overview slides
- 1. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE 1125331 InTeGrate, the NGSS, and you An introduction to the project and your tasks for the rest of the workshop Anne E. Egger CentralWashingtonUniversity
- 2. A 7-year community effort to improve Earth literacy and build a workforce prepared to tackle environmental and resource issues NSF’s STEP Center in Geoscience InTeGrate supports integrated interdisciplinary learning about resource and environmental issues across the undergraduate curriculum to create a sustainable and just civilization. What is InTeGrate?
- 3. Courses Programs/ Institutions Community/ Network Systems approach: Higher education is a complex system 1. Any given action will have multiple outcomes or consequences; 2. Any desirable outcome will require multiple nudges or influencers. http://serc.carleton.edu/integrate
- 4. What kinds of curricular materials will help students make sustainable decisions in the future? Curricular materials that … • Engage all students in a variety of settings • Address grand challenges society is facing • Use rigorous, data-based science • Use evidence-based practices in learning • Are adaptable and adoptable by instructors How do we ensure that all of these conditions are met in the materials we develop? http://serc.carleton.edu/integrate
- 5. 1. Design of development teams • Three instructors from three different institutions (and often from three different disciplines) • Assessment consultant from assessment team • Web consultant from web team • Content area leader from leadership team • Collaboration and consultation are built in http://serc.carleton.edu/integrate
- 6. 2. Goals are encoded in a design rubric • Guiding Principles • Learning Objectives and Outcomes • Assessment and Measurement • Resources and Materials • Instructional Strategies • Alignment Guiding principles (Must score 15/15) Points Score Course/module addresses one or more geoscience-related grand challenges facing society 3 Course/module develops student ability to address interdisciplinary problems 3 Course/module improves student understanding of the nature and methods of geoscience and developing geoscientific habits of mind 3 Course/module makes use of authentic and credible geoscience data to learn central concepts in the context of geoscience methods of inquiry 3 Course/module incorporates systems thinking 3 Learning objectives (Must score 13/15) Learning objectives describe measureable geoscience literacy goals 3 Instructions and/or rubrics provide guidance for how students meet learning goals 3 Learning objectives and goals are appropriate for the intended use of the course/module 3 Learning objectives and goals are clearly stated for each module in language suitable for the level of the students 3 Learning objectives and goals address the process and nature of science and development of scientific habits of mind 3 Assessment and Measurement (Must score 13/15) Assessments measure the learning objectives 3 Assessments are criterion referenced 3 Assessments are consistent with course activities and resources expected 3 Assessments are sequenced, varied and appropriate to the content 3 Assessments address goals at successively higher cognitive levels 3 Resources and Materials (Must score 15/18) Instructional materials contribute to the stated learning objectives 3 Students will recognize the link between the learning objectives, goals and the learning materials 3 Instructional materials should be sufficiently diverse and at the depth necessary for students to achieve learning objectives and goals 3 Materials are appropriately cited 3 Instructional materials are current 3 Instructional materials and the technology to support these materials are clearly stated 3 Instructional Strategies (Must score 13/15) Learning strategies and activities support stated learning objectives and goals 3 Learning strategies and activities promote student engagement with the materials 3 Learning activities develop student metacognition 3 Learning strategies and activities provide opportunities for students to practice communicating geoscience 3 Learning strategies and activities scaffold learning 3 Alignment (Must score 5/6) Teaching materials, assessments, resources and learning activities align with one another 3 All aspects of the module/course are aligned 3 Total 84 http://serc.carleton.edu/integrate
- 7. Guiding principles • Address one or more geoscience-related grand challenges facing society • Develop students’ abilities to address interdisciplinary problems • Improve students’ geoscientific thinking skills • Make use of authentic geoscience data • Develop students’ systems thinking skills
- 8. The Rest of the Rubric • Drawn from high-impact practices and research on learning • Based on a backward design model* – Identify the desired results (learning outcomes) – Determine how you will know that students have met the outcomes (assessment) – Develop the learning experiences and activities that will give students practice *Wiggins and McTighe, 1999
- 9. 3. Supporting website Inward-facing Outward-facing http://serc.carleton.edu/integrate
- 12. InTeGrate and the 186 individual activity pages
- 15. 0 5 10 15 20 25 30 35 40 ESS1.A The Universe and its Stars ESS1.B Earth and the solar system ESS1.C The History of Planet Earth ESS2.A Earth Materials and Systems ESS2.B Plate Tectonics and Large-Scale… ESS2.C The Roles of Water in Earth… ESS2.D Weather and Climate ESS2.E Biogeology ESS3.A Natural Resources ESS3.B Natural Hazards ESS3.C Human Impacts on Earth Systems ESS3.D Global Climate Change ESS disciplinary core ideas Earth Materials and Systems • Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original change Natural Resources • All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors Human Impacts on Earth Systems • The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
- 16. 0 10 20 30 40 50 60 70 Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using Mathematics and Computational Thinking Constructing explanations and designing solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Science and engineering practices Developing and using models • Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system Analyzing and interpreting data • Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. • Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
- 17. 0 10 20 30 40 50 60 70 Patterns Cause and Effect Scale, Proportion, and Quantity Systems and System Models Energy and Matter Structure and Function Stability and Change Cross-cutting concepts Patterns • Empirical evidence is needed to identify patterns • Graphs, charts, and images can be used to identify patterns Cause and effect • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. Systems and system models • Systems may interact with other systems; they may have sub- systems and be a part of larger complex systems.
- 19. But… • These were designed and written for the undergraduate classroom • Taggers noted several things that would be helpful: • Help for teachers to create “blended” lessons rather than just searching on tags • Shows teachers how to get what they need right away • Examples of talk moves and other components of group discussion • Summaries that include descriptions of what students are doing in the classroom • Stories from teachers who have used them This is where you come in.
- 20. The rest of this workshop: • You will be working in groups to develop a “practice web” for teachers to use these materials within a particular content area • We will come together around discussion items like systems thinking, sustainability, and place-based teaching • You will be developing your own action plan for implementing the materials in your classroom
Editor's Notes
- #3: Some of you might already know the answer to this question, but I want to remind you of it because it helps place our guiding principles and adapting the materials in the bigger context.
- #11: Materials are now freely available on the web – if you want to learn more about the development process, go here.
- #12: Here’s an example… these are very rich materials and there are lots of them.Easy to get overwhelmed.
- #13: The NGSS are designed for K-12, but they do a nice job of articulating the process of science, especially through the Science and Engineering Practices and the Cross-cutting concepts. At the Earth Educators’ Rendezvous, we convened a group of experienced educators to “tag” the materials with the NGSS – practices, core ideas, concepts, and Pes.