Transcript Teacher Quality Grant IPC Module

Teacher Quality Grant
IPC Module
Design Team Meeting
February 22-23, 2004
University of Houston
Room #315
Welcome & Introductions
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UNIVERSITY OF HOUSTON
Dr. Andrea Foster, Project Director
 Dr. Gene Chiappetta, Co-Project Director
 Dr. Stuart Long, Co-Project Director
 Dr. Phil Ruthstrom, Project Manager
 Rima Alexander, Research Assistant, EDUC
 Gisele Dwyer, Research Assistant, EDUC
 Moon Park, Graduate Student, IT
 Grace Lin, Graduate Student, IT
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Welcome & Introductions
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SCHOOL DISTRICT PARTNERS
Dr. Guy Sconzo, Superintendent Humble ISD
 Lynette Busceme, Science Specialist Humble ISD
 Lynn Bachelor, IPC Teacher/Department Chair,
Aldine 9th Grade Campus, Aldine ISD
 Fran Marintsch, IPC Teacher, Spring Branch ISD
 Rima Alexander, IPC Teacher, Alief ISD
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Welcome & Introductions
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CREATIVE CONSULTANTS
Dr. Dan Felske, Science Specialist, Harris County
Department of Education
 Dr. Barbara Foots, Consultant
 Dr. Toli Lerios, Computer Engineer, Stanford
University
 And . . . Steve Wolf, Stunt Coordinator & Science
Guy Extraordinaire, Austin, TX
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Today’s Agenda – Sunday
3:00 – 6:00
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Welcome & Introductions
Project Overview & TEA/HECB Report
Envisioning the Module & Moving Toward a
Shared Vision
Identifying Existing IPC Resources – Notebook
“Science in the Movies” as a Context
Defining our Charge
Coming Together – Dinner at ERIC’s
Restaurant at the UH Hilton Hotel
Monday’s Agenda
9:00 – 2:00
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Engage: Continental Breakfast – Food for Thought
Explore: Project Ideas – What do we want this
IPC Professional Development Module to look like?
And who will do what?
Explain: Talk about and develop our ideas
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Jason’s Deli Box Lunch
Elaborate: An Action Plan
Evaluate: Our commitment to the project
Project Overview
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The TEA & SBOE Story &
NCLB
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The Issue of Highly Qualified
Teachers
Trends in Science Course
Enrollment
IPC Issues
TAKS
Resources
Teacher Quality Grants
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The Teams
Goals & Objectives
“Course in a Box”
The Compass Book
Recommendations
The No Child Left Behind Act of 2001
states that any teacher hired after the first
day of the 2002-2003 school year to teach in
a Title I, Part A program must be "highly
qualified."
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In addition, the law requires all local educational agencies
(LEAs) to have a plan to ensure that all teachers teaching in
core academic subjects are "highly qualified" by the end of the
2005-2006 school year.
Highly Qualified Teachers?
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Teacher Certification
Changes
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Educators in 8-12 grades may
obtain a teaching certificate
without having enrolled in an
educator preparation program.
Educators must have a BA or
Advanced Degree from an
accredited institutions of
higher education with an
academic major.
Must pass the TExES
Must pass a criminal history
background check.
Our Mission
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Develop an Integrated Physics and Chemistry course
module and professional development experience that
will be used by colleges, universities, and school districts
to prepare highly qualified IPC teachers in Texas.
We have 3 months to produce this module.
We will deliver the module via 3 training events –
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May 12th – 1 day in Houston (Advisory Group)
May 24th – 1 day in Austin (Type B/Service Center)
June – 3 days in Houston (Mentor Training)
Higher Education Coordinating Board
EXCET
TExES
College
Credit
UH
Online
Course
Teacher
Quality
CD Rom
TAKS
Governor’s Office
TEA
“IPC in a BOX”
IPC Module Clarification Diagram
UH IPC Module Design Team
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Graduate Students C&I/Engineering
 Rima Alexander, IPC Teacher, Alief
 Gisele Dwyer, Administrative Duties
 Moon and Grace, IT Grad Students
IPC Teachers/School District Partners
 Lynn Bachelor, Aldine ISD, Humble
9th Grade Campus
 Fran Marintsch, Spring Branch ISD
 Lynette Buceme, Humble ISD
 Tim Sears, South Palm Gardens High
School
 Tom Capsey, Harlandale ISD in San
Antonio
Creative Consultants
 Steve Wolf
 Toli Lerios
 Barbara Foots
University Faculty
 Andrea Foster (PI)
 Gene Chiappetta (CoPI)
 Stuart Long (CoPi)
 Ruthstrum, Project Manager
IPC Course
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IPC is appropriate for grades 9 & 10
IPC is an entry level applied science course for
students who have received little or no
instruction in physics or chemistry concepts.
