Transcript Using DLESE Online Resources and Teaching Boxes in Your Classroom Technology in Education Conference June 22, 2006 Lynne Davis Shelley Olds Bob Workman.

Using DLESE Online Resources and Teaching Boxes
in Your Classroom
Technology in Education Conference
June 22, 2006
Lynne Davis
Shelley Olds
Bob Workman
Agenda & Goals
• Meet each other
• Challenges of Integrating Technology
Activity: Think-Pair-Share
• Learn about DLESE
Activity: Explore DLESE
www.dlese.org
• Learn about Teaching Boxes
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Activity: Explore a Teaching Box
Activity: Discovery time
Activity: Build a mini-Box
• Wrap up
* A note about terminology*
Why integrate technology & web resources?
www.dlese.org
• Two views of technology integration
• 1st Think-Pair-Share: Benefits/
Challenges/ Strategies
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www.dlese.org
People disagree about how best to use
technology in education.
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Technology
is a
medium
that people
learn from.
Technology
is a tool that
people
learn with.
www.dlese.org
The “From” View of
Technology in Education
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•
•
•
•
•
•
Students learn “from” technology.
Knowledge is transmitted via media.
Learners passively receive messages.
Interaction need only be occasional and artificial.
Instructional design is best left to experts.
Materials are best when they are “teacher proof.”
www.dlese.org
Learning Theory Shift
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• from… Behavioral View - Learning
involves the transmission of fixed
knowledge that can be measured
precisely.
• to… Cognitive View - Learning is
contextual, effortful, developmental
and can only be estimated through
triangulation of assessments.
The “With” View of
Technology in Education
• Students learn “with”
technology.
• Knowledge is constructed,
represented, and shared.
www.dlese.org
• Learners collaborate to
tackle problems/tasks.
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• Interaction is authentic.
• Instructional design is
shared among learners,
teachers, and specialists.
www.dlese.org
Think-Pair-Share:
Benefits/ Challenges/ Strategies to
integrating technology & web resources into
your class
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• Spend a minute or two alone to think
about a really exciting way to use
technology in your science classroom in a
perfect world. Brainstorm … don’t edit
yourself
• In pairs, discuss your ideas. Work out
between the two of you the one idea you
think is most promising – what are the
challenges?
• Share that one idea with the larger group
Other Challenges
www.dlese.org
•
•
•
•
•
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How can I find good stuff, now?
Can it be integrated quickly?
It it versatile?
Will it motivate students?
Is it aligned with skills I’m expected to
teach?
• Is it reliable?
• If (When) it breaks, who will help?
• How will it impact authority?
www.dlese.org
www.dlese.org
• National Science Foundation
supported, offering free access to
quality learning materials
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• The geoscience member library of the
National Science Digital Library
www.dlese.org
www.dlese.org
• Supporting a broad audience of
educators and learners, including
K-12, university, informal education
and the public
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www.dlese.org
www.dlese.org
• Emphasis on pedagogical support for
teaching and learning approaches
that view Earth as a system
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DLESE offers resources …
• Earth system science
search engine for teachers
 Ocean & water sciences
 Geology
 Atmospheric sciences
www.dlese.org
 Biosciences, ecology, etc
 Space, math and geography
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• Free access
 Lesson plans , activities
 Data, visualizations
 Tools and interfaces
 Instructor guides
www.dlese.org
DLESE offers web services …
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• Embeds the DLESE
search engine into your
website
• Expands your
educational offerings
• Provides local DLESE
access for the
convenience of
students, educators,
TAs, and the public.
• Learn more at our
workshop this
afternoon
DLESE search query and
results embedded into
your site’s look and feel
www.dlese.org
DLESE offers collection building support
services …
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• Organizations
with many
resources
create a
collection and
apply for
accessioning
as a distinct
collection
DLESE offers support services …
• Communication networks
 Facilitate interactions and
collaborations
 Effectively create, use, and
share educational resources
• News and opportunities:
 Find a workshop
 Find a job
2003 Annual Meeting
www.dlese.org
Forthcoming services:
• Concept Map Service:
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 Conceptual maps of Earth
system science based on AAAS
benchmarks;
 More information and
demonstration at
http://preview.dlese.org/jsp/cm
s
• Alignment tool for
national and state
standards
Teaching Box Workshop Series 2005
Opportunities to get involved
• Suggest new resources
for the library
www.dlese.org
• Submit teaching
tips and reviews
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• Provide feedback
Using DLESE
www.dlese.org
www.dlese.org
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Suppose you want to teach
about ozone in your high
school class using data as one
component…
You can search several ways….
by entering keywords…
Search for
www.dlese.org
“ozone”
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www.dlese.org
Keyword-only searching returns
322 resources about ozone
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Descriptive
info and
links to each
resource
are returned
Refine your search:
Add grade level and resource type to
your criteria
www.dlese.org
High
school
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Datasets-
In-situ or
Remotely sensed
www.dlese.org
Fewer, more targeted results
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www.dlese.org
View the full description of the resource
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Access the resource itself
www.dlese.org
http://www.ccpo.
odu.edu/SEES/oz
one/ozone.htm
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http://serc.carleton.edu/
introgeo/teachingwdata/
examples/StO3.html
Refine your search: Search by
educational standards
www.dlese.org
• Plan to expand to
more detailed
national standards
and map to state
standards
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• A growing number of
resources are
cataloged to
standards
Refine your search:
Search by collection
www.dlese.org
• Collections focus
on particular
content areas,
resource types
or audience
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www.dlese.org
Tools for evaluating resource quality
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You try it… www.dlese.org
www.dlese.org
• What are you teaching in the fall?
