Professional Development Opportunity Detail Page
|Name:||chem/physics Modeling Workshop|
|School/Institution:||Trinity Episcopal High School|
|Opportunity Type:||Modeling Workshop
|Teacher Level:||High School
|Description:||This Modeling Workshop is for high school science teachers who want to create student-centered, active-inquiry classrooms. It is open to teachers nationwide.
* A week of intro mechanics and a week of intro chemistry.
Peer leader: Mary Battershell Whalen. Mary has led 3-week mechanics Modeling Workshops since 2007 at the Ohio State University.
For questions on registration or housing, email Laura Swiatak: firstname.lastname@example.org
For general information about the workshop:
To exemplify effective instruction, the workshop is taught using a robust pedagogy, Modeling Instruction, developed at Arizona State University. Course 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 practices outlined in the National Research Council Framework for K-12 Science Education (2011), the research basis for the Next Generation Science Standards.
Student activities are organized into modeling cycles that engage students systematically in all aspects of modeling. (Specifics of the modeling cycle are at http://modeling.asu.edu/modeling-HS.html .) The teacher guides students through each modeling cycle, with an eye to improving the quality of student discourse by insisting on accurate use of scientific terms, on clarity and cogency of expressed ideas and arguments. After a few cycles, students gain skill at conducting scientific investigations without excessive prompting from the teacher. The main job of the teacher is then to supply them with more powerful modeling tools. Lecturing is restricted to scaffolding new concepts and principles on a need basis.
Participants will design and carry out a series of investigations that use Modeling Instruction. They will practice Socratic questioning techniques that will enable them to foster scientific discourse among students and that aid in assessing student learning. Each participant will keep a daily journal book of problems solved, labs done, personal notes and reflections on activities and readings, and expected student difficulties with ways to address them.
Modeling Instruction is a complex transformative pedagogy. Experience has shown that most teachers require at least three weeks of intensive workshop to begin to implement it. A second Modeling Workshop is highly recommended to deepen and broaden one's understanding.
Click here to learn more about Modeling Instruction and the American Modeling Teachers Association (AMTA) or visit http://modelinginstruction.org/professional-development/ to find information on Modeling Workshops nationwide and strategies to seek funding (if needed) to participate.
|Duration:||2 weeks in July (M-F)|
or until full
Benefits and Requirements
|Benefit Explanation:||for general information about the workshop:
|Other Prerequisites:||1 semester each of college physics and college chemistry|
Professional Development Opportunity Contact Information
Department of Science
Trinity Episcopal School
Richmond, VA 23235