copyright 2009 by region 7 education service center. all rights reserved copyright 2009 by region 7...

Copyright 2009 by Region 7 Education Service Center. All rights reserved

Copyright 2009 by Region 7 Education Service Center. This work may be

reproduced and redistributed, in whole or in part, without alteration and without

prior written permission, solely by educational institutions for nonprofit

administrative or educational purposes provided all copies contain the following statement: “© 2009 Region 7 Education Service Center. This work is reproduced and distributed with the permission of Region 7 Education Service Center. No

other use is permitted without the express prior written permission of Region 7

Education Service Center. For permission, contact [email protected].”

04/19/23 2

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A Different Approach…

• “INQUIRY-BASED” Mentoring: –Uses INQUIRY as a common

thread interwoven among science content, science pedagogy, and mentoring skills

• Mentors MUST have a strong background in science CONTENT and science PEDAGOGY.


Make-A-DATE


About the Guide…

Overview:• Content is MS(NSES for 5-8)• ONE YEAR PROGRAM• 10 day-long sessions, ~ 6 hrs/ day• Each contains:– Session Overview– Session Snapshot– Description of Activities

RECOMMENDATIONS:•Begin summer or before school year.•Complete Sessions 1-4 in a BLOCK. This covers ONE complete UNIT.•Teachers/Mentors should complete unit with their students BEFORE they work with THEIR Mentees.•Complete SESSION 5 early in the school year and begin study groups.•Sessions 6-10 are to be completed bimonthly alternating with study groups.


Program GOALS:

1.To use INQUIRY as an explicit common ground between science teaching and mentoring methods; that is, show mentors and mentees that deep examination of their practice is INQUIRY.


Program GOALS:

2. To improve the ability of both mentor teachers and less-experience (mentee) teachers to teach science based on the NSES /Benchmarks AND TEKS.


Program GOALS:

3. To enhance practice among mentors and mentees in a way that will help their students have a better grasp of science and scientific processes and a more complete understanding of the world around them.


Program GOALS:

4. To increase the mentors’ expertise and to support them as they practice the art of teaching and increase their science content knowledge.


Program GOALS:

5. To enable mentors to make their own teaching practices explicit for mentees.


Mentoring Model…


Forming and asking questions and investigating answers drives learning. Helping someone improve his/her ability to form, ask and investigate worthwhile questions is the work of teaching and mentoring.

Learning is a dynamic and fundamentally collaborative activity. Collaborating with

another person allows learners to add the skills, knowledge, understanding, and labor of

that other person to their own sets of learning resources and abilities. Together, learners can develop understandings they would not be able to do

alone.

Standards can provide a unifying framework within

which to focus our teaching and learning efforts. We can refer to

specific standards when deciding what to do and how to

do it, as well as when we want to assess how well we are doing

something. To be truly effective, standards must be understood

and accepted.

… supports our efforts to evaluate our relations to a goal, adapt our

strategies and practices in an effort to progress toward that

goal, and even refine or change the goal. We continually assess our progress in teaching and learning through an iterative

process of formulating questions, investigating data in the search for answers, evaluating results,

and forming new questions based on those results, all within a set of

standards.


The science knowledge, skills, and processes that teachers need to

know to help improve their

science knowledge.


The science knowledge, skills, and processes that teachers need to know to help improve their science knowledge.

The science mentoring

knowledge, skills, and processes that

teacher mentors need to know to help

improve their science knowledge.


INQUIRY TEACHING in

THREE PHASES:

1.EXPLORATION:2.INVESTIGATION and

DATA-COLLECTION:3.SENSE-MAKING:

#3 IS MOST CHALLENGING! TEACHERS often

spend TOO LITTLE TIME with follow-up discussions and tend

to deliver ‘the answers’ rather than

debate the claims and evidence!


INQUIRY TEACHING COMPARED to 5-E?

1.EXPLORATION: 2.INVESTIGATION and

DATA-COLLECTION:3.SENSE-MAKING:

ENGAGE / EXPLORE

EXPLORE / ELABORATION

EXPLAIN**


INQUIRY MENTORINGin

THREE PHASES:

1. A. COPLANNING: “exploration”B. PREOBSERVATION CONFERENCE: “exploration”

2. OBSERVATION: “investigation and data collection”

3. POSTOBSERVATION CONFERENCE: “sense-making”


PHASE 1A: Coplanning!

1. *MOST IMPORTANT2. Puts Mentor in Leadership Role3. Planning is UNIT to UNIT, not LESSON by

LESSON4. COACHING session!5. Habit building!6. Address issues ‘a head of time’7. “TALK curriculum issues…”8. Address misconceptions…9. Classroom management!10. Other?


