understanding a variety of topics? Is each idea essential to understanding a variety of topics?
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
Does each idea require uncoverage/have a bottomless quality? Does each idea require uncoverage/have a bottomless quality? Does each idea require uncoverage/have a bottomless quality? Does each idea require uncoverage/have a bottomless quality? Does each idea require uncoverage/have a bottomless quality?
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Earth is a system of systems. The flow of energy drives the cycling of matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To understand (deep) space and time, models and maps are necessary.
Is the entire Earth science curriculum represented by this (small) set of ideas? Is the entire Earth science curriculum represented by this (small) set of ideas? Is the entire Earth science curriculum represented by this (small) set of ideas? Is the entire Earth science curriculum represented by this (small) set of ideas? Is the entire Earth science curriculum represented by this (small) set of ideas?
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Connecting Ideas
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Connecting Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making? Overarching Questions How do we know what we know? How does what we know inform our decision-making?
The Earth is a System of Systems. The Flow of Energy Drives the Cycling of Matter. Life, including human life, influences and is influenced by the environment. Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system. To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary.
The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts. The Earth is an open system it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earths surface. Earths internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics. Photosynthetic bacteria reformulated the atmosphere making Earth habitable.  Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate.  Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands. Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems. The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making?
The Earth is a System of Systems.
The Earth System is composed of and part of a multitude of systems, which cycle and interact resulting in dynamic equilibrium (though the system evolves). The Earth is also nested in larger systems including the solar system and the universe. However there is an inherent unpredictability in systems, which are composed of an (effectively) infinite number of interacting parts that follow simple rules. Each system is qualitatively different from, but not necessarily greater than the sum of its parts.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making?
The Flow of Energy Drives the Cycling of Matter.
The Earth is an open system it is the constant flow of solar radiation that powers most surface Earth processes and drives the cycling of most matter at or near the Earths surface. Earths internal heat is a driving force below the surface. Energy flows and cycles through the Earth system. Matter cycles within it. Convection drives weather and climate, ocean currents, the rock cycle and plate tectonics.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Life, including human life, influences and is influenced by the environment.
Photosynthetic bacteria reformulated the atmosphere making Earth habitable.  Humans have changed the lay of the land, altered the distribution of flora and fauna and are changing atmospheric chemistry in ways that alter the climate.  Earth system processes affect where and how humans live. For example, many people live in the shadow of volcanoes because of the fertile farmland found there, however they must keep a constant vigil to maintain their safety. The human impact on the environment is growing as population increases and the use of technology expands.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making?
Physical and chemical principles are unchanging and drive both gradual and rapid changes in the Earth system.
Earth processes (erosion, evolution or plate tectonics, for example) operating today are the same as those operating since they arose in Earth history and they are obedient to the laws of chemistry and physics. While the processes constantly changing the Earth are essentially fixed, their rates are not. Tipping points are reached that can result in rapid changes cascading through Earth systems.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we know? How does what we know inform our decision-making?
To Understand (Deep) Time and the Scale of Space, Models and Maps are Necessary.
The use of models is fundamental to all of the Earth Sciences. Maps and models aid in the understanding of aspects of the Earth system for which direct observation is not possible. Models assist in the comprehension of time and space at both immense and sub-microscopic scales. When compared to the size and age of the universe, humanity is a speck in space and a blip in time.
Earth System Science Profound Ideas
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Overarching Questions How do we know what we
know? How does what we know inform our decision
making?
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But really, whats the big idea?

• E.O. Wilson -- Two Laws of Biology
• All organic processes are ultimately obedient to
  the Laws of Physics and Chemistry.
• All living systems and processes evolved by
  natural selection.

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known
Most school science
Procedure
known
unknown
Answer
The most cool science!
unknown
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Four Strands of Science

• Understanding Scientific Explanations
• Generating Scientific Evidence
• Reflecting on Scientific Knowledge
• Participating Productively in Science

Strand 1 2 3 4
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1. Understanding Scientific Explanations

• "This strand includes the things that are usually
  categorized as content, but it focuses on
  concepts and the links between them rather than
  on discrete facts. It also includes the ability
  to use this knowledge."

Back
Strand 1 2 3 4
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2. Generating Scientific Evidence

• "...it includes a wide range of practices
  involved in designing and carrying out a
  scientific investigation. These include asking
  questions, deciding what to measure, developing
  measures, collecting data from the measures,
  structuring the data, interpreting and evaluating
  the data, and using results to develop and refine
  arguments, models, and theories."

Back
Strand 1 2 3 4
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3. Reflecting on Scientific Knowledge

• "This strand includes ideas usually considered
  part of understanding the nature of science,
  such as the history of scientific ideas. However,
  it focuses more on how scientific knowledge is
  constructed. That is, how evidence and arguments
  based on that evidence are generated. It also
  includes students ability to reflect on the
  status of their own knowledge."