IPC is best designed for students who need
additional instruction in the physics or chemistry
concepts identified in TEKS grades 4-8.
In Texas approximately 200,000 students are
enrolled in IPC.
What’s in the IPC Module?
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Everything a course
instructor and/or a
professional developer would
need to teach IPC effectively
to teachers.
A CD Rom and/or
Interactive DVD
Training Notebook
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Slide Masters
Workshop Materials List
Compass Book
The IPC Compass Book
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A book to be included “in the box”
Intended to “give direction” and
provide teachers with everything
they need to teach IPC
Contents
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Introduction
TEKS for the Course
TAKS Information
Content Outline
Suggested Syllabus for Course
Suggested Lab/Field Experiences
Needed Course Materials,
Supplies, Equipment
Sample TAKS Questions
Resources for the Course
Contacts for the Course
TEA “Course in the Box”
Recommendations
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Optimum Facilities
Recommendations
Use of Five E Instructional Model
Use of Technology
Suggestions for Storage &
Maintenance
Community Partners
Community Based Learning
Suggestions
Pilot to include digital photos of
implementation
Equity
Modifications for Special
Education, 504, bilingual, and
struggling learners
Safety, Class Size
Recommendations
An Example:
Physics Module Components (UT)
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The DVD
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An interactive DVD disk containing lessons, animations, simulations, and
other instructional material. This DVD disk will be used by the teacher
for his/her learning and also provide classroom implementation and
support material what the teacher learned can be directly translated into
more effective learning and achievement for students.
Module notes written by Tom Hsu – Four volumes of bound
paperback books – coordinated to the DVD. Four titles to the
set: Mechanics, Waves, Electricity & Magnatism; Matter, Energy,
and the Atom.
CD Rom providing module notes in PDF format
Signature Labs, which are fundamental to the understanding of
key concepts. The labs are written so as to follow each
conceptual theme in the TEKS specified for grades 9-12 and
subject to testing on the TAKS as of April 1st 2004.
Envisioning the Module
Our thinking so far . . .
BRAINSTORMING
(What do we want to develop?)
Something exciting that will turn
teachers on to IPC
Show examples & illustrations of
each of the IPC TEKS/TAKS
Instruction that illustrates IPC
topics well
A CD Rom that does it all –
teaches IPC content, demonstrates
how IPC should be taught
Something simple, elegant and
realistic that prepares professional
developers to teach IPC teachers
well.
A High Quality IPC Module!
EXISTING
INSTRUCTIONAL
MATERIALS
(What already IPC
materials already exists?)
Science Helper Series –
Mary Budd Rowe
Science in the Movies –
Steve Wolf
Project CLEAR
Ideas and Activities for
Teaching Physical Science,
Chiappetta
Cambridge Physics, Tom
Hsu
Aaron’s work at
Washington State
STC
Textbook Series – Holt,
Prentice Hall, etc…
RESOURCES
(Who can help?)
Barbara Foots
Steve Wolf
Rima Alexander
Gisele Dwyer
Humble IPC Teachers
Tim (Austin)
Tom (Austin)
Fran Marintsch
Lynn Bachelor
Our thinking so far. .
(What will it look like?)
The module will …
Be theme driven, i.e.
