Professional Development Opportunity Detail Page
|School/Institution:||University of Illinois at Chicago|
|Opportunity Type:||Modeling Workshop
|Teacher Level:||High School
|Description:||This workshop is for chemistry teachers who want to create robust, student-centered, active-inquiry classrooms. It is open to teachers nationwide.
To exemplify effective instruction, the course is taught using a robust pedagogy, Modeling Instruction, developed at Arizona State University. Chemistry content is reorganized around basic models to increase the structural coherence. Participants are supplied with a complete set of course materials (resources) and work through activities alternately in roles of student and teacher.
The Modeling Method is introduced as a systematic approach to the design of curriculum and instruction. The name Modeling Instruction expresses an emphasis on making and using conceptual models of physical and chemical phenomena as central to learning and doing science. Using models and modeling in science education is recommended by NSES, AAAS Project 2061 and state K-12 science standards. Modeling Instruction is completely aligned with the eight science process skills of the NRC Framework for K-12 Science Standards.
The Modeling approach to chemistry develops the model of the atom from Democritus's model through Rutherford's and is based on the particulate nature of matter. The Arizona State Modeling website (http://modeling.asu.edu/ModelingChemistry-storyline.htm) asks three fundamental questions about matter:
1. How do we view matter?
2. How does it behave?
3. What is the role of energy in the changes we observe?
The goals of this workshop are twofold. First we will introduce and review the Modeling approach to high school science instruction. This methodology aims to make student thinking visible through whiteboard presentations, Socratic questioning and peer review. The second goal is to enhance and develop the current chemistry modeling curriculum. Emphasis will be placed on the first eight units: the simple particle through relating how much to how many particles (i.e. stoichiometry).
Instructor and Peer Leader: Nathan Harada
|Duration:||2 weeks, M-F|
Benefits and Requirements
|Cost:||Option 1: $448 for 1 graduate credit hour, $1,792 for 4 graduate credit hours|
|Benefits:||College Transcript Credit
|Benefit Explanation:||Option 1: $448 for 1 graduate credit hour: Teachers taking the course for 1 credit hour will be graded on their completion of daily journaling assignments and class participation.
Option 2: $1,792 for 4 graduate credit hours: Teachers taking the course for 4 credit hours will be graded on their completion of daily laboratory summaries, worksheets, content tests, and class participation.
All participants will be required to purchase course materials on the first day of class for $100.
|Other Prerequisites:||2 semesters of college chemistry|
Professional Development Opportunity Contact Information