Uncovering Student Ideas in Science NSTA Web Seminar I

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Uncovering Student Ideas in ScienceNSTA Web
Seminar I

• Page Keeley Lynn Farrin
• Maine Mathematics and Science Alliance

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Featuring
By Page Keeley, Francis Eberle, and Lynn Farrin
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Who Are You?
K-4 Teacher 5-8 Teacher 9-12 Teacher
Pre-Service Faculty Scientist Informal Educator
Professional Developer Administrator Other
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How long have you been teaching?
1st year
2-5 years
6-10 years
11-15 years
gt 25 years
16-25 years
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Mark the box that describes you
I did not attend the Symposium but I have a copy of this book.
I do not have a copy of this book.
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In This Session We Will

• Provide an overview on formative assessment
  probes
• Engage you in experiencing an example of a probe
• Provide you with a sampler of strategies for
  using the probes
• Discuss the types of information we can get from
  using probes
• Send you away with an assignment!

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Think and Share

• What is the difference between
• assessment of learning and
• assessment for learning?

Discuss on the chat or volunteer to share your
ideas with the group.
Please unmute (6) your phone line if you are
asked to respond.
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Formative Assessment Probes

• Help us find out what students are thinking
  before, during, and even years after instruction.
• Uncover the types of conceptions students bring
  to their learning.
• Encourage students to think, discuss, test, and
  modify their ideas (a key aspect of teaching for
  conceptual change).
• Help teachers think about how to modify and
  differentiate their instruction.

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Poll question The Mirror Problem

• Mina is holding a small, flat mirror upright and
• at arms length in front of her face.

What will Minas view be if she moves the mirror
much closer to her face?
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Human Scatterplot

• A
• B
• C

Least confidence in my answer
Most confidence in my answer
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Confidence Traffic Lighting
GREEN- I am very confident in my answer. I think
I can defend it scientifically.
YELLOW- I am somewhat confident in my answer but
Im not sure about my explanation.
RED- I am not sure about my response. I really
need to hear what others have to say.
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Confidence Traffic Lighting
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Poll question Going Through a Phase (p 183)

• Mrs. Timmons asked her class to share
• their ideas about what causes the
• different phases of the moon. Read
• what some of her students said.

Which student do you most agree with and why?
Explain your thinking.
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(No Transcript)
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Four Corners and Commit and Toss (or Commit,
Fold, and Pass)
Mona
Sofia
Drew
Raj
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Sticky Bars
Mona Sofia Drew Raj
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Can It Reflect Light? (p 25)
Water Gray rock Leaf
Mirror Rusty nail Wax paper
Milk Wood Shiny metal
Glass Potato skin Crumpled paper
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Card Sort Can it Reflect Light?
Yes No
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Is It Living? (p 123)
Tree Rock Molecule Cell
Feather Leaf Seed Pupae
Fire Egg Bacteria Grass
Potato Boy Cloud Mitochondria
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Fishbowl
We need 3 volunteers to help us model the
fishbowl. Your phones will be unmuted for 5
minutes. Those of you outside the fishbowl
listen quietly or use the chat function to debate
the ideas you hear in the fishbowl.
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Other Strategies

• Think/Pair/Share
• Chain Notes
• Raging 2 Minute Debates
• First and Last Thoughts

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Your Assignment

• Choose a probe from the book or one that is
  posted on the web site.
• Try out the probe and one of the strategies with
  your students (or share one of your own
  strategies).
• Share how it worked, including
• What you learned about your students
• How your students learned by using the probe and
  engaging in the strategy

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Thank you, and as the Grateful Dead might have
said
PROBING

• See you next time, Page and Lynn