Transcript STC Heading

AP® Biology: Transitioning to
Inquiry-Based Labs
South Hadley, MA
November 18, 2011
Mark Stephansky
Whitman-Hanson Regional HS
Whitman, MA
http://www.whrsd.org/stephansky/APBioCB
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Restrooms / Coffee
• Please leave as needed – We are adults
• “Alone we can do so little; together we can
do so much.”
• On paper – list books; videos; websites;
questions
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Agenda—Good Intentions 
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8:30 – 9:00 Introductions
9:00 – 9:30 Science Practice -- Egg Activity
9:30 – 10:15 Laying the Foundation -- AP® Equity and Access Policy, AP Redesign
10:15 – 10:45 What Is Inquiry? Cubes
10:45 – 11:00 Break
11:00 – 11:35 Levels of Inquiry
11:35 – 12:00 Modifying Traditional Labs Part 1
• Science Practices and the AP® Biology Exam
12:00 – 1:00 Lunch
1:00 – 2:15 Modifying Traditional Labs Part 2
2:15 – 2:45 MAPSI: Modifying Traditional Labs Part 3
2:45 – 3:30 Classroom Connections – Frisky Fish?
Workshop Summary and Closing
• Workshop Goal and Learning Outcomes
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Welcome…
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Sign Attendance Sheet
Materials
Logistical Questions?
Key to Productive Workshop – Sharing
Brief Introductions: Name, School, Experience, Length of
Meeting time, 1 main concern about new course…
 Mark Stephansky – 24 Years @ W-H, 1200 kids – not very
diverse but have pockets of talent, 14 Years AP Bio (10 as
Reader, Table Leader, Question Leader), 60 minutes
everyday, Adjunct Faculty @ MCC, College Board Consultant
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“Emails”
“We will be receiving a copy of the new curriculum
Inquiry Based Labs publication that the college board
store says won't be available to download until spring,
right?”
• I am looking forward to specific ideas on converting
the traditional curriculum to the new Inquiry based
curriculum, including syllabi, topics to add and
subtract, and new lab ideas. I have been teaching AP
Bio for 12yrs with good results and would like to have
a smooth transition to the new curriculum.
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Emails
• I am also glad to hear that so may of the attendees
are experienced AP Bio teachers who have even been
readers.
I have just completed (last year) my first year for
teaching AP Bio. My school only offers it every other
year, so I will not do it again until next year.
It was a really good year, but wow, am I still
exhausted! And I feel even more exhausted when I
consider that now I have to rewrite our syllabus for
the new curriculum and re-do the Audit process.
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Emails
• What are the start and finish times for the workshop?
• I am sorry to say that I am going to have to cancel my
attendance at the conference.
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Workshop Goal
Participants will learn strategies for
modifying traditional labs and
incorporating inquiry-based labs into
their AP® Biology curriculum.
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Learning Outcomes
Participants will:
• Examine current research and models of inquiry to
gain an understanding of differing lab structures.
• Consider the cognitive processes that students engage
in during various laboratory investigations and learn to
identify the tasks that enable different levels of
inquiry (confirmation, structured, guided or open).
• Practice modifying traditional labs to make them
inquiry based.
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Personal Goals
• On page vi of your handbook please write 2 or 3
personal goals for this workshop. You will revisit these
goals at the end of the day.
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Let’s Do Some Science
-Egg Activity
• Set up and watch throughout the day
• Materials – Raw eggs, pin, straw, hot glue gun or wax,
container with water
• Knick top and bottom of egg without breaking the
membrane.
• Insert and seal straw through one end’s membrane.
• Place in water—preferably distilled
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Laying the Foundation
• Review CB AP® Equity and Access Policy
• Examine New AP Biology Curriculum
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Building Equity and Access
AP® Equity and Access Policy
The College Board strongly encourages educators to make equitable access
a guiding principle for their AP programs by giving all willing and
academically prepared students the opportunity to participate in AP. We
encourage educators to:
• Eliminate barriers that restrict access to AP for students from
ethnic, racial and socioeconomic groups that have been
traditionally underserved.
• Make every effort to ensure their AP classes reflect the diversity of
their student population.
• Provide all students with access to academically challenging course
work before they enroll in AP classes.
Only through a commitment to equitable preparation and access can true
equity and excellence be achieved.
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Curriculum Framework
• Big Idea 1 — The process of evolution drives the
diversity and unity of life.
• Big Idea 2 — Biological systems utilize free energy
and molecular building blocks to grow, to reproduce
and to maintain dynamic homeostasis.