• Or… what topic is hard to cover?
• Other questions to explore…
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How can I show my students
something about Earth’s magnetic
field?
What are magnetic reversals? How
often do they happen?
Share your findings
www.dlese.org
• What kinds of resources did you find?
• How would you adapt it for your
classroom?
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www.dlese.org
Take a Break
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www.dlese.org
DLESE Teaching Boxes
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www.dlese.org
Stuff in a typical
teaching box
/binder /garage …
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•
•
•
•
•
•
Background content
Lesson plans
Overheads
Posters and pictures
Bulletin board
Props – field lens,
magnets, maps
• Extra credit
• Quizzes
Question: How organized are these materials?
How do you tell someone how to use these resources?
… show them!? Is there another way?
What makes DLESE Teaching Boxes so cool?
1. How they are built… teachers working
with scientists and designers
www.dlese.org
 Development uses a team approach,
therefore the product is sound in both
science content and pedagogy – a
quality guarantee.
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www.dlese.org
Development process details
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• Two cycles of development (so far)
 15 middle and high school master teachers
 4:1 teacher to scientist ratio
• Workshop process
 2 weekends:
o Topic area and scope
o Conceptual framework
o Instructional approach
 One week summer ‘camp’
o Resource search
o Lessons and activities
• Review and Revision
 Science, pedagogy
 Usability
 In-classroom trial
• Outcome: 6 Teaching Boxes -middle & high school
www.dlese.org
Teamwork
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What makes DLESE Teaching Boxes so cool?
www.dlese.org
1. How they are built … teachers working
with scientists and designers
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.
www.dlese.org
Framing the Concepts…
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What makes DLESE Teaching Boxes so cool?
www.dlese.org
1. How they are built… teachers
working with scientists and
designers
2. A conceptual framework
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.
www.dlese.org
From continental
drift …
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To plate
tectonics …
www.dlese.org
What makes DLESE Teaching Boxes so cool?
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1. How they are built… teachers
working with scientists and
designers
2. A conceptual framework
3. A focus on inquiry
4. Earth system science
What makes DLESE Teaching Boxes so cool?
www.dlese.org
1. How they are built… teachers working
with scientists and designers
2. A conceptual framework
3. A focus on inquiry
4. Earth system science resources
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 Examine DLESE resources within a
pedagogical context
 Adaptation and adoption
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!”
www.dlese.org
“It feels good to be treated as a professional.”
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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:
• Conduct more rigorous research
www.dlese.org
 Turn the pilot into a program
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• Explore innovative discovery pathways
Link DLESE search results to Box contents
Provide additional DLESE educational
resources inside each Box
• Develop collaborative
technology tools
Facilitate lesson creation
Incorporate DLESE
resources automatically
Modify existing Boxes
www.dlese.org
Explore DLESE Teaching Boxes
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www.teachingboxes.org
Share with the group:
www.dlese.org
• Which Box(es) did you explore?
• What did you find in your Teaching Box?
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Time to go outside!
www.dlese.org
Discover concepts for Sea Floor
Spreading…
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www.dlese.org
www.dlese.org
What is so important about concepts …
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• Science is about collecting evidence
• Evidence contributes to the concepts
• Science concepts inform the content of the
box
• Related concepts are clustered and lead to
an overarching concept and understanding
Create a mini-Teaching Box
www.dlese.org
Break into teams of 4.
a) Create a concept map from concept
cards
• Think about teaching using
lecture vs discovery
• Choose an order to teach the
concepts
• Concentrate on 1-2 concepts
b) Sketch out instructional strategy –
what’s the story you are telling
c) Search DLESE for a few resources to
support the concepts
d) Sketch out a procedure describing
• What to do in classroom
• How to use the resources
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Title :
Concept: What concepts are you
covering
Materials/Resources/URLs:
Procedure: (Use complete
sentences.)
1.
2.
3.
4.
Sample
Title: Fossils provide evidence of past life
Concepts: At the end of this lesson, students will understand that fossils provide
evidence for past life.
Additionally, they will be able to identify different types of fossils, understand how they
are formed, and where they are likely to be found.
Materials/Resources:
http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html
Procedure: (Use complete sentences.)
1. Have the students brainstorm ideas about what kind of evidence they can think of
that proves that a particular organism was once alive.
www.dlese.org
2. Accept any reasonable answer – including cemeteries, writings and photos of a
person or other organism. Ask them to also include evidence that could prove that
a given organism lived long ago, before there were any written records.
3. Once fossils have been mentioned, introduce the web lesson: “Getting Into The
Fossil Record.” Explain to students that they will be using a web module to learn
more about what they have just been discussing.
3. If in a laboratory setting, have students work in pairs beginning at:
http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/5to8/Intro.html
4. After students have completed the web lesson, elicit from students or group of
students one new piece of information that they learned from the lesson.
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Wrap-up: Technology as a tool
DLESE & Teaching Boxes
www.dlese.org
Time saver for teachers
Safe zone for students
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www.dlese.org
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www.dlese.org
[email protected]
www.teachingboxes.org