1. Science 1 Summer 2009 Welcome to Science 1 We Begin to Explore! Your Name Your email@.com Your website If you have been to a Science 1 SI or Path training... Move to Science 2.

2. Table Tents Front of the Card Name Years Teaching Courses Taught A Vehicle Representing Your Teaching Approach Back of the Card Name City / State Number of Years Teaching The Speed You Best Learn and Process Info A Goal for the Science Strand and Institute

3. 60 Second Summary Introduce yourself to the others at the table in 60 seconds or less. – Summarize the information on the table tent and ADD a piece of interesting information about yourself. The Challenge - Remember the name with at least ONE piece of information about each person seated at the table.

4. WHOSE FAULT IS IT? Certainly Not Mine! The college professor said, “Such wrong in the student is a shame, Lack of preparation in high school is to blame.” Said the high school teacher, “Good heavens, that boy is such a fool, The fault, of course, is with the middle school.” The middle school teacher said, “From stupidity may I be spared, They send him to me so unprepared.”

5. WHOSE FAULT IS IT? Certainly Not Mine! The elementary teacher said, “The kindergarteners are block-heads all, They call it preparation, why, it’s worse than none at all.” The kindergarten teacher said, “Such lack of training never did I see, What kind of mother must that woman be?” The mother said, “Poor helpless child, he’s not to blame, For, you see, his father’s folks are all the same.” Said the father, at the end of the line, “I doubt that rascal’s even mine!”

6. X Now Make YOURS X X X X X X X FOUR CORNERS and a Me Map Three-Ring Binder Page 1

7. Four Corners is a tool designed to assess prior knowledge of a topic quickly, using collaborative discussion. FOUR CORNERS and a Me Map Three-Ring Binder Page 1

9.  Stand with the group you best identify with.  Explain to others in the group what is known or understood.  One person records and reports.  Summarize info, report to class.  More knowledgeable groups correct info and add unique info. FOUR CORNERS and a Me Map Three-Ring Binder Page 1

10. ME MAP MODIFICATION Move to the area marked for each topic as it is called to observe where you fit in the continuum. Discuss the LAST topic using the above mode. FOUR CORNERS and a Me Map Three-Ring Binder Page 1

11. FOUR CORNERS Discussion Topic What is AVID and how does the Science Teacher fit into the picture?

12. W I C R – The AVID Way Graphic Design – Brendan Casey

13. Brain Processing Activity Frontal Lobe Occipital Lobe Temporal Lobe Parietal Lobe

14. W I C R – The AVID Way Three-Ring Binder Page 7 W I C WRITING ● Prewrite ● Draft ● Respond ● Revise ● Edit ● Final Draft ● Class and Textbook Notes ● Learning Logs/Journals INQUIRY ● Skilled Questioning ● Socratic Seminars ● Quickwrite/Discussion ● Critical Thinking Activities ● Writing Questions ● Open-Mindedness Activities COLLABORATION ● Group Projects ● Study Groups ● Jigsaw Activities ● Read-Arounds ● Response/Edit/Revision Groups ● Collaborative Activities R READING ● SQ5R (Survey, Question, Read, Record, Recite, Review, Reflect) ● KWL (what I Know; Want to Learn; Learned) ● Reciprocal teaching “Think-Alouds” ●

15. Cornell Notes Heading Section Title or Topic Name Date Traditional Notes Section Lecture Information Reading Notes Video Notes Demonstrations Observations (Cue Column) Processing Section Review Questions Study Questions General Questions Science Needs? Graphs / Diagrams Summary Section Key Concepts, Thoughts & Understanding

16. Costa’s Levels of Questioning

17. Sample Week in the AVID Elective Class Daily or Block* Schedule AVID Curriculum Includes: Writing Curriculum College and Careers Strategies for Success Critical Reading AVID Tutorials Include: Collaborative Study Groups Writing Groups Socratic Seminars

18. AVID Introduction The Big Picture Rigor and Success The Science Teacher’s Role in the AVID Puzzle The AVID Elective Schedule

19. RIGOR: Defined “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Adapted from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Strong, Silver, and Perini, ASCD, 2001.

20. RIGOR: AVID Goals Increase the rigor of science courses in elementary, middle and high school. Thinking and Processing Writing Inquiry Collaboration Reading Raise the bar for ALL students.

