Transcript Coastal upwelling, sea level change, and more: Teaching Boxes for your classroom EWOC: Education: Weather, Ocean, Climate Conference American Meteorological Society Seventh International.

Coastal upwelling, sea level change, and more:
Teaching Boxes for your classroom
EWOC: Education: Weather, Ocean, Climate Conference
American Meteorological Society Seventh International Conference on School and
Popular Meteorological and Oceanographic Education
July 2006
Shelley Olds (UCAR)
representing the
Teaching Box team
www.dlese.org
Overview
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Meet the team
Common ground: What is a Teaching Box
Why build them
How are they cool
Quick tour of a Box
Future capabilities
DLESE Teaching Boxes
www.teachingboxes.org
Teaching Box Team
• DLESE Program Center, UCAR
www.dlese.org
 Shelley Olds, Lynne Davis, Holly Devaul, Marianne
Weingroff
• University of Colorado, Boulder
 Huda Khan, Keith Maul
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• University of California Museum of Paleontology
 Judy Scotchmoor
• US Geological Survey, Menlo Park
 Matt D’Alession, Phil Stopher, Joseph Kerski
• Teachers from the San Francisco Bay area
 Peg Dabel, Deb Farkas, and many more
Funding provided by the National Science Foundation
www.dlese.org
Stuff in a typical
teaching box
/binder /garage …
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Background content
Lesson plan, quizzes
Overheads
Posters and pictures
Bulletin board
Props – field lens,
magnets, maps
Question: How organized are these materials?
How do you tell someone how to use these resources?
What would happen if your binder was lost…
Teaching Box Goals and Outcomes:
why build them…
• Digital Library Users
 Provide concrete examples that show how
resources found online can be integrated into the
classroom
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• Teachers
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 Exposure to current research & scientific
thinking
 Increased understanding of science content
 University credit to satisfy NCLB requirements
• Scientists
 Meet broader impact requirements
 Improve usefulness of data displays: maps,
charts, tables etc.
What makes DLESE Teaching Boxes unique?
1. How they are built… teachers
working with scientists and
designers
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 Development uses a team approach,
therefore the product is sound in both
science content and pedagogy
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Teamwork
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Development process details
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• Workshop series
 2 weekends:
o Topic area and scope
o Conceptual framework
o Instructional approach
 One week summer institute
o Resource search
o Lessons and activities
• Review and Revision
 Science, pedagogy
 Usability
 In-classroom trial
Outcome: 6 Teaching Boxes
-middle & high school
What makes DLESE Teaching Boxes unique?
2. A conceptual framework…
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 Each box is developed around a set of
interconnected concepts that
incorporates national and state
science standards.
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What makes DLESE Teaching Boxes unique?
3. A focus on inquiry…
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 Each box engages students in the
process of science – focusing on
the gathering and analyzing of
evidence – exploring the nature
of science.
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What makes DLESE Teaching Boxes unique?
4. Earth system science resources
www.dlese.org
 Examine DLESE resources within a
pedagogical context
 Adaptation and adoption
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Feedback
From Teachers
“The kids really wanted to come to class,” says the California
teacher. “They were delighted. It made the topic come alive
for them.”
“I’m totally jazzed about this teaching box!”
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“It feels good to be treated as a professional.”
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From Scientists:
“The teachers taught me that what I thought worked well, often
needed to be improved – I learned a lot.”
From Students
“My favorite website is ‘What did T Rex Taste like?’ I’m not
finished yet, but it’s really interesting.”
“I like to take the little quizzes on the web pages we used.”
Forthcoming capabilities:
• Link DLESE search results to Box contents
• Align to state standards
• Develop collaborative technology tools
www.dlese.org
 Modify existing Boxes
 Facilitate lesson creation
 Incorporate DLESE resources automatically
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Explore DLESE & Teaching Boxes
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[email protected]
www.teachingboxes.org