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Curriculum Framework
• Big Idea 3 — Living systems store, retrieve, transmit
and respond to information essential to life
processes.
• Big Idea 4 — Biological systems interact, and these
systems and their interactions possess complex
properties.
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Curriculum Framework
Big Ideas
Enduring Understandings
Essential Knowledge
Science Practices
Learning Objectives
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Big Ideas…
the New AP Biology Curriculum
1. What’s in a Big Idea?
• Jigsaw
• Home Team count off to 4
• Expert Teams meet – Which chapters belong to
your idea?
• Experts explain to Home Team
2. Home Team: What’s Out of the course Summary
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Science Practices
Science Practice 1: The student can use
representations and models to communicate
scientific phenomena and solve scientific
problems.
Science Practice 2: The student can use
mathematics appropriately.
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Science Practices
Science Practice 3: The student can engage in
scientific questioning to extend thinking or to
guide investigations within the context of the
AP® course.
Science Practice 4: The student can plan and
implement data collection strategies in relation
to a particular scientific question.
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Science Practices
Science Practice 5: The student can perform
data analysis and evaluation of evidence.
Science Practice 6: The student can work with
scientific explanations and theories.
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Science Practices
Science Practice 7: The student is able to
connect and relate knowledge across various
scales, concepts and representations in and
across domains.
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Science Practices
What words or phrases come to mind when you
think of teacher-directed, “cookbook” labs?
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Science Practices
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Transition
• So far we have:
• Introduced the Workshop Goal and learning
outcomes, reviewed the College Board Equity and
Access Policy and examined the new AP
curriculum and science practices.
• Next we will:
• Define and examine the multiple levels of inquiry.
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What is Inquiry?
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Defining Inquiry
Directions:
Take thirty seconds to write down as many
words that you can think of that relate to
inquiry on page 6 of your handbook.
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Whip Around
1. Stand next to your chair.
2. When you are called on, share one of the
words from your list.
3. Check off any words on your list that are said
by another person.
4. Sit down once all the words on your list are
checked off.
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Cubes of Inquiry?
1. Cube 1:
a. ID Questions about cube –NO Touching
b. Propose an explanation – use evidence
2. Cube 2: same problem
a.
b.
c.
d.
Make Observations
Generate hypotheses, make predictions
Design experiment
Use Technology
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Break
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The Levels of Inquiry
Schwab (1962)
• Students use classroom materials, such as textbooks
or lab manuals, to pose questions and describe
investigation methods.
• Classroom materials are used to pose questions, but
the methods and answers are developed by the
students.
• Students investigate scientific phenomena without
the guidance of classroom materials.
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The Levels of Inquiry
Herron (1971)
Confirmation—students confirm a principle
through an activity in which the results are
known in advance.
Structured Inquiry—students investigate a
teacher-presented question through a
prescribed procedure.
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The Levels of Inquiry
Herron (1971)
Guided Inquiry—students investigate a teacherpresented question using studentdesigned/selected procedures.
Open Inquiry—students investigate topicrelated questions that are student formulated
through student-designed/selected procedures.
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The Levels of Inquiry
Level of Inquiry
Question?
Procedure?
Solution?
1—Confirmation
Provided
Provided
Provided
2—Structured
Provided
Provided
Student generated
3—Guided
Provided
Student generated
Student generated
Student generated
Student generated
Student generated
4—Open
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The Levels of Inquiry
Directions:
Work with a partner to determine the level of
inquiry for the remaining two labs.
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Reflect and Assess
Do you think that your students will be ready to
perform inquiry labs?
What skills and knowledge will they need to
have before they can confidently perform these
types of labs?
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Transition
• So far we have:
• Defined and examined the levels of inquiry.
• Next we will:
• Practice modifying traditional labs to make
them inquiry based.
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Modifying Traditional Labs
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Science Practices and the
AP® Biology Exam
Examining AP Biology Questions:
What knowledge and skills would students need
to have in order to successfully answer each
question? Handbook pages 14-15
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Science Practices and the
AP® Biology Exam
Match the skills you found for each question to
a specific science practice.
Please note that it is possible that not all skills
will link to a science practice.
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Science Practices and the
AP® Biology Exam
Which question more accurately reflects the
science practices?
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Lunch
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Modifying Traditional Labs
National Research Council (2000)
1. Learner engages in scientifically oriented
questions.
2. Learner gives priority to evidence in
responding to questions.
3. Learner formulates explanations from
evidence in responding to questions.
