1. CONNECT-ED PHASE II TRAIN the TRAINERS WORKSHOPS 2/18/09 & 2/25/09

2. What is Train the Trainers? Why do we have it? How does it fit into Phase II? Who are YOU?

3. CONNECT-ED (C-E) Phase II: Collaborative Professional Learning Organized Around the Big Ideas in Science and Mathematics Electives Leadership Development thru PLC training Guide larger grp in each district to address district priorities Train the Trainers Program More teachers design BIMs Apply “Big Ideas Thinking” to classroom instruction and district- wide K-12 science/math programs Funding- District Grants BIMs

4. CONNECT-ED Professional Development in Science and Mathematics

5. CONNECT-ED Professional Development in Science and Mathematics

6. CONNECT-ED Professional Development in Science and Mathematics

7. Individual pieces…. Some not covered… Teachers “dreaming” of connections…. CONNECT-ED Professional Development in Science and Mathematics Dis-Connections…

8. Coherence: “Being logically or aesthetically consistent, with all separate parts fitting together to form a harmonious or credible whole." CONNECT-ED Professional Development in Science and Mathematics

9. “Big Idea Modules” Elementary, Middle and High School lessons that build content through the day Full day workshops where teachers experience this series of selected lessons from different grade levels Designers of BIM present them and provide their different grade level perspective Scientist/ mathematician help content learning and consider connections to real world In a series of BIMs, discuss horizontal and vertical connections CONNECT-ED Professional Development in Science and Mathematics J. Lemasney Rider OIT

10. CONNECT-ED & “How People Learn” 1. Engage Prior Understandings -Know about prior learning and how their piece fits into the bigger K-12 curriculum -Consider prior knowledge & misconceptions 2. Essential Role of Factual Knowledge and Conceptual Understandings -Organizes concepts in the context of Big Ideas -Show connections between concepts and between Big Ideas 3. Importance of Self-Monitoring -Reflection on learning -Identify additional information needed Brandsford et al. (2000) CONNECT-ED Professional Development in Science and Mathematics

11. Result: Teachers help students consider basic concepts in big picture context. Evaluation: “It is unusual to see gains [in content knowledge] as deep and broadly distributed as those from [the summer institute].” (EDC 2004 evaluation) ________________________ Program’s strengths include: focus on engaging numerous partners in very intentional ways, recruiting diverse perspectives (ES, MS, HS, administration, science/math specialists) for design teams and in participant populations, and guiding teams to succeed in producing and presenting BIMs. (TCC 2006 Evaluation) CONNECT-ED Professional Development in Science and Mathematics

12. “The next generation of standards and curricula at both the national and state levels should be structured to identify a few core ideas in a discipline and elaborate on how those ideas can be grown in a cumulative manner over grades K-8.” Taking Science to School: Learning and Teaching Science in K-8. (2006). National Research Council (NRC). www.nap.eduwww.nap.edu ________________________________________ “The Science Anchors initiative is a new NSTA project that seeks to help bolster student achievement in science by identifying a smaller set of core science concepts, or anchors, that can serve as the new national science framework.” NSTA Express, March 2007. CONNECT-ED Professional Development in Science and Mathematics

13. “Teachers who understand the Big Ideas of mathematics translate that to their teaching practices by consistently connecting new ideas to Big Ideas and by reinforcing Big Ideas throughout teaching. ….. effective teachers know how Big Ideas connect topics across grades; they know the concepts and skills developed at each grade and how those connect to previous and subsequent grades.” Big ideas & Understandings as the foundation for Elementary & Middle School Mathematics, Charles, 2005, NCSM journal v. 8, n. 1

14. “An approach that focuses on a small number of significant mathematical “targets” for each grade level offers a way of thinking about what is important in school mathematics…” ______________________________ “Organizing a curriculum around these described focal points…. can provide students with a connected, coherent, ever expanding body of mathematical knowledge and ways of thinking.” Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. (2006). The National Council of Teachers of Mathematics, Inc. Reston, VA. www.nctm.orgwww.nctm.org. CONNECT-ED Professional Development in Science and Mathematics

15. Pg. 43 AAAS Project 2061 Atlas of Science Literacy CONNECT-ED Professional Development in Science and Mathematics Use resources available to guide: NJ CCCS’s AAAS Atlases of Science Literacy NCTM’s Curriculum Focal Points District scope/sequence

