Planning STEM-Based Professional Development – A Behind the Scenes Look
Posted: Friday, December 11th, 2015
by Myra Pasquier
Committing to the planning of 15+ hours of teacher professional development in Science content for the California NGSS Early Implementer Institute that took place in Vista, California last summer was a daunting task. One major advantage was the collaboration that took place between my team members – Stephen Tsui, PhD, physics professor at California State University, San Marcos, and Kathryn Schulz, Regional Director of the San Diego Science Project. Our mission: put together a 5th Grade Physical Science content story line (also known as a Conceptual Flow) featuring the structure and properties of matter and its interactions. The story needed to be aligned with the Next Generation Science Standards and Common Core State Standards (CCSS) for both Mathematics and Language Arts, modeling the cross-curricular elements of (STEM) education.
With our mission envelope tucked under our arm, we started the brainstorming process of developing a Conceptual Flow for our story that would unfold for the teachers. With piles of multi-colored sticky notes, chart paper, and sharpies as our tools we embarked on our task. Different sized concept notes scattered the chart paper and were in constant motion as we debated back and forth about their placement in the story. Were the concepts appropriate for our objectives? Did they make the story flow and be seamless? Was the story complete with a beginning, a middle, and an end? As hours went by, and the Conceptual Flow began to take shape, a sense of euphoria grew from a combination of fatigue and exhilaration at our accomplishments. And this was just the beginning.
When we were satisfied with our Conceptual Flow, we labeled the elements according to Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts (CCC). Although several SEPs fit, we decided that developing and using models was the most overarching when looking at the core science idea of the week: matter and its interactions (specifically, 5-PS1-4). We also worked with the CCC lenses of energy and matter, and patterns through which to examine our content. One of our greatest challenges was determining the depth and breadth of our content. Although we were tasked to train 5th grade teachers, the objective of our team was not to simply provide materials for 5th grade content but rather to help prepare these adults in developing their own learning sequences for students. Since these were adult learners, we wanted them to feel comfortable with their content, and therefore drew from not only 5th grade NGSS material but also some middle and high school standards.
The next step was to plan the STEM based activities that fit the conceptual flow story line. The difficulty here was not in the number of things that we could try. Because every member of our team had a science background and expertise in pedagogy, the torrent of ideas poured onto sticky notes indiscriminately. The challenge was identifying those activities that not only supported the NGSS and CCSS in our conceptual flow but also integrated STEM elements. We persevered, and with our parameters set, our indiscriminate pile of activity sticky notes became smaller and began to take an organized form. The science element was easiest, given our content background, and the math easily partnered with it. The technology and engineering portions were more of a challenge because most of our content focus was on the fundamental physics and chemistry of matter on the molecular and subatomic scale; interactions that are directly unobservable by the naked eye but leave plenty of evidence in their wake. It was a given that the activities had to be hands-on and inquiry-based, but they also needed to be applicable to real world problems and provide explanations for natural phenomena.
One of our engineering process activities called for the separation of substances in a heterogeneous mixture through the use of some kind of filtering system. Our participants had to plan, design, build and test their filter systems. In the case of exploring phenomena, participants poured cups of liquid nitrogen into trash bags and discussed how the volume change in the bags could be explained by phase changes in matter due to the effect of thermal energy on particle motion and spacing at the molecular level. Using online resources like the University of Colorado, Boulder PhET Interactive Simulations website helped further visualize and clarify these models of molecular movement and spacing. We couldn’t necessarily make each activity meet all our intended STEM elements, so we used activities that met as many as we possibly could.
When planning professional development, I am always terrified that we will not have enough activities for the number of hours we have. There is nothing worse than thinking that you’ll finish what is supposed to be a three-hour session in half the time and being left with a room full of educators staring back at you expecting more. Fortunately, as has happened every single time I have been part of a team like this, we over planned – and that was a good thing, but then the fear became whether we would be able to do all the activities needed to tell the whole story. We wanted to make sure that our participants got the most out of their professional development. We managed to complete most of our activities, and even though we had to sacrifice a few for the sake of time, we would like to think that our participants left that Friday with their brains filled near to bursting with knowledge and eager to start the new school year ready to begin to implement NGSS. We strongly believe that their students will be so much better off because their teachers were willing to spend one week of their all-too-brief summer being students themselves.
As for my team, would we go through the hours and hours of planning again next summer? The answer is a resounding yes!
The process we went through actually mimics what a teacher would have to consider when planning for instruction in NGSS. It works for adults as well as younger students.
- Who can you collaborate with? Doing this with colleagues makes for a richer product.
- Consider a story-line format for laying out concepts in a unit (DCI’s, CCC’s, and SEP’s)
- What phenomenon speaks to the story line and will pique student interest and provide opportunities for hands-on investigations?
- Consider entry-points for CCSS math and language arts standards that can both support NGSS and provide another context for student learning making for an authentic STEM experience.
- Find hands-on activities and experiences that match the intent of your story line.
Myra Pasquier is a 7th/8th grade Science teacher at Suva Intermediate School in the Montebello Unified School District and is a member of CSTA. She can be reached at Pasquier_Myra@montebello.k12.ca.us
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…