CBE Learning Leaders/
Lead Teachers
April 2015
Session 5
!
Chenoa Marcotte
Amy Park
galileo.org/pl-cbe
!
#GalileoCBE
Case Study
•
Which of the tasks most mirrors the work of a
conservation biologist? Why?
•
What are the processes that make it authentic to the
discipline?
Identify Learning Intentions
!
!
Think about the topic and
hook you brought today.
What is it that you want
students to understand and/
or be able to do in relation
to this topic?
!
Use page 1 to identify the learning intentions.
Discipline:
Conservation
Biology
Identify a Discipline/Field
Based on the learning intentions you have listed,
which discipline/field do you want students to engage
in?
!
!
Life Sciences
• Genetics
• Agriculture
• Food Science
Engineering
• Conservation
• Civil
• Zoology
• Structural
• Entomology
• Electrical
• Medicine
• Mechanical
• Biological/Biomedical
• Chemical
Sciences
• Marine
• Ecology
• Architecture
• Botany
Potential Disciplines and Fields
!
!
!
English and Literature
• Writing
• fiction
• non-fiction
• poetry/prose
• genre
• Comparative
• historical
• cultural
• Critical Theory
Political Science
• Political Advising
• Lobbyism
• Government
• Law
• Policy Development
• International Relations
• Law
!
Business
• Management
• Economics
• Entrepreneurship
• Finance
• Accountancy
• Marketing/Advertising
• Designing
Geosciences
Computer Sciences
• Hydrology
• Graphic Design
• Mineralogy
• Game Design
!
• Palaeontology
• Computer Engineering
Visual and Performing Arts
•
Seismology
• Robotics
• Music
Social Sciences
• Geology
!
• composition
• Anthropology
• Geography
Mathematics
• performance
• Sociology
!
• Risk Management
• Dance
• Community Development
Anthropology
• Statistics
• Theatre
• Political Science
• Archeology
• Actuary
• Art
• History
• Physical Anthropology
!
• Cinema and Media Arts
• Classics
• Biological Anthropology
Psychology
!
• Languages
•
Cultural Anthropology Communications
• Human Development
• Philosophy
!
!
• Media Communications
!
Physical Sciences
Kinesiology
• Radio/TV/Film
• Physics
• Sport Management
• production
• Astronomy
• Public Health
• performance
• Chemistry
• Fitness Leadership
• Journalism
• Environmental Sciences
• Public Relations
Report
Findings
Analyze
Data
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology
Design
Experiment
Refine
Experimental
Methods
Field
Test
Data
Organization
Gather
Materials
Discipline Process
!
!
Based on the learning intentions and the
discipline you have identified, work
with a partner to begin identifying the
steps in the process that someone in this
field would engage in to come to new
understandings/create/invent/problem
solve/etc.
!
Place this on chart paper.
Colleague Feedback
Circulate and look for disciplines that are similar to yours.
What can you learn from the way others have articulated
the steps in the process?
!
Using the sticky notes, offer suggestions or ask questions.
Act on Feedback
•
read through your feedback
•
discuss the suggestions
•
make any necessary refinements
Report
Findings
Analyze
Data
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology
Design
Experiment
Refine
Experimental
Methods
Field
Test
Data
Organization
Gather
Materials
Task Possibilities for
Conservation Biology
•
The processes in Conservation Biology could be used as a framework for:
•
wetlands study
•
plant study
•
forest study
•
insect study
•
school yard study
•
human interaction with
the environment
•
etc…
Task: Descriptive Field Study at
Local Wetland
Identify Task
Thinking about the processes you identified for your
discipline, what is the most appropriate task that will
invite students into the same discipline process?
!
Use the brainstorming sheet to generate ideas (p. 2).
Based on the steps identified in the discipline process,
what will the teacher and students do in relation to the
Wetlands Study?
!
- subtasks?
- assessment?
- mini-lessons?
- expert involvement?