Science in the Movies
Be Project-based
Include the following:
Set induction
Exploration Phase;
Instruction (Perhaps
borrowed from Existing
Resources;
Demonstration of Teaching
Have a template for each
lesson – Five E Model
(Engage, Explore, Explain,
Elaborate, Evaluate)
Include a strong
assessment component that
includes both Performance
and TAKS-like items
IPC Resources
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Science in the Movies
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Mary Budd Rowe – Science Helper
Series
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http://www.cpo.com/
EXPLORE – Lyondell Chemical
Company
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http://learningteam.org/htmls/sci
encehelp.html
Integrated Physics and Chemistry –
Tom Hsu
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www.scienceinthemovies.com
http://www.lyondell.com/html/so
cial/explore_experiment.shtml
TEXTEAMS
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http://www.tenet.edu/teks/scienc
e/
TEKS-BASED IPC
COURSE CONTENT
Performance Descriptors
Motion (4)
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Calculate speed,
momentum, work, power
Investigate and describe
Newton’s Laws
Analyze the effects of
changing force or distance
in simple machines
Investigate and
demonstrate mechanical
advantage and efficiency
of machines
Waves (5)
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Demonstrate wave types
and their characteristics
Demonstrate wave
interactions
Identify uses of
electromagnetic waves
Demonstrate the
application of acoustic
principles
Energy Transformations (6)
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Describe the law of conservation of energy
Investigate and demonstrate the movement of
heat through matter
Analyze the efficiency of energy conservations
Investigate and compare economic and
environmental impact of energy sources
Measure the thermal and electrical conductivity
of various materials and explain results
Analyze the relationship between and electric
current and the strength of its magnetic field
using simple electromagnets
Analyze the effects of heating and cooling
processes in systems
Properties of Matter (7)
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Identify and investigate properties
of fluids including density,
viscosity, and buoyancy
Research and describe historical
developments of atomic theory
Analyze constituents of various
materials (fireworks displays, stars,
light sources, metal salts) using
spectral-analysis techniques
Relate the chemical behavior of an
element (bonding) to its placement
on the periodic table
Classify samples of matter –
elements, compounds, mixtures
Changes in Matter (8)
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Distinguish physical or
chemical changes in matter
Analyze energy changes that
accompany chemical reactions
and classify them as
endergonic or exorgonic
reactions
Investigate and identify the law
of conservation of mass
Describe type of nuclear
reactions such as fission or
fusion
Research and describe
environmental impact of endproducts of chemical reactions
Solution Chemistry (9)
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Relate the structure of
water to its function as a
the universal solvent
Simulate the effects of
acid rain on soil, statues,
buildings, or microorganisms
Demonstrate how various
factors influence solubility
Demonstrate how factors
such as particle size
influence the rate of
dissolving
Thinking Out of the Box
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Our charge is to create
an IPC Course in a Box
to prepare “highly
qualified science
teachers” to teach IPC
well.
How shall we proceed?
What can you
contribute?
What are your ideas?
Action Plan -- UH
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Create a Online Needs Assessment for IPC
teachers to communicate their IPC hot topics.
What are the most important IPC TAKS objectives
kids must know?
 Which topics do kids struggle with?
 Which topics do you struggle with?
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Set up a URL to create a home for Texas IPC
(Michael & Phil) and an eventual domain name.
Action Plan -- Steve
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Two main phases
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Write a Script – March/Research & Writing
Steve will send us the Script in Progress
 Superscript – One hour show
 Subscript – Smaller clips
 Word Bag List
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Production – April Shooting
Revisit/Edit
IPC Teachers
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Look over Steve’s scripts – provide review and
suggestions
Make suggestions for Steve’s “word bag”
Identify possible companion/signature labs to
support Steve’s lessons
Think through the integration piece
IT Guys
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Set up basic web site for surveys and branding it with
domain name -- TexasIPC.org –
Create a collaborative environment – common page –
newsgroup/message group (eClassrooms)
Work with Steve to work with Authorware to start
create his interactive simulations
Push the boundary of the technology . . . Take it to the
next level . . . Common online medium . . . Interactive
game . . . Community IPC/X-Box!!!!!
How to take this material from a CD Rom and present
online . . . i.e. streaming video, audio, survey,
Topic Templates – Motion (4)
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Engage: Exciting Movie Clip (Video)
Explore: Guiding Questions – How did they do this?
How would you do this?
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Steve’s Demonstration (Video)
Explain: Steve’s Explanation (Video)
Elaborate: Problem Solving (On-line Interactive
Experience and/or Hands-on Inquiry/Signature Lab)
Evaluation: What did you learn about . . . (Authentic -Performance Assessment)