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Teaching Chemistry Through The Use of Authentic Contexts

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Title: Teaching Chemistry Through The Use of Authentic Contexts


1
  • Teaching Chemistry Through The Use of Authentic
    Contexts
  • August 2, 2005
  • Stephanie Copice Gwendolyn Paisley
  • EduChange, Inc.

2
Who Is EduChange, Inc?
  • EduChange provides practical solutions and
    strategies to address real-world educational
    issues.
  • Our approach is a customized one, catering
    directly to each organization's complex needs.

3
What is Inquiry Based Learning?
  • The term inquiry has taken on many meanings over
    time.
  • The range includes occasionally allowing students
    to pose question all the way to total
    constructivism and student driven research.

4
Inquiry and the National Science Standards
  • Understanding of scientific concepts.
  • An appreciation of "how we know" what we know in
    science.
  • Understanding of the nature of science.
  • Skills necessary to become independent inquirers
    about the natural world.
  • The dispositions to use the skills, abilities,
    and attitudes associated with science.

5
What Is An Authentic Context?
  • Authentic is defined by Websters as that which
    can be believed or accepted.
  • Authentic Contexts can be defined as meaningful
    frameworks on which concepts can be hung.

6
Inquiry and Authentic Contexts
  • What is the connection?
  • Authentic contexts spark curiosity
  • Students will be more likely to engage and make
    inquires if they are interested in the material.
  • Teachers will be more excited about meaningful
    contexts and this energy will be translated to
    the students.

7
Some Curriculum Jargon
  • Scaffolding
  • Spiraling
  • Benchmarks
  • Standards Concepts Skills
  • Backwards Design (Wiggins McTighe)
  • Rubrics
  • Formative assessment
  • Summative assessment

8
Curriculum Models Based In Authentic Contexts
  • Case study / problem-based
  • Thematic units
  • Project- or product-based
  • Topics
  • Skills-driven
  • Inquiry or student research
  • Chronology or sequence

9
What are some approaches to developing authentic
contexts?
  • Hastings-On-Hudson
  • Topic Based
  • Science and Technology in the Military
  • Body Images
  • Shake, Rattle and Roll
  • Fireworks, Explosions in the Sky

10
What are some approaches to developing authentic
contexts
  • Attleboro Public Schools, Attleboro, MA
  • Chronology based Unified Science II
  • Big Bang ? Rise of Technology
  • Events marked units
  • Life Cycle of a Star
  • Origin of Organic Molecules
  • Topic Based Natures Reactions
  • Kitchen Chemistry
  • Energy and Society

11
What are approaches to developing authentic
contexts?
  • Investigations in Biology and Chemistry
  • Implemented in multiple New York City Public
    Schools
  • Theme based 5 themes (strands)
  • Each strand appears in Level I and II
  • Each strand is uses its theme as a vehicle for
    the concepts
  • Food Nutrition and Fitness
  • Level I looks at the journey of food through
    the digestive system
  • Level IIlooks at the nature of chemical
    reactions in the body

12
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13
How can concepts be linked to contexts?
  • Topic Based
  • Brainstorm Topics
  • Refine ideas to a broad list addressing many
    different areas of interest
  • Brainstorm concepts that are appropriate to topic
    (both standards and non-standards)
  • Use backwards planning to clearly articulate
    goals of each unit

14
How can concepts be linked to contexts?
  • Chronology based
  • Establish the chronology to be followed
  • Brainstorm concepts that are appropriate to
    period in time or process (standards and
    non-standards)
  • Use backwards planning to clearly articulate
    goals of each unit

15
Backwards PlanningConcepts
  • Concepts To Know
  • Essential
  • Helpful
  • Nice

16
Backwards Planning Final Assessment
Learning Goals Final Assessment Evidence of Student Learning
What are the target learning goals? (Standards and other concepts) What tasks will students complete to demonstrate that they have achieved learning goals? How will we know if students have achieved learning goals?
17
Backwards Planning Formative Assessments
Learning Goals Formative Assessments Evidence of Student Learning
What are the all of the learning goals? (Standards and other concepts) What tasks will students complete to demonstrate their progress towards learning goals? How will we know if students have achieved learning goals?
18
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19
Practically Speaking Implementation
  • Most likely textbooks will not correlate to your
    chosen paths and goals
  • Be creative and collaborative
  • Search for alternative programs that match your
    needs
  • Search for materials that can be adapted to your
    needs
  • Search for organizations to collaborate in
    building your course

20
Contact EduChange
  • Stephanie Copice
  • stephanie_at_educhange.com
  • Gwendolyn Paisley gwendolyn_at_educhange.com
  • 646-613-8877
  • www.educhange.com
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