Modeling Science Project

Workshop

for Science Teachers of All Disciplines

grades 7-12

June 15th – June 26th, 2009

The workshop has reached full capacity and is now closed for registration. Those interested in this workshop can sign-up to be on a waiting list. We will contact you on a first come first serve basis if space is available.

Location: CSU Fresno, McLane Hall Rm. 161

Units: 3 semester units - $60.00 per unit (payable to CSU, Fresno Extended Education)

Days: June 15 – 26,  M - F

Time:       8 am – 4 pm

Instructors:

Ms. Brenda Royce, Instructor,  University High School, Fresno
Dr. David Gettman, Instructor, University High School, Fresno

Pre-registration deadline is April 10th, 2009 for priority enrollment!!!        

Features of Course:

• Two-week intensive summer training
• Five Saturday sessions during the 2009-10 academic year to provide support and additional training
• On-site visits by instructional coaches available
• End-of-year joint meeting of the Fresno and San Luis Obispo cohorts at Cal Poly, SLO
• Teaching strategies based in science education research
• The Modeling Instruction program is a nation-wide, NSF-funded effort located at Arizona State. The Web site URL is is http://modeling.asu.edu
• Curricular resources and evaluation tools will be available

Project Description:

The Modeling Science Project is designed to create systemic change in the way that students learn the sciences through intensive, hands-on professional development opportunities for science teachers. Based on recent science reform work, Modeling Science Instruction is rooted in a cohesive “minds-on” approach to learning, versus prevalent and often fractured activity- or kit-focused instructional formats.  This 3 unit science course will examine highly effective methods for conceptualizing topics in science by having participants engage in and analyze effective, authentic teaching activities. Unlike the traditional teaching approach, in which students often wade through a stream of seemingly unrelated topics, the Modeling Science Instruction project will assist teachers and schools in organizing their courses around a small number of scientific models, thus enhancing course coherency and articulation.  Further, the project is deeply rooted in both the California State standards and in scientifically-based instructional strategies, to address skill gaps in NCLB sub-group achievement.

Modeling Science Project training will take place during an intensive, two-week summer session.  Teachers will meet for eight hours each weekday, completing 80 hours of professional development focused on national evidence-based educational reform activities that promote student academic achievement in the sciences.  Following this summer training, all participating teachers will be provided with additional support in developing the skills and practices introduced during the summer session through five Saturday sessions offered during the course of the school year.  In addition, project modeling coaches will make classroom site visits among participating teachers over the course of the year and provide input and critique in an effort to encourage effective implementation of the modeling approach on site. The Saturday meetings will include opportunities to hone instructional strategies and provide feedback from coaching and field visits.  Finally, teachers from CSU Fresno will meet together in June 2010 with another modeling cohort in California to discuss successes and challenges to program implementation.

Statement of Learning Outcomes

Participant will learn how to:

• Use computers and technology in ways that significantly increase student understanding
• Structure laboratory activities for more effective learning
• Engage students in articulating their developing understanding through Socratic dialog
• Develop a small set of conceptual models as the framework for understanding content
• Use multiple representations of core concepts to promote understanding and transferability
• Develop a course storyline that uncovers concepts in a meaningful sequence based in models
• Identify conceptual threads and representations that can provide concept continuity between science courses