PHASE 1B: Preobservation Conference

QUESTIONS:1. What are students suppose to be learning

and what critical thinking skills will you address?

2. In which phase of the inquiry cycle is this lesson?

3. How do the teaching and learning activities promote the desired learning outcomes?

4. How will you check for understanding during the lesson, and what are the strategies for embedded assessment?

5. What kind of data would you like the observer to collect?

NOTE: MENTOR SHOULD OBSERVE LESSONS

THAT WERE PLANNED

TOGETHER…


PHASE 2: Observation

1. FOCUS is on PREDETERMINED portion/aspect of lesson.

2. Mentor records ‘facts’ ONLY.a) DATAb) Keep script (see and hear) of parts

discussed in conference.c) Eliminates judgments and

generalizationsd) Builds truste) Script is to be given to MENTEE.


PHASE 3: Postobservation Conference

1. Within 1-2 days!2. Make sense of data recorded.

3. Question:a) Do you think that the students learned

what you wanted them to learn?b) What is the evidence?

4. Address any issues… a) What would you change?

5. Where to go next…6. CELEBRATE successes!!


Planning and Observation

Protocolpp. 161-163


Note…

Don’t forget POWER of ADMINISTRATORS…–EMPOWER your MENTORS to educate Administrators on process–Make or break a mentor/mentee relationship…


Session 1:“The

beginning is the most

important part of the

work.”-Plato, The Republic

Session 1:“The

beginning is the most

important part of the

work.”-Plato, The Republic


Goals of Session 1:

1. Link mentoring to the professionalism of teaching.

2. Build a community of mentor teachers.3. Understand role of STM.4. Develop a vision of high-quality teaching.5. Become familiar with the protocols.6. Indentify phases of inquiry in classroom

practice.7. Experience the exploratory phase of inquiry.


Find your TUESDAY DATE!!


WITH your DATE…

• EACH complete this sentence on two Post its®…

• SORT CARDS into 2 piles: Not a Profession vs. A Profession

• Be prepared to share!

“I’m just .”


The Investigation…

An Extended Investigation on Heat and Heat Transfer

pp. 7-13- Source: Ice Cream Making and Cake Baking

(Zubrowski 1994)


Use of Science Notebook…

• Program STRONGLY encourages use of notebook/journaling.

• Forms/handouts can be placed copied and placed inside.

• This allows teachers to put side-by-side learning (mentor w/ mentee)


Exploration:

AS A TABLE/GROUP you will:EXAMINE a containers’ effect

on the melting rate of ice cubes.LET’S CHOOSE our containers!


Kit Inventory:

ITEM Description/Use Drawing

Med metal canCorn can…

Paper cup Wax coated

Small metal can

Tuna / cat food can

Square plastic container

Square, leftovers

Round plastic container

Deli container

Large metal container

Holes in bottom, fruit can…


Exploration:

AS A TABLE/GROUP you will:PREDICT which containers

allow ice cubes to melt most quickly and most slowly.

RECORD and JUSTIFY prediction in notebook.

TIME with STOP WATCHES the melting of 15 ice cubes.

RECORD on ROOM CHART.


ROOM DATA1 2 3 4 5 6 7 8


What conclusions can we make?


What science concepts did you investigate?


Investigation and Data Collection…

• Read pp12-13

• HOW is this part different?


TABLE TALK…“Classroom Connections and

Science Pedagogy”

• How do YOU introduce a unit, investigation, or activity in your own classroom?

• How is this similar to and different from the way this investigation was introduced?

• CHOOSE A SPOKESPERSON TO SHARE!!!


What DOES good Science

Teaching LOOK LIKE?

SOUND LIKE?


On FIVE separate Post Its®…

-write ONE quality/characteristic on each

THINK of an EXCELLENT SCIENCE TEACHER…

• What SPECIFIC QUALITIES does this teacher bring to his/her teaching?

• What are the characteristics and instructional approaches of the science teachers whom we are proud to have as colleagues?


Inquiry Learning Cycle…

• Session 1/Handout 3…

• Organize Post Its®… MON

GALLERY WALK with your MONDAY

DATE…


With date:

• Discuss Exploratory phase• Discuss the Infrastructure

Component

• DO YOU agree with Post its®

• Do WE need to add any??


Find your FRIDAY DATE!!


Let’s Watch a Teacher in ACTION!

• Brenda Busta, Lowell Massachusetts

• This is the introduction to the ice cream-making unit, which focuses on the science concepts of heat transfer and properties of different materials.