21. Explore test should be taken by middle school students (Practice ACT, assesses academic skills). PSAT should be taken by ninth, tenth and eleventh graders (NMSQT qualifying year). SAT and ACT should be taken by juniors and seniors once, if not multiple times. RIGOR: AVID Goals

22. Enroll in Advanced Placement and IB Courses as early as the tenth grade. Success and survival in college increases by students having taken at least ONE AP Course, no matter the subject area. Seniors should ■ Apply to AT LEAST ONE 4-year college or university. ■ Apply for AT LEAST ONE college scholarship. RIGOR: AVID Goals

23. Support Success for Students in the Middle by…  Using AVID methodologies with all students.  Having all students take and use Cornell Notes.  Allowing students to collaborate on and share their notes.  Considering open-note tests or quizzes on occasion.  Require the use of a notebook or binder (Interactive Notebook) that includes notes, assignment sheets, and a calendar.

24. SCHEMATA: How to Play and Win Prior knowledge and skills The world view of a student How students approach problems How students attempt to solve problems Three-Ring Binder Page 1

25. Without Filtering, Information Overload Occurs

26. Dalmation With Filtering, Understanding Information Occurs

27. Information Overload

28. Information Clarity When the Schemata Is Understood

29. Interactive Notebooks Three-Ring Binder Pages 2-7 What is an Interactive Notebook? Why use Interactive Notebooks? – Binocular Vision – Brain Research – Processing Information – Students – A Way to ‘Win’ Make a MODEL to TAKE HOME as an EXAMPLE Use and Model the Notebook all session long!

30. Make it WORK for YOU! Use a Piece of Blank White Paper Cover Page for Homework Personalizes the Notebook Course Title Student Name Two Illustrations Minimum of Four Colors  Do It - (Student Homework)  Glue It - (In Class) Use a Spiral Binder – It can be used as the science section in the AVID three-ring binders. Interactive Notebooks Three-Ring Binder Pages 2-7

31. Interactive Notebooks COVER PAGE – Student Samples

32. HOMEWORK – Number to the LAST page (after gluing pages in) – so pages cannot be torn out and used for other classes. Number the First 11 Pages Three-Ring Binder Pages 2-7 Place numbers on the bottom outside corner (see below) of the first 11 pages, starting on the first lined page (right side). This HELPS a lot in quickly and correctly attaching the pages.

33. 1 Begin Construction In Class - A flurry of cutting and pasting Supplies: Scissors, White glue/Glue sticks, tape Plan on an HOUR for younger or slower students. Front Inner Cover Gems of Wisdom Is Glued Here First Lined Page Table of Contents Will Be Constructed Here Later Interactive Notebooks Three-Ring Binder Pages 2-7

34. Interactive Notebooks  Score Sheet (Page 2)  Rubric Page (Page 3)  Left Page Work (Page 4)  Right Page Work (Page 5)  Levels Of Questioning (Page 6)  Fold It One (Page 7)  Fable Assignment (Page 8)  Acrostic Poem (Page 9)  People in Your Neighborhood (Page 10)  Public Service Announcement (Page 11)  WICR / Vertical Teaming (the last two lined pages)  Inside Back Cover - Adult Input Page Construction – Glue onto the Appropriate Pages

35. Interactive Notebooks Teacher Thoughts and Ideas Vertical Teaming / WICR Last Lined Page  Concepts  Uses  Applications HOW to USE or ADAPT This page is an EXAMPLE, use and adapt ideas Make it WORK for YOU

36. Gems of Wisdom  Possible Types of Information – Equations – Concepts – Diagrams/Illustrations – Key Vocabulary Terms Custom design for specific courses Make it WORK for YOU! Use this page during the week to record KEY and IMPORTANT information for use IN YOUR classroom. Interactive Notebooks

37. Make a Table of Contents! First Blank Page Ideas / Modifications Add a FLIP PAGE when out of room. Use 2 or 3 pages in the front. Use 1 MAIN T.O.C. and Unit T.O.C. pages. Table of Contents Left Page # Right Page # Score Sheet 2 Rubric Page 3 Left Page Work 4 Right Page Work 5 Levels of Questioning 6 Fold it 1 7 Fable 8 Acrostic Poems 9 People In Neighborhood 10 Public Service Anncmt 11 Interactive Notebooks

38. Table of Contents GENERALLY Left Page # Right Page # Processing Input Left Side Pages Right Side Pages Assignments done Notes, before OR after Lectures, Labs taking notes Practice Problems Student Generated Teacher Generated Processing Information Traditional Teaching EVEN NUMBERS ODD NUMBERS (TEACHERS are ODD!) Make it WORK for YOU! Interactive Notebooks

39. Cornell Note-taking S.T.A.R. Technique Set up the paper Take notes After class process the notes Reflect / Review 1/3 and 2/3 Title / Topic Heading: Name Date Period Name Date Period Note Taking AreaCue Column Summary Section Take Notes during a  Lecture  Reading  Video  Demonstration  Instructions  Or Other Activity Right after the Lecture 20-30 Minutes Reflect / Review Study Questions or Questions for Clarification

