Welcome to Summer School Teaching collaboration
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CSLC 2021 SUMMER INSTITUTE:
NGSS
Summer School Team planning
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Agenda for Information Meeting
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What this is - Collaborative Teaching for Summer School (Summer School Study)
What?
Why?
How?
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Thinking about working on summer school this way: what is your reaction?
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* Please type your thoughts in the quickwrite *
A
B
D
E
F
C
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Mr. D teaches science at a large, urban high school
Mr. D
Science Teacher
Mr. D’s students
Non-college track
90% free & reduced price lunch
2/3 boys, 1/3 girls
Mr. D felt so alone
1st year teacher with no existing curriculum.
No mentor teacher.
Up at 4 am every day to create the day's lessons.
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Mr. D spent his time like this:
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But there is a better way:
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Student Work
Student Work
Student Work
Plan
Collaboratively
Teach
Reflect
Collaboratively
Lesson Plan
Mr. D joined a collaborative team of teachers and shared his current lesson sequence. Let's take a look:
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What are the three main agents of erosion?
Homework:
Pre-Read
Warm Up
Short Lecture
Witness it yourself:
Hands-on
(open book)
20 minutes
clear pictures on every slide
Worksheet with 48 step-by-step instructions
Quiz
15 multiple choice questions
Which is aeolian transport?
Mr. D’s Erosion
Lesson Sequence
What pitfalls do you think Mr. D will encounter?
What similar challenges have you had in your own classroom?
JAMBOARD
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What pitfalls do you think Mr. D will encounter?
What similar challenges have you had in your own classroom?
JAMBOARD
Now add some solutions to the second slide
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What tools do you think Mr. D should employ to engage his students more effectively?
And how should he adapt his lesson sequence to online learning?
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“PHENOMENA”
“By centering science education on phenomena that students are motivated to explain, the focus of
learning shifts from learning about a topic to figuring out why or how something happens.
For example, instead of simply learning about the topics of photosynthesis and mitosis, students are
engaged in building evidence-based explanatory ideas that help them figure out how a tree grows.” (NGSS)
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Discussion
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Use the Quickwrite to put discuss
(1) Why phenomena-based learning is important.
(2) An anchoring phenomena that you might use in the first week of summer instruction
Mr D.’s collaborative team reframed the erosion lesson sequence around a phenomenon. Let’s look at their collaborative lesson sequence:
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What are the three main agents of erosion?
Warm Up
(open book)
ENGAGE
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Short Lecture
Witness it yourself:
Hands-on
Worksheet with 48 step-by-step instructions
Jigsaw where students become experts on a different type of engineering solution
Explore a physical model of beach erosion
Draw a pictorial model focused on energy/matter flow
Information comes when there is a need to know
Students discover process during hands-on rather than verify lecture.
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Quiz
15 multiple choice questions
Which is aeolian transport?
Groyne
Breakwater
Oyster Reefs
Rip Rap
Sea Wall
Claim-Evidence-Reasoning
justifying why your chosen solution is best for this situation
Assessment is authentic and ties to the original phenomenon
COLLABORATION
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GOAL
Driving Questions:
What should students know and be able to do? �How do we know students are knowing and doing?
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Credit: Martha Kennedy
Evidence of student learning?
What tools can we use?
Waterfall Activity: type your thoughts in the chat
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Click here
Type here
Evidence of student learning?
What tools can we use?
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SOME OF OUR THOUGHTS
Lesson Study Goals
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LOGISTICS OR BREAKOUT ROOM GOALS FOR TODAY?
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Stipend Information
*Payable upon completion of program commitments
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Thank You!
Questions or Concerns
Survey with details to come
Time to get into groups!
Breakout rooms
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