Professional Development Opportunity Detail Page
|Name:||Physics, Chemistry, Biology Modeling Workshops near Chicago|
|School/Institution:||Wheaton Warrenville South High School|
|Opportunity Type:||Modeling Workshop
|Teacher Level:||High School
|Description:||These three workshops are for high school physics, chemistry, and biology teachers nationwide who want to create student-centered, active-inquiry classrooms.
Physics (mechanics? or e&m?) peer leader: Jim Stankevitz.
Chemistry peer leader: Phil Culcasi.
Biology peer leader: Sharon Olson
All teach at Wheaton-Warrenville South High School in Wheaton, IL
For questions about content: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org
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).
Biology Modeling Workshop description:
Students of a 9th or 10th grade biology course frequently arrive with little or no ability to create an experiment. They can quote the steps of "The Scientific Method" but cannot communicate what they observe or suggest questions to test from those observations. Because of this, we begin Modeling Biology by developing skills in experimental design. The workshop in 2013 focused on Units 1 to 4. A workshop in Summer 2014 will tentatively focus on Units 5 to 7.
Unit 1: Experimental Design
2: Classifying Life
Click here to learn more about the Modeling Instruction Program and the American Modeling Teachers Association (AMTA) or visit http://modelinginstruction.org/teachers/workshops/ to find information on Modeling Workshops nationwide and strategies to seek funding (if needed) to participate.
|Duration:||Dates are tentative. Meet all day M-F|
or until filled
Benefits and Requirements
|Cost:||to be determined (was $250 in 2013)|
College Transcript Credit
|Benefit Explanation:||The cost includes workshop materials.
4 hours of graduate credit optional from Aurora University; cost to be determined.
|Other Prerequisites:||Two semesters of college-level courses in the corresponding content (i.e., physics, chemistry, biology).|
Professional Development Opportunity Contact Information
Science Department, Wheaton-Warrenville South High School
1993 Tiger Trail
Wheaton, IL 60189
Phone: 630-784-7200 x8734