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Modifying Traditional Labs
National Research Council (2000)
4. Learner connects explanations to scientific
knowledge.
5. Learner communicates and justifies
explanations.
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Modifying Traditional Labs
Essential Feature
Variations
1. Learner engages in
scientifically oriented
questions.
Learner poses a
question.
Learner selects among
questions, poses new
questions.
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Learner sharpens or
clarifies question
provided by teacher,
materials, or other
source.
Learner engages in
question provided by
teacher, material, or
other source.
Modifying Traditional Labs
Review Lab 11 – Animal Behavior.
What are some of the characteristics of this lab
that make it “cookbook” and not studentdirected? Write these characteristics down on
your group’s chart paper.
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Modifying Traditional Labs
Directions:
Use the NRC’s model to develop a plan for
modifying your three chosen “cookbook”
aspects to make them more inquiry based.
Create a poster showing how students will
conduct the investigation as an inquiry activity.
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Modifying Traditional Labs
• What did you learn during the gallery walk?
• Between groups, did common features
surface in the adaptation of the lab to inquiry?
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Modifying Traditional Labs
• What are some ways that this lab could be
further expanded? See page 50
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Modifying Traditional Labs
Look at the new version of the Animal Behavior
Lab starting on page 51 of the Handbook.
What features of this lab make it inquiry based?
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MAPSI
The Inquiry Matrix for Assessing and Planning Scientific Inquiry
Four Cognitive Process
1. Generating scientifically oriented questions
(SP 3, SP 6).
2. Making predictions or posing preliminary
hypotheses prior to conducting
investigations (SP 3, SP 4, SP 6).
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MAPSI
3. Designing and conducting the research study
(SP 4, SP 5, SP 6).
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Design procedure
Dependent/independent variables
Experimental controls
Gathering/organizing data
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MAPSI
4. Explaining results (SP 1, SP 2, SP 5, SP 6, SP 7).
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Analyzing data
Identifying evidence
Providing explanations
Connecting evidence
Posing alternative explanations
Communicate/defend findings
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MAPSI
Example: Process 1 – Generating scientific ally oriented questions
• Least Complex
• Students do not contribute to the investigative
question; the question is provided by the
teacher or curriculum materials.
• Most Complex
• Students generate the question for
investigation based on their own experience,
knowledge and research.
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MAPSI
Model Outline
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MAPSI
Directions:
Work with your group to mark the level of
complexity of your group’s modified Animal
Behavior Lab on the model outline for each of
the cognitive processes.
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Break
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Classroom Connections
Directions:
• Write down a few of the labs you use outside
of the AP Biology Lab Manual that will need to
be modified to make them inquiry based.
• Choose one lab that you would like to explore
and work with your group to generate some
ideas as to how the lab could be modified to
make it more inquiry based.
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Optional/Frisky Fish Inquiry?
Directions:
• Using the Frisky Fish lab generate some ideas
as to how the lab could be modified to make it
inquiry based.
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Implementing Inquiry-Based Labs
Action Plan
• The action plan is a planning tool that you can
use to map out how you will teach specific
concepts or units in AP Biology.
• It allows you to plan how you will incorporate
inquiry-based labs into your curriculum.
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Implementing Inquiry-Based Labs
Action Plan
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Connections to Curriculum Framework
Resources
Instructional Activities
Skills and Content Knowledge
Instructional Sequencing
Challenges and Solutions
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Implementing Inquiry-Based Labs
Directions:
Think of the biology concept that you most
enjoy teaching. Use the provided action plan to
begin planning how you will incorporate inquirybased labs into your chosen concept.
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Reflect and Assess: Modifying
Traditional Labs
• Think back on everything you have learned
today. Is there a particular aspect of inquirybased labs that still concerns you?
• What can you do to begin easing these
concerns?
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Workshop Summary and Conclusion
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Workshop Goal
Participants will learn strategies for
modifying traditional labs and
incorporating inquiry-based labs into
their AP® Biology curriculum.
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Learning Outcomes
Participants will:
• Examine current research and models of
inquiry to gain an understanding of differing
lab structures.
• Consider the cognitive processes that students
engage in during various laboratory
investigations and learn to identify the tasks
that enable different levels of inquiry
(confirmation, structured, guided or open).
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Learning Objectives (continued)
Participants will:
• Practice modifying traditional labs to make
them inquiry based.
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Workshop Closing
Look back at your personal goals from page vi.
Were these goals met? If not, what additional
questions do you have?
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Workshop Evaluations
Please complete the workshop evaluations.
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Thank you!
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