Assumptions…

• The teacher is one of your mentees.

• You have coplanned this lesson with the teacher.

• The teacher is watching this video WITH YOU.

• Preconference determined you are to focus on the exploratory phase.


Consider:

• What instructional strategies does the teacher use and what infrastructure is already in place prior to this lesson?

• What was the teacher trying to do and how was she addressing the exploratory phase?


WITH DATE…

• ONE is to focus on FINDING EVIDENCE of the EXPLORATORY PHASE.

• OTHER is to focus on FINDING EVIDENCE of INFRASTRUCTURE.

• USE handouts 4 and 5.


Debriefing…


Reflective Journal Writings:

OVERHEAD 6


Session 2:“Planning is what you do before you do something, so that when you do

it, it is not all mixed up.”

-Winnie the Pooh

Session 2:“Planning is what you do before you do something, so that when you do

it, it is not all mixed up.”

-Winnie the Pooh


Why does Peer Support Work?

(Teachers helping Teachers - 1985)

• Provides for positive reinforcement• Encourages continuation of effective

practices• “Nudges” new practices onto the agenda

rather than “shoving” them off• Private sense Common Sense• Lowers the stress and isolation feeling• Alters the experience of teaching teachers

become managers of their own experience.• Powerlessness and top-down impact of

mandates are replaced by inside-out change


THREE mentoring GOALS

(Cognitive Coaching: A foundation for renaissance schools. – 2002)


Components of a Good Mentor


Pre-Observation Conference

FIND YOUR WEDNESDAY

DATE!!


Pre-Observation Conference

• DVD of Mentor and Mentee– “Cindy”, grade 8 science, Fall River,

MA

• Handout #6• LOOK for:

a)Trust Buildingb)Questioning /Probes


Building Trust/Mentor

LanguageQuestions/Probes

How did the mentor clarify concepts?

How did the mentor help the teacher focus

on potential misconceptions?

How does the mentor probe for specificity

in supporting the mentee’s goals for her own learning?


Article Study…1. How did the teacher begin her unit on heat?2. How did the teacher use what she learned

about her student’s prior knowledge about heat?

3. What concepts about heat was the teacher trying to develop?

4. What might the teacher have done differently?

5. What are the implications of everyday language for the development of student’s science conceptual understanding?


8 Sessions to go…

EACH TABLE:• REVIEW assigned session.• SUMMARIZE purpose and

procedure• Mentee Reflection and

Next steps


Session 3:“You can

observe a lot by just looking

around.”-Yogi Berra

Session 3:“You can

observe a lot by just looking

around.”-Yogi Berra


Session 4:“Communication

leads to community, that

is, to understanding, intimacy and

mutual valuing.”-Rollo May

Session 4:“Communication

leads to community, that

is, to understanding, intimacy and

mutual valuing.”-Rollo May


Session 5:“The important

thing in science is not so much to

obtain new facts as to discover new ways of thinking

about them.”-Sir William Bragg, 1915

Session 5:“The important

thing in science is not so much to

obtain new facts as to discover new ways of thinking

about them.”-Sir William Bragg, 1915


Session 6:“The most

important measure of how good a game

I played was how much better I’d

made my teammates play.”-Bill Russell, Boston Celtics

Session 6:“The most

important measure of how good a game

I played was how much better I’d

made my teammates play.”-Bill Russell, Boston Celtics


Session 7:“Learning is not

attained by chance. It must be sought for

with ardor and attended to with

diligence.”-Abigail Adams, 1780

Session 7:“Learning is not

attained by chance. It must be sought for

with ardor and attended to with

diligence.”-Abigail Adams, 1780


Session 8:“In the field of observation,

chance favors only the prepared mind.”

-Louis Pasteur

Session 8:“In the field of observation,

chance favors only the prepared mind.”

-Louis Pasteur


Session 9:“Only in the vacuum

of a nonexistent abstract world can

movement or change occur without that

abrasive friction of conflict.”

-Saul Alinksy

Session 9:“Only in the vacuum

of a nonexistent abstract world can

movement or change occur without that

abrasive friction of conflict.”

-Saul Alinksy


Session 10:“Anything

worth doing well is worth

doing slowly.”

-Gypsy Rose Lee

Session 10:“Anything

worth doing well is worth

doing slowly.”

-Gypsy Rose Lee

Reflections of the Day…Reflections of the Day…THANK YOU THANK YOU

04/19/23 71

Donna WiseDonna Wise

[email protected]@esc7.net

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