N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Turning Ideas into Reality Science Objects, SciPacks and The NSTA Learning Center Al Byers Assistant Executive Director National Science Teachers Association

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Turning Ideas into Reality: Session Purpose Purpose Present an overview of NSTA’s new e-learning PD product and a systems-based approach to consuming high quality PD resources via The NSTA Learning Center

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Yes Ms. Hellens, I did say it would be great if we could better ‘train’ our teachers…but this is not exactly what I had in mind ! Professional Development

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Barclay! The adjacent school district’s test scores went up 25% last year apparently due to ‘e-learning.’ Whatever that is I want two of them! E-learning …the hype

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N The NSTA’s Mission: To promote excellence and innovation in Science Teaching and Learning for All The Issues: –Science –Scale –Sustainability The National Science Teachers Association CBR Perspective: Year 1 MSP Projects invested 100 million dollars. Half of 361 project reported serving 48 or fewer teachers with over 50% projects costing $250,000 or more. 49,500 total teachers affected. 2006: $183 million for 500 projects

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N What we know—LSC Core Evaluation: K-8 Weaknesses (75,000 data points) –What % of classrooms portrayed science as dynamic body of knowledge? –What % of classrooms had appropriate/ worthwhile degree of “sense making” on presented content? Bridging the Gap between Research and Practice in PD Only 24% Only 12%

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N What we know—LSC Core Evaluation: K-8 Weaknesses (75,000 data points) “Teachers of Science” with less then 16 hours of PD in Science Education in last 3 years –What % at K-4 level? –What % at 5-8 level? –What % at 9-12 level? 76% 57% 32% Bridging the Gap between Research and Practice in PD

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N The Research: Increased Content Knowledge A positive correlation exists between student achievement and teachers’ content knowledge (Cochran-Smith and Zeichner, 2005; Darling-Hammond and Bransford, 2005; Goldhaber and Brewer, 1998; Goldhaber and Brewer, 2000; Grossman, 2005; Ma, 1999; Monk, 1994; Wenglinsky, 2002; Wilson, Floden and Ferrini-Mundy, 2001)

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N The Challenge: Accessible Content Knowledge How provide PD resources that are: – affordable, – of “High Quality,” – standards-aligned, – content-specific, – available on-demand, –supports local curriculum to support the nation’s 2 million teachers of science?

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Teacher PD Indexer PD Products and Services Online Journal Articles University Online Affiliates NSTA Books and online Chapters Symposia & PD Institutes Regional/State Face-to-Face PD connector reminder SciGuides document N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N NSTA Certification NSTA’s e-PD Solution: The NSTA Learning Center My Prof. Develop. Plan My Transcript My Library My Portfolio My Calendar NSTA SciPacks and Science Objects Search Engine Online PD Catalog connector

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N NSTA’s Solution

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N SciPack High Level Production Cycle Content Development Analysis and Design Development Phase 1 Review Round 1 Release Annual Evaluation Development Phase 2 Review Round 2 Pilot Testing Scope completed Key Ideas and Evidences Identified PI component for scope created Evidences refined in light of PI content PI for SciPack started Writer creates content Media storyboards created Content Authored into LCMS Content reviewed online Reviews Conducted: end user, assessment, scope adherence, content Revisions based on reviews Media created and imported into LCMS Content reviewed online Reviews Conducted: end user, assessment, accessibility, content, and editorial Content ported from development to public delivery server Quality Assurance testing Formative evaluation of SciPacks and SO’s Analysis of captured assessment data Analysis of Data collected through LCMS 8 weeks to create Scope 5 weeks per SO weeks per SciPack 2 weeks/SO 10 weeks/SciPack 5 weeks/SO weeks/SciPack 2 weeks/SO 10 weeks/SciPack 2 weeks ~8 months to complete 1 SciPack Process Repeats for each Science Object

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Life Science Cell Structure and Function Cell Division and Differentiation Cells and Chemical Reactions Regulation and Behavior of Organisms Heredity and Variation Biological Evolution Natural Selection Interdependence of Life Flow of Matter and Energy in Ecosystems Resources and Human Impact Earth and Space Science Earth, Sun and Moon Gravity and Orbits The Solar System The Universe Weather and Climate Earth’s Changing Surface Earth’s History Rock Cycle Plate Tectonics Physical Science Magnetic and Electric Forces Force and Motion Nature of Light Energy Elements, Atoms and Molecules Atomic Structure Chemical Reactions