16. STC & STC/MS FERA Learning Cycle Focus Getting started Explore Inquiry Reflect Reflect on what you’ve learned Apply Readers & extensions © NSRC FOCUS: Investigate & clarify ideas learners already have EXPLORE: Engage in the phenomena to be investigated REFLECT: Discuss observations & reconcile new ideas w/ prior knowledge APPLY: Discuss and apply new ideas in new situations

17. This training: Merger of 2 different approaches…. -the 6-hr “Standard” BIMs & -Modified model for undergrads

18. Common Language Big Idea Module - Strand - Big Idea - Benchmark/Standard - BIM Focus - FERA -

19. How can “standard” BIM design process be adapted so that more people can experience it?

20. An example: Pre-service Elementary Teachers  Reasons for the need for adjustment: When they become teachers, they will be teaching grades K – 5 When they become teachers, they will be teaching grades K – 5 Did not have the time for to prepare or share a six hour BIM Did not have the time for to prepare or share a six hour BIM Pre-service teachers have limited experience Pre-service teachers have limited experience Minimal familiarity with curriculum Minimal familiarity with curriculum

21. Adaptations  Focus was presented as a problem that is appropriate for middle school  Grade levels were Early Elementary: K – 2 Early Elementary: K – 2 Middle Elementary: 3 – 4 Middle Elementary: 3 – 4 Upper Elementary: 5 – 6 Upper Elementary: 5 – 6  Model BIM – limited to one 2 hr 40 min period  Work done in 2 periods + outside time  BIMs presented simultaneously

22. What will we do today?  Experience a Training BIM that we have adapted from a pre-service BIM This BIM will be an example of the flexibility that is possible when using a BIM This BIM will be an example of the flexibility that is possible when using a BIM This Training BIM was designed to meet the goals of today’s meeting This Training BIM was designed to meet the goals of today’s meeting  Create a BIM based on adaptations you will decide upon  Monitor your own process of designing

23. Focus for 2/18/09: Leave with an understanding of what it takes to design a BIM Focus of 2/25/09: Leave with an understanding of what it takes to help others design a BIM

24. Let’s experience a BIM using a model that you are not familiar with…. As you work, consider how this new BIM compares to your previous experiences with BIMs.

25. Reminder: Build Pagoda as the Model BIM unfolds; switch to Word document

26. Debriefing questions: What kinds of learning happens in a BIM? What does this new model show about the versatility in how BIMs can be created and used? What are the potential applications in teacher practice &/or district initiatives?

27. Comparison of 2 different BIM models: -Content study -Explore content connections -Awareness about other grades -Opportunity to align curricula -Variety of inquiry approaches -Time involved -Audiences

28. Regular BIMs Team of 3 teachers and 1 admin/BIM 2-day training to begin design process ~6 month design effort Access to scientist/ mathematician assigned to team Extended exploration of the content, connections, big idea, student misconceptions, teaching strategies, vertical articulation Product: polished 6 hr workshop used in summer institutes and as stand alone workshops; small # of teachers with deeper understandings Mini-BIMs Class of ~30 students 1 class mtg: intro ~2 class design effort Instructor serves as content expert Short exploration of the content, connections, big idea, student misconceptions, teaching strategies, vertical articulation Product: completed worksheets; larger # of students/teachers with improved understandings 2 Models of BIM Design

29. Reminder to Kathy.. Let them EAT! Please be ready to start again at 12:45

30. Make your own adapted BIM: -Identify your audience and their needs -What is the intent in guiding this audience to create BIMs? -What adaptations do you think will be necessary to accomplish these goals? Consider: grade levels to cover time content knowledge of audience familiarity with BIMs intent for the BIM “products”

31. -Choose either math or science; use appropriate resources -Use Concept Strand Selection worksheet to decide on Big Idea -Complete Key Concepts & Connections sheet as you work (pagoda!) -Track your steps by completing blank Design Steps Matrix (paper or electronic) “name” the steps (Col. 1) and describe what happened in each(Col. 2) [3 rd and 4 th col. are for homework!]

32. GO!

33. Steps taken to create a BIM: (We will continue this discussion next week!)

34. Homework Complete all 4 columns of Matrix for your newly designed BIM. Complete the Pagoda for this BIM. Find out what your district’s plans are for the use of your new skills! Send your completed Matrix to all of us by Monday 9a.m. next week. (This implies that your grp comes to agreement on a final matrix.) One member of each grp “Reply all” to email sent to you this morning. If you have time, take a look at the other grps’ matrices before you come to 2 nd day of training.