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Identify/
Pitch
Problem
-
teacher pitches problem/issue/question
students participate in an initial debate
brainstorm possible sub-problems
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Identify/
Pitch
Problem
Background
Research
-
Discipline:
Conservation
Biology
-
-
possibly visit field study location
co-create criteria/rubric for
effective research
teacher identifies potential
resources for students
teacher provides necessary minilessons:
- jot notes
- reliability of sources
- referencing, etc.
connect with relevant expert
students document and organize
relevant information
students give and receive
feedback from peers, teacher,
expert re: quality of research
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands Study
-
Design
Experiment
conduct a related guided experiment
co-create rubric for design of
experiment
teacher provides mini-lessons and
possible templates to support students
students collaboratively design an
experiment connected to the problem
students share initial design with
peers
Scientific critique: peers and teacher
provide specific feedback re: designs
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Design
Experiment
Refine
- teachers will provide time for Experimental
Methods
-
students to act on feedback
students will make necessary
refinements
teacher will hold students
accountable for making
improvements
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
-
-
-
students will generate list of
necessary materials specific
to their study
students will receive
feedback on their lists and
Gather
make necessary
Materials
refinements
teacher will help with
access to materials
Design
Experiment
Refine
Experimental
Methods
Identify/
Pitch
Problem
-
-
-
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
teacher will provide guidelines for
how data could be recorded and
documented
co-create assessment criteria re:
proper and effective data
organization
teacher will provide mini-lessons as
needed:
- appropriate use of charts, tables,
graphs, etc.
- technology
Data
- proper organization
Organization
Design
Experiment
Refine
Experimental
Methods
Gather
Materials
Identify/
Pitch
Problem
-
co-create rubric for effective field
study and accurate data collection
teacher will organize off-site trip to
field study location
students will conduct tests and
collect data
teacher will circulate and provide
necessary feedback
students will digitally document
their test in process
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Design
Experiment
Refine
Experimental
Methods
Field
Test
Data
Organization
Gather
Materials
-
-
teacher will provide mini-lessons related
to data analysis, technology, etc.
Identify/
co-create rubric focusing on accurate
Pitch
data analysis
Problem
students will analyze their group’s data
and create appropriate representations to
be included in final report
receive feedback on data analysis from
teacher
Analyze
Data
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Design
Experiment
Refine
Experimental
Methods
Field
Test
Data
Organization
Gather
Materials
-
-
-
-
-
co-create
rubric for final
report
Identify/
students will
Pitch
finalize their
Problem
Report
Background
findings and
Research
Findings
create a report
that adheres to
criteria outlined
teacher
provides
Design
necessary Analyze
Discipline:
Experiment
Data
supports/
Conservation
Biology!
feedback to
Task: Wetlands
individual
Study
groups
students will
present findings
Refine
Field
to an audience
Experimental
Test
(peers, expert,
Methods
community,
etc.)
groups will
Gather
Data
identify new
Organization
Materials
problems
related to
findings
Report
Findings
Analyze
Data
Identify/
Pitch
Problem
Background
Research
Discipline:
Conservation
Biology!
Task: Wetlands
Study
Design
Experiment
Refine
Experimental
Methods
Field
Test
Data
Organization
Gather
Materials
Based on the steps in the process, what will the
teacher and students do?
!
- subtasks?
- assessment?
- mini-lessons?
- expert involvement?
Area I Elem - http://goo.gl/jAXUrm
Area I Sec - http://goo.gl/TYMclM (lower case L)
Area II Elem - http://goo.gl/ONAtbW (capital o)
Area II Sec - http://goo.gl/3NT4G0 (#0)
Area IV Elem - http://goo.gl/uOAPFT (capital o)
Area IV Sec - http://goo.gl/Pcdc5N
Area V Elem - http://goo.gl/p0wbmv (#0)
Area V Sec - http://goo.gl/gUJnuz
Repository of Discipline-Based
Task Designs
Area I Elem Repository - http://goo.gl/vRkJmI (capital i)
Area I Sec Repository- http://goo.gl/smzQH1
Area II Elem Repository- http://goo.gl/G66pHR
Area II Sec Repository - http://goo.gl/lJjlNp (lower case L's)
Area IV Elem Repository - http://goo.gl/cz8FQz
Area IV Sec Repository - http://goo.gl/nLoLsC
Area V Elem Repository -http://goo.gl/XJUabf
Area V Sec Repository - http://goo.gl/iDmTSM
Finish adding task to the Google Form (be sure to save
the correct link).
!
As a part of your school’s leadership team, have a
conversation with your administration about how your
school has taken up the TEF principles. What is
working to engage teachers in collaboration around
the principles? What could be worked on? Come back
prepared to discuss the TEF from your school’s context.