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.
2Who 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.
3What 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.
4Inquiry 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.
5What 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.
6Inquiry 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.
7Some Curriculum Jargon
- Scaffolding
- Spiraling
- Benchmarks
- Standards Concepts Skills
- Backwards Design (Wiggins McTighe)
- Rubrics
- Formative assessment
- Summative assessment
8Curriculum 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
9What 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
10What 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
11What 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(No Transcript)
13How 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
14How 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
15Backwards PlanningConcepts
- Concepts To Know
-
- Essential
- Helpful
- Nice
16Backwards 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?
17Backwards 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(No Transcript)
19Practically 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
20Contact EduChange
- Stephanie Copice
- stephanie_at_educhange.com
- Gwendolyn Paisley gwendolyn_at_educhange.com
- 646-613-8877
- www.educhange.com