Part 3 Choosing the Most Appropriate Graph for Your Data
“So, should I use a bar graph?” Students are often unsure of how to depict data in a manner that elucidates the trends and exposes any disruptions that need to be revealed. In addition, they often define their choices based on the type of graph (pie, bar, line, scatterplot, histogram, etc.) rather than identifying how […]
PLT: Making a Successful Transition to Standards-based Learning
Primary Team Goal: To design original phenomenon-driven units that target performance expectations in math and science through the pursuit of curiosity and reflective critical thinking. Professional Learning Teams (PLTs) differ slightly from professional learning communities you may belong to in your school setting in that PLT members come from all over the world so there is […]
Helping Students Give Kind and Useful Critical Feedback
One of the tools of student-centered teaching is the peer review process. In this technique, students gather in small groups and present their work to one another. The audience of peers is asked to use their knowledge and experience to give critical feedback to the presenter so they can improve their work before it is […]
PLT: Fostering an Adventurous Exploration of Our World
Primary Team Goal: To build a strong repertoire of scientific experimentation and data analysis skills in students for mastery of performance-based assessments such as Internal Assessments (IAs) for IB, independent research, or Capstone Projects in AP and PBAT programs. Professional Learning Teams (PLTs) differ slightly from professional learning communities you may belong to in your school […]
PLT: What Will We Take Forward?
Primary Team Goal: To fearlessly redesign the broken aspects of traditional classroom education in response to a year filled with numerous faltering systems and the illumination of unbearable inequities. Professional Learning Teams (PLTs) differ slightly from professional learning communities you may belong to in your school setting in that PLT members come from all over the […]
PLT: Making a Successful Transition to Standards-based Learning
Primary Team Goal: To design original phenomenon-driven units that target performance expectations in math and science through the pursuit of curiosity and reflective critical thinking. Professional Learning Teams (PLTs) differ slightly from professional learning communities you may belong to in your school setting in that PLT members come from all over the world so there is […]
Developing and Using Models Part 1
In this workshop we will explore 2-dimensional modeling for use in Next Generation science and math courses. Whether it is a schematic diagram, a systems map, a simulation, a graph or a computer algorithm, models are used pervasively throughout science to interpret, predict, and test the way individual variables interact to yield a complex interrelated […]
Statistics for Teaching Science: Part 1 Measuring and Reporting Uncertainty
All measurements include some degree of uncertainty or error, but how it is reported is decided by the person collecting the data. Because analysis is dependent on the data collected, the method used to report error can substantially impact the strength of the claims made and conclusions drawn. In this workshop, we will explore five […]
Using Process Portfolios to Document Thinking and Learning
This 1.5 hr. workshop is dedicated to making thinking “visible” by documenting what influences a student’s thought process and by keeping track of the changes that occur when additional information is acquired. Process portfolios can be used in any subject area where a student’s ideas are evolving: a piece of writing, an experiment, a model, […]
PLT: Fostering an Adventurous Exploration of Our World
Primary Team Goal: To build a strong repertoire of scientific experimentation and data analysis skills in students for mastery of performance-based assessments such as Internal Assessments (IAs) for IB, independent research, or Capstone Projects in AP and PBAT programs. Professional Learning Teams (PLTs) differ slightly from professional learning communities you may belong to in your school […]