Back
Strand 1 2 3 4
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4. Participating Productively in Science

• "Proficiency in science entails skillful
  participation in a scientific community in the
  classroom and mastery of productive ways of
  representing ideas, using scientific tools, and
  interacting with peers about science."

Back
Strand 1 2 3 4
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Five Essential Features of Inquiry (Center for
Science Mathematics and Engineering Education.,
2000

1. Learner engages in scientifically oriented
   questions
2. Learner gives priority to evidence in responding
   to questions
3. Learner formulates explanations from evidence
4. Learner connects explanations to scientific
   knowledge
5. Learner communicates and justifies explanations
   to others

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How People Learn
http//www.nap.edu
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How People LearnKey Finding 1

• Students come to the classroom with
  preconceptions about how the world works. If
  their initial understanding is not engaged, they
  may fail to grasp the new concepts and
  information that are taught, or they may learn
  them for purposes of a test but revert to their
  preconceptions outside the classroom.

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How People LearnKey Finding 2

• To develop competence in an area of inquiry,
  students must
• have a deep foundation of factual knowledge,
• understand facts and ideas in the context of a
  conceptual framework, and
• organize knowledge in ways that facilitate
  retrieval and application.

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How People LearnKey Finding 3

• A "metacognitive" approach to instruction can
  help students learn to take control of their own
  learning by defining learning goals and
  monitoring their progress in achieving them.

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Characteristics of Effective Professional
Development in Mathematics and Science (from
Garet et al 2001).

• Form. Traditional classes, workshops or a
  "hands-on" activity like mentoring were less
  effective than reform types of activities, such
  as teacher networks or study groups.
• Duration. Longer professional development
  programs are more likely to make an impact.
  Sustained and intensive programs are better than
  shorter ones.
• Collective participation. Activities designed for
  teachers in the same school, grade or subject are
  better than professional development programs
  that do not target groups of teachers who work
  together.
• Content. Professional development courses that
  focus on how to teach but also on what to
  teach-the substance and subject matter-are key.
• Elementary schoolteachers especially may have
  taken fewer courses in science or math and may be
  less familiar with the subject matter, the
  researchers note.
• Active learning. This aspect is fostered through
  observing and being observed teaching, planning
  for classroom implementation, reviewing student
  work, and presenting, leading and writing.
• Coherence. Teachers need to perceive professional
  development as part of coherent programs of
  teacher learning and development that support
  other activities at their schools, such as the
  adoption of new standards or textbooks.

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Flexibly Adaptive Professional Development
(adapted from Trautmann MaKinster, 2010).

• Flexibly adaptive professional development
  intends to offer differentiated instruction in
  the context of teacher professional development.
• This approach recognizes that
• Teachers need for and comfort with technology
  varies widely from classroom to classroom and
  school to school.
• Teachers, like students, benefit from learning
  situations and supports tailored to their own
  specific needs.
• Professional development providers ought to
  practice what they preach.
• Read more about Flexibly Adaptive Professional
  Development
• Trautmann, N., MaKinster, J. (2010). Flexibly
  Adaptive Professional Development in Support of
  Teaching Science with Geospatial Technology.
  Journal of Science Teacher Education, 21(3),
  351-370. doi10.1007/s10972-009-9181-4

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Why Virtual Fieldwork?

• As curriculum development
• As professional development
• Use the local to understand the global
• Building a database

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About TPACK

• Teachers of Earth System Science have very
  specialized skills and knowledge.

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About TPACK
Pedagogy Understanding how to facilitate
learning
Technology Understanding its role in teaching
Content Understanding Earth Science
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About TPACK
Technology Understanding its role in teaching
Pedagogy Understanding how to facilitate
learning
Content Understanding Earth Science
TPACK Technological and Pedagogical Content
Knowledge
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Learn more about TPACK

• Mishra, P., Koehler, M. (2006). Technological
  pedagogical content knowledge A framework for
  teacher knowledge. The Teachers College Record,
  108(6), 10171054.
• Thompson, A. D., Mishra, P. (2007). Breaking
  News TPCK Becomes TPACK! Journal of Computing in
  Teacher Education, 24(2), 38.

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Virtual Fieldwork Experiences (VFEs)

• Taughannock Falls
• Powers of Ten (Google Earth)
• Norwich, NY (website)
• Akron Falls (PowerPoint)
• Niagara Gorge (GigaPan)
• Chapman Creek (Keynote)

More VFEs _at_ http//virtualfieldwork.org/A_VFE_D
atabase.html
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