1. “Teaching Electricity and Circuits Through Inquiry” Shawna Young EdTech Leaders Online

2. Overview: The Purpose of this Workshop Provide an online PD course for elementary teachers (grades 3-5) that increases their knowledge of electricity, circuits, and inquiry Help teachers gain skills and confidence in teaching this content to their students Provide pedagogical instruction, especially with regards to scientific inquiry Ultimate goal: Impact student achievement

3. Design Parameters 6 sessions, 4-5 hours per session Video, discussion board required Align content to:  National and state-level science standards  ISTE standards Must be interactive, allow for participant engagement Must fit into a set course design template Must be relevant to teachers

4. Design Questions 1. How do we best present the science content in an online format? 2. How do we join content and pedagogy? 3. How do we create courses that are scientifically-engaging and pedagogically- valuable?

5. Design Question 1 How do we best present the science content in an online format?  Rely heavily on custom video, websites, online manipulatives, and discussion board  Content knowledge can be “static,” (e.g. readings), but pedagogical techniques should be shared  Use inquiry as a “hook” to get teachers engaged in the content, ensuring that they drive their own learning

6. Design Question 2 How do we join content and pedagogy?  Inquiry model helps participants play roles of both teacher and learner  Use discussion questions that isolate pedagogical issues and call for reflection Session 1: Discuss one or two challenges of trying to integrate inquiry-based lessons on electricity into your classroom. Describe at least one possible solution for your concerns and respond to at least one of your colleague’s posts.  Use custom videos that highlight pedagogical strategies in the context of a real classroom

7. Design Question 3 How do we create courses that are scientifically-engaging and pedagogically- valuable?  Require that they explore science content, while allowing them to share valuable pedagogical ideas over discussion board  Weave threads of student thinking and teacher practice through course, especially through videos  If in doubt, Pedagogy > Content

8. Persistent Questions How can we best use video in this course?  Chose whole-class setting, not small group  Show good teacher practice  Show student thinking Are we providing teachers with a good balance of content and pedagogy? Are teachers learning something?  If so, is it valuable knowledge?  If not, how can we fix it?

9. Teaching Electricity and Circuits Through Inquiry S1: Fundamentals of Electricity, Circuits and Inquiry  Readings and activities to increase knowledge S2: Introducing Electricity and Circuits  Focused on standards, safety, and activities S3: Making Predictions and Asking Questions  Bloom’s taxonomy, questioning and video

10. Teaching Electricity and Circuits Through Inquiry S4: Using Technology Resources  Integrating games, videos, applets, etc. S5: Designing/Building Circuits through Inquiry  Review video and develop lesson plan S6: Assessing Inquiry-based Lessons  Use resources to create rubrics for lesson plan

11. Final Project Through the Final Project, participants will Reflect on how to integrate inquiry List of State Standards Include classroom management and safety tips Develop higher-order thinking questions Find technology tools for classroom Create a lesson plan with a method for assessment.

12. Teaching Electricity and Circuits Through Inquiry Any Questions!