The 7th annual AUSL STEAM Fair is coming up in April!
Here are the basics you need to know:
- What: STEAM stands for Science, Technology, Engineering, Art (as design), and Mathematics
- When: April 20, 2018 (9:30am-1:30pm)
- Where: Collins Academy High School
- Who: Each school will send their 4th-12th grade winners from their respective fairs to the finals. Elementary schools send one winning project per grade. High Schools send two winning projects per grade. Students may work individually or in pairs.
- Why: The STEAM (science, technology, engineering, art as design, and mathematics) Fair is a natural setting to promote learning of important academic content (i.e., CCSS and NGSS) and to support student development of 21st century skills, such as critical thinking and problem solving—skills that are in high demand in today’s workforce!
- How: Check out our STEAM Fair resources here (including example timelines, graphic organizers, and project ideas):
It’s that time of year again…the time where we reflect on the past and set goals for the year ahead. As I reflect on the Next Generation Science Standards (NGSS) and what’s had the most positive impact on science teacher practice and student learning over the last few years, three readings immediately come to mind.
Check them out, along with corresponding New Year’s resolutions, below.
New Year’s Resolution 1: Engage students in modeling how and why phenomena occur.
“The person doing the talking is the person doing the learning.”
There is little point in covering material if students don’t have the time to process and internalize it. We need to stop trying to fill students’ brains with so much information and focus on depth over breadth.
Now that we have Google, there is a plethora of information right at our fingers. We don’t need to store random facts in our heads. Carving out time for students to make sense of and apply those facts to new situations will have a much stronger return on investment in the long run.
Not only should teachers NOT be the ones articulating the science content to students (as this only serves to deepen the teachers’ understanding), but they should NOT be the only ones evaluating students’ ideas.
Put the onus on the kids! Read more
To the average student, science class feels like a series of disjointed learning activities. They don’t really know why they are learning what they are learning, nor how what they’re learning connects to the real world.
There are two things teachers can do to address this lack of coherence:
- Plan each instructional unit around a specific science phenomenon (read more about how to plan science units around intriguing phenomena here).
- Use a summary chart to help students keep track of what they learn from their lesson activities and then use their learning to help them explain how and why that phenomenon occurs.
In this blog, I focus on summary charts as a high-leverage tool in science classrooms.
What is a summary chart?
Teachers control the VR headsets with a tablet which also allows them to highlight content for students.
Last week, I shared a short clip showing you the Google Expeditions Pioneer Program. This international program brings immersive and engaging experiences to schools via virtual reality technology that you can try at home. Google is sending ambassadors with class sets of VR headsets throughout the Chicagoland area from now through November 11th. Hey! That’s just FOUR WEEKS away!
For that reason I am reaching out to YOU, 2nd through 12th grade science or social studies teacher, to tell you more about Google Expeditions so you’ll bring them to your school. To push you along, here are five reasons why you should take the time to recruit five other teachers for this amazing field trip in your classroom. Read more
If we keep doing the same thing we will continue to get the same results.
The time is NOW to transition to the Next Generation Science Standards (NGSS). Our students can’t wait! The Chicago Public Schools transition plan below has us at FULL implementation of NGSS next year:
Two of the key shifts with NGSS are the following:
- Phenomena: K-12 students should be using science ideas to explain HOW and WHY science phenomena occur.
- Science and Engineering Practices: K-12 students should be engaging in the 8 science and engineering practices (e.g., developing and using models, engaging in argument from evidence) in order to learn the content and explore the crosscutting concepts. The days of teaching an isolated unit about the scientific method are over (note: the scientific method does NOT provide an accurate vision of the work of scientists–read more here).
Model-Based Inquiry (MBI) is one way to address these two NGSS shifts:
The following MBI “How To” Guides were developed by AUSL teachers for AUSL teachers. Over the last two years, the teachers that make up the AUSL Science Teacher Network Team have been studying NGSS and best practices for science teaching. They’ve tried out and refined these strategies in their own classrooms and through Lesson Study, and synthesized their learning in these guides and Tch AUSL videos.
- MBI Guide #1: How to Come Up With an Engaging Phenomenon to Anchor a Unit (TchAUSL VIDEO)
- MBI Guide #2: How to Engage Students in Developing and Using Explanatory Models (TchAUSL VIDEO)
- MBI Guide #3: How to Use Summary Charts in the Classroom (TchAUSL VIDEO)
- MBI Guide #4: How to Enhance Discourse in the Science Classroom (TchAUSL VIDEO)
Special thanks to the following staff for creating these resources:
- Darrin Collins (Phillips Academy High School)
- Deanna Digitale-Grider (Solorio Academy High School)
- Kristel Hsiao (formerly at Solorio Academy High School)
- Kat Lucido (Phillips Academy High School)
- Nicole Lum (Orr Academy High School)
- Sarah Rogers (formerly at Howe School of Excellence)
- Alexa Young (Marquette School of Excellence)
- Chris Bruggeman (AUSL Technology Coordinator)
Post your questions and the examples of MBI from your classroom below.
Model-Based Inquiry (MBI) is an engaging, NGSS-aligned, research-based approach to scienceinstruction (Windschitl, Thompson, & Braaten, 2008).
There are 5 steps to implementing MBI:
- Plan your instructional units around meaningful real world phenomena
- Elicit and work from students initial ideas
- Engage students in ongoing and in-depth sense making
- Provide students with opportunities to revisit and revise their thinking
- Have students apply their learning to a new, related phenomenon
In the following video, we introduce you to Model-Based Inquiry and provide you with a peek into what it looks like in action (in our very own AUSL classrooms). After you watch the video, scroll down to read more about the 5 steps to implementing MBI, as well as 3 tips for improving your teaching practice immediately. Enjoy!
Happy 2015! It’s that time again–time to make your New Year’s resolutions. If you are a K-12 teacher and have not yet familiarized yourself with the new science standards then this blog’s for you! To help you get acquainted with the Next Generation Science Standards (NGSS), here are 4 things to know…
One goal of the Next Generation Science Standards (NGSS) is to develop students’ understanding of the nature of scientific knowledge and how it is developed (Nature of Science in NGSS). Words like “theory” and “proof” get thrown around in everyday conversations and mis-used in the media all the time. To ensure our students become critical consumers and informed citizens, it is up to science educators to provide them with a more accurate conception of what counts as science and how scientific knowledge is generated.
In this blog, I debunk 6 Common Myths About Science, provide 9 Core Ideas of the Nature of Science (which would make a great anchor chart for your classroom!), and include links to lesson activities that are sure to deepen student understanding of science. Read more
With the school year coming to a close, it’s time to start making your summer plans! Sure, you probably have plans to head to the beach, travel, and partake in TONS of outdoor activities–especially after the winter we’ve had to endure, here, in Chiberia!
Of course, you’ll also set aside time to do some reading and think about your how you’d like to run your classroom during the next school year….right?? We wanted to send you off on summer break armed with the best readings and resources to help you get a head start on your planning.
Check out these 8 awesome, free, and teacher-approved resources (click on the links in red)…