Professional Development Opportunity Detail Page
|Name:||Chemistry Modeling Workshops (4) in TN|
|School/Institution:||Middle TN State university|
|Department/Unit:||Tennessee STEM Education Center|
|Opportunity Type:||Modeling Workshop
|Teacher Level:||High School
|Description:||FOUR Modeling Workshops in 1st semester chemistry will be offered in Tennessee in summer 2014 for the same grant: at Middle Tennessee State University in Murfreesboro, at Austin Peay State University in Clarksville, at Cumberland University in Lebanon, and at Martin Methodist College in Pulaski.
Peer leaders: forthcoming
Location: a high school near each university, or at the university
Audience: For Tennessee teachers. Out-of-state teachers can attend if space is available, at a cost to be determined.
For information and to commit to register, please e-mail Dr. Tom Cheatham: Tom.Cheatham@mtsu.edu .
To exemplify effective instruction, the workshops are taught using a robust pedagogy, Modeling Instruction, developed at Arizona State University. Content for a semester is reorganized around basic models to increase its structural coherence. Participants are supplied with a complete set of course materials (resources) and work through the activities alternately in the 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 phenomena as central to learning and doing science. Using models and modeling in science education is recommended by NSES and AAAS Project 2061. Modeling Instruction is aligned with all eight scientific practices of the National Research Council Framework for K-12 Science Education (2011).
Student activities are organized into modeling cycles that engage students systematically in all aspects of modeling. (Specifics of the modeling cycle are here.) 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.
Chemistry Workshop Goals
The Modeling approach to chemistry 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?
First we will introduce and review the Modeling approach to high school science instruction. This methodology aims to make student thinking visible through white board 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).
Click here to learn more about the American Modeling Teachers Association. Visit http://modelinginstruction.org/teachers/workshops to find information on Modelling Workshops nationwide and to view possible strategies on how to gain funding (if needed) to attend.
|Duration:||2 weeks (MTWThF) and probably academic year follow-up meetings|
Benefits and Requirements
|Cost:||Free to Tennessee inservice teachers; low cost for out-of-state teachers|
College Transcript Credit
|Benefit Explanation:||Middle Tennessee State University, the sponsor, is funded in 2014 by a one-year state grant. The effort is part of Tennessee's High School STEM Redesign project, and it incorporates Physics First.
The cost for out-of-state teachers in 2013 and earlier was under $300 (barely covers materials and meals).
For housing information, please contact Tom Cheatham.
|Other Prerequisites:||It is preferred, but not essential, that participants teach in schools that use the inverted sequence (pcb) or that plan to implement that sequence.
The workshops have no prerequisite, other than being an inservice high school teacher of chemistry, or preparing to be one.
Professional Development Opportunity Contact Information
Tom Cheatham, Director, TN STEM Ed Ctr
Middle Tennessee State University
Murfreesboro, TN 37132