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Three Districts in 3 states Charlotte-Mecklenburg, NC Omaha Public Schools, NE Everett Public Schools, WA Blended f2f and online only Participants Feedback Independent third-party pre/post assessment instrument Final embedded assessment The Proof is in the Pilots 3 District Pilot Tests

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Participant Feedback very confident in their abilities to teach the subject matter: 7%: Before completing F&M SciPack 60%: After completing F&M SciPack 98%: Found SciPack content relevant to their needs 96%: Would recommend SciPack to their colleagues 98%: Found interactive sims worthwhile to their learning The Proof is in the Pilots 3 District Pilot Tests

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Pre/Post Assessment and Final Assessment Results –Horizon Research, Inc. Instrument: positive significant gains in learning between pre/post test results –Final Assessment: 92% passed the final assessment Current and Future Pilots –State of West Virginia Pilot –Tri-state Pilot: VT-NH-RI –Are other MSP Projects interested? The Proof is in the Pilots 3 District Pilot Tests

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N 33 Science Objects released as part of Beta Launch of the NSTA Learning Center Topic Areas: Science Objects Launch November, 2006 Force and Motion The Universe The Solar System Gravity and Orbits Energy Earth, Sun & Moon Coral Reef Ecosystems Plate Tectonics Rocks

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N 1-2 hour discrete online learning experience in a particular topic Incorporates interactive simulations of phenomena in an engaging way Embeds questions to promote interaction and learning via 5E inquiry strategy Based on the science literacy goals in the science education standardsscience literacy

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N

NSTA’s Solution: Science Objects

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N

Sample Interactives and Multimedia from various Science Objects –Air TrackAir Track –Seismic WavesSeismic Waves –Phases of the MoonPhases of the Moon

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N 5-10 Hour On-line Learning Experience 3-5 Science Objects, plus –Individualized support –Pedagogical Implications component –Final assessment

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Turning Ideas into Reality: NSTA e-PD Portal Discuss need & challenge Present NSTA solution –Science Objects –SciPacks Present a PD system to support solution on a national scale

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Pedagogical Implications Component

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N NSTA’s Solution: Science Objects

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N NSTA’s Solution: Science Objects

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N NSTA’s Solution: Science Objects

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Support Components for SciPacks

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Support Components for SciPacks Orientation/Navigation Support (how to navigation SciPack) Technical Support Help Desk (issues accessing content) Subject Matter Expert Wizard (intelligent coach via )

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N The Caution: Strategic Analysis of Online PD for Mathematics Online Professional Development (OPD) for Mathematics Teachers: A Strategic Analysis From Executive Summary “This review did not find a single OPD site that provided independent evidence of its effectiveness…” “OPD sites lack the capacity to demonstrate user progress that can be attributed to these tools. For example, they lack rigorous independent assessments of what teachers learned...” Alan Ginsburg, US Department of Education; Tracy Gray, American Institutes for Research; Douglas Levin, American Institutes for Research, June 2004.

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N OPD for Mathematics Teachers: A Strategic Analysis-Table Summary Area of OPDCurrent Weaknesses and Limitations Overall Effectiveness No scientifically based evidence of changes in teacher practices or student outcomes Learner- Centered Environments Without a single electronic access point, teachers must devote substantial time to discover sites with substantive and appropriate mathematics content. Standards for design of OPD training are often unclear Few sites offer individualized initial assessments of teachers’ mathematical content and pedagogical needs to guide selection of instruction. Knowledge- Centered Environments Little training is available in advanced mathematical content, such as for middle- school algebra or geometry teachers. Few sites take advantage of online simulation capabilities Community- Centered Environments Most discussion sites are not moderated, and amount to little more then chat rooms Assessment- Centered Environments Teacher participants may not be assessed at all, and when tested, they evaluate teachers’ content knowledge but not their ability to apply what they have learned

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Turning Ideas into Reality: The NSTA Learning Center –Address Scale/Impact on National Level –Wealth of resources Face-to-Face PD, Online Journal Articles, SciGuides, NSTA Books and Online Chapters, Symposia and Web Seminars, University Online Affiliates, SciPacks and Science Objects, and more. –Facilitates learning and assesses comprehension –Available on-demand –Affordable and sustainable

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N For a beta preview of the NSTA Learning Center

N A T I O N A L S C I E N C E T E A C H E R S A S S O C I A T I O N Thank You Al Byers PH: