1. SCIEMATICS

2. WHAT IS SCIEMATICS? A year-long course which combines science 10, math 10, and chemistry 20 Students earn 15 credits in the time they would normally earn 10 Taught in an integrated manner rather than as 3 stand alone courses Assessed in an integrated manner, but reported as 3 stand alone courses An accelerated learning experience that challenges and engages students in a collaborative learning environment

3. WHY SCIEMATICS? Needed to “open up time” in students’ schedules in order to enable them to take Dual Credit Courses at LCI starting this year Liberal education Systems and supply chains Wanted to provide meaningful opportunities for academically inclined students as the nature of our Honours and AP courses was changing

4. HOW SCIEMATICS? Outcomes based assessment Strong assessment background Thorough knowledge of curriculum Take apart and put back together in meaningful way Willingness to be creative and innovative Get students involved Not afraid to try Learn from “failures” and build on strengths

5. “FIXING ASSESSMENT” Mapping classroom tests to curriculum Some outcomes WAY over represented Some outcomes not represented at all Realized that some questions were borderline ridiculous Decide to improve assessments Worked collaboratively with other chemistry teacher Having someone to collaborate with is important

6. DEVELOPMENT OF ASSESSMENT TOOLS FOR STUDENTS Physically insert curriculum outcomes into existing assignments Modify assignments to ensure outcomes are being addressed Inventory old assignments and reflect on how many times certain outcomes are being addressed. Include self assessment area for students Scalars and Vectors

7. HOW DO STUDENTS KNOW THE OUTCOMES? Outcomes are embedded into daily lessons Kids have a physical reference of outcomes Familiarize the students with the language of the outcomes Have a link between notes and assignments Chapter 5 notes

8. QUIZZES AND SELF REFLECTIONS Quizzes have outcomes shown Solutions Quiz Self Reflection while doing quiz and then follow Solutions quiz self reflection

9. DEFINE THE CONSTRUCT: SCIENTIFIC LITERACY the ability to communicate acquired scientific knowledge, concepts, and understanding of theories fluently; using appropriate mathematical, visual, graphical, and technological aspects which are most appropriate within the context of a contemporary science related issue.

10. SUB CONSTRUCTS Nature of Science, Technology and Society Attitudes Skills and Processes Knowledge Knowledge, skills, and attitude outcomes as described in the math and science curriculum are all encompassed by the STS outcomes

16. CHANGE IN PLANNING MODEL REQUIRED Out with the old… Content knowledgeSkillsAttitudesSTS And in with the new… STS attitudes knowledge skills

17. Nature of Science, Technology and Society Attitudes Skills Knowledge In order to increase scientific literacy we must start with all encompassing ideas that provide the foundation for the lens through which we perform skills in order to discover knowledge about the world in which we live.

18. WHAT DOES IT LOOK LIKE? Collaborative learning Lots of talking and struggling through concepts Use of classroom space It’s their space, not my space Visual representations Oral Presentations Observations Peer and teacher feedback Lab notebooks Tests and quizzes

19. FOCUS ON MEANINGFUL CONTEXTS Describe the development of any technology over time 4 person groups Research, make a poster, and present to class 30 minutes

20. TYING MEANINGFUL CONTEXT TO CURRICULUM Have the students do this! As we work through the curriculum, students add to their posters. Give each other specific feedback Clarity Visual appeal Add to each other’s posters Discussions and learning

21. WHAT’S DIFFERENT ABOUT MY CLASSROOM? Before I mostly lectured I liked students to be quiet so as to not disrupt others Rows Assessments were only summative Low quality tests and quizzes Distinct separation between, teaching, learning, and testing Did not deviate from my plan Now Hardly any lecture Students are encouraged to talk with each other often “Chaotic” Most assessment is formative (AFL, AAL) High quality tests and quizzes Learning, instruction, and assessment are complimentary LOVE to deviate from the plan

22. YEAR AT A GLANCE The first “Year Plan”Year Plan It is much different now!