1. Large Scale Professional Development in Science Education The Example of SINUS ( Increasing the Efficiency of Mathematics and Science Instruction) Matthias Stadler, Kiel (Germany) S-TEAM start-up meeting, Trondheim, May 8th 2009

2. 199819992000200120022003200420052006200720082009 BLK-Pilot-Program „Increasing the Efficiency …“BLK-Program SINUS-Transfer 1 st Round (03-05) 2 nd Round (05-07) 180 Schools850 Schools1.800 Schoolsall Schools „3 rd Round" (starting 2007) Dissemination in Federal States SINUS Pilot-Programm (98-03) Program History

3. Conception of the Quality Development Program: "Increasing the efficiency of science and mathematics instruction" Aim: Improving classroom instruction  From "problem-areas" towards "modules"  Introduction of quality development at the participating schools  Cooperation of schools / teachers & research on learning / instruction

4. Modules of the Program (1)Further development of the task culture (2)Scientific work and experiments (3)Learning from mistakes (4)Securing basic knowledge (5)Cumulative learning: Experiencing increase in competencies (6)Integrative features of instruction (7)Promoting girls and boys (8)Developing tasks for cooperative learning (9)Strengthening students' responsibility for their learning (10)Assessment: Measuring & feedback of students' competencies (11)Quality development within and across schools

5. Module 2: Towards more adequate Views of scientific Work and Experiments  The standard teaching method - instruction is strictly focused at a particular aim (e.g. a formula) - narrows down the role of experiments: errors have to be avoided, hence "everything" is planned: how to set up the experiment, how to measure (without errors) there is usually no or only very little room for students' active engagement  'Minds On' - not only 'Hands On'  The experiment as allurement or challenge for thinking  Support discourse among students about planning and interpretation of an experiment  Support generating "research" questions and hypotheses by students  To bring different emphases of scientific work in all the different science subjects (biology, chemistry, physics) together

6. Organisation state coordinator Program manager Set school Set school Set school Set school Set school Pilot school State institute University School authorities Set coordinator School coordinator

7. Introduction of Quality Control & Quality Development  Working on classroom instruction on school level  Getting support and stimulation from educational research and didactics  Working on problems in cooperation with teacher colleagues at the school  Developing materials, units, instructional designs in a situated and problem-oriented manner  Trying out and assess new developments  Spreading the program's approach in the school  Exchanging results and experiences beyond the limits of the school (cooperation within school networks)