40. Cornell Note-taking Title / Topic Name Date Period Note Taking AreaCue Column Summary Section Take Notes during a  Lecture  Reading  Video  Demonstration  Instructions  Or Other Activity Right after the Lecture 20 – 30 Minutes Reflect / Review Study Questions or Questions for Clarification

41. NOTE-TAKING Three-Ring Binder Pages 9 - 11 Read and Take Notes about the CORNELL NOTES information on Page 9 - 11 of the Three-Ring Binder. Use ONLY the TOP PORTION of the page! Find the Next Open Entry Two Blank Facing Pages Topic Heading Read and Take Notes Use the TOP PORTION ONLY HIGHLIGHT KEY points ‘HOMEWORK’ – Write a SUMMARY. HIGHLIGHT KEY points ‘HOMEWORK’ – Write a SUMMARY 1213

42. Writing Summaries A notes summary—  is typically 3-5 sentences long.  is a concise statement using your own words.  is written about the important concepts, not about “I learned that---.” Sample methods of writing summaries  Highlight/mark 5-10 key words or phrases in the notes or reading, and use these to write a summary.  Write compare and contrast statements.

43. On Page 12 (the LEFT page) Create a Tee Chart to COMPARE and CONTRAST the current method of taking notes used IN YOUR CLASSROOM with the CORNELL NOTE-TAKING method. Costa’s Levels of Questioning Write down ideas and discuss them with the Table Group. Be ready to share out UNIQUE FINDINGS or THOUGHTS.

44. Note-taking Candle Observations 1 Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Questions to Consider “I WONDER...... “ Materials Observations Candle on Stand Cornell Notes / STAR Information 15

45. Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Questions to Consider “I WONDER...... “ Materials Observations Candle on Stand Cornell Notes / STAR Information Note-taking Candle Observations 1 15

46. Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Questions to Consider “I WONDER...... “ Materials Observations Candle on Stand Cornell Notes / STAR Information Note-taking Candle Observations 1 15

47. Candle Observations and Predictions Below Previous Notes Lighted Candle Observations Make a ‘Flip Page’ if more room is needed Demonstrations may be considered at Student Input – Creative and Interpreting Information Two Questions to Consider “I WONDER...... “ Cornell Notes Questions go here! Note-taking Candle Observations 2 15

48. Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Lighted Candle and Tube Observations Cornell Notes Write TWO Questions about the Candle and Tube Note-taking Candle Observations 3 Two Questions to Consider “I WONDER...... “ 15

49. Note Taking Candle Observations 4 Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Lighted Candle, Tube and Divider Observations Cornell Notes Pay Close Attention! Write TWO Questions about the Candle, Tube, and Divider Two Questions to Consider “I WONDER...... “ 15

50. Note Taking Candle Observations Notes about Cornell Notes Here Candle Observations and Predictions Below Previous Notes Lighted Candle, Tube, Smoke and Divider Observations Cornell Notes Pay Close Attention! Write TWO Questions about the Candle, Tube, Divider and Smoke Two Questions to Consider “I WONDER...... “ 15

51. By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question. CUE COLUMN – Done AFTER the lecture, the Cue Column (left 1/3) should be used for writing study or test questions, diagrams, vocabulary, or review information. By using Costa’s Levels of Questioning, students will learn how to better design questions to operate at higher levels of processing. Costa’s Levels of Questioning

53. By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question. List the materials used in the candle demonstration. Compare the actions of the flame when using the tube with and without the metal divider. Predict what might happen if the tube or metal were modified in some fashion.

54. Note-taking Processing Assignment - Left Page Read the Tattoo/Body Art (Special Assignment Page 10). Highlight the Key Ideas. Use the topic – Note-taking or Cornell Notes Note-taking Tattoo Slogan Illustration Explanation Notes about the Candle Demonstration Questions about note- taking and the Candle Demo 15 14

55. Practice Collaborative Assessment Special Assignment - Tattoo/Body Art, 0 to 4(5) Slogan Reflects Note-taking or Cornell Notes Illustration Reflects Note-taking or Cornell Notes Uses Four Colors Shows Creativity Explanation - Explains how the slogan and the illustration refer to Note-taking or Cornell Notes.

56. Cornell Notes Variation Physics, Chemistry & Math Word Problems Do the DUFAS Diagram Units Formula Algebra Solution Heading – No Changes Diagram Units Formula Algebra – Show all the work with units Solution – Circle and Highlight

57. Cornell Notes Variation Physics, Chemistry & Math Word Problems Do the DUFAS Diagram Units Formula Algebra Solution Heading – No Changes Diagram Units Formula Algebra – Show all the work with units Solution – Circle and Highlight