Inquiry Based Approaches to Measures Seminar 2018 Science Inquiry - - PowerPoint PPT Presentation

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Inquiry Based Approaches to Measures Seminar 2018 Science Inquiry - - PowerPoint PPT Presentation

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Inquiry Based Approaches to Measures Seminar 2018 Science Inquiry Based www. pdst. ie Technology Learning Proficiencies Engineering Misconceptions Maths Key Messages Proficiencies Mathematical Proficiencies encompasses conceptual

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Proficiencies Inquiry Based Learning Science Technology Engineering Maths Misconceptions

Inquiry Based Approaches to Measures Seminar 2018

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Key Messages

Seminar Success

Proficiencies

Mathematical Proficiencies encompasses conceptual understanding, procedural fluency, adaptive reasoning, strategic competence, and productive disposition and are an essential part of pupil learning and develop through choice of task and classroom climate

Inquiry Based Learning

Pupils’ mathematical skills, language and conceptual understanding are enhanced when they engage in Measures through Inquiry Based tasks

STEM

Purposefully planned integration allows pupils to apply learning in Measures to real-life Scientific contexts

Misconceptions

Pupil misconceptions can prohibit their conceptual understanding of Measures

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Rationale for Measures

TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schools Clerkin, Perkins & Cunningham (2016)

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“…measurement should not be taught as a simple skill; instead it is a complex combination of concepts and skills that develops slowly over years…” “…likely a function of how the subject is taught – too much reliance on pictures and worksheets rather than hands-on experiences and a focus on skills… Tom’s house is 5km from the school. The bus brings him 4km 300m and he walks the rest of the way. How far does he walk?

Clements & Stephan, 2001 Van de Walle, 2013 Textbook Problem

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TIMSS 2011

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Investigating Slopes

Set Up Predict Measure Graph

Set up the half-tube on the floor with some blocks underneath one end. Predict how far the toy car will roll along the ground. Then let it go. Measure how far the car travels using a broken ruler. Repeat a number of times, changing the angle of the slope. Make a graph of your results. Did the angle of the slope make any difference to the distance the car travelled?

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Mathematical Proficiencies

Skills

Content

Conceptual Understanding

Strategic Competence

Productive Disposition

Procedural Fluency Adaptive Reasoning

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Measures and the Wider Maths Curriculum

Number and Place Value Measuring familiar objects connects ideas of number to the real world, enhancing number

  • sense. The metric system of

measurement is built on the base-ten system of numeration

Van de Walle, Karp and Bay-Williams (2013) p.375

Geometry Developing perimeter, area and volume formulae requires understanding shapes and their

  • relationships. Measures help

describe shapes and angular measures play a significant role in the properties of shapes Data Statistics and graphs help describe and answer questions about our world. Often this description is in terms of measures

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Inquiry Based Learning

…involves going beyond information to search for an explanation. It involves posing thoughtful questions to help understand the “why” behind the information. Teaching Council, Ezine, December 2017 “Inquiry Based Learning puts the emphasis initially on curiosity and observation, which are then followed by problem solving and experiments.” STEM Education in the Irish School, p.35

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Continuum of Assessment

  • KWL
  • Two Stars & a Wish
  • PMI
  • Rubric
  • Learning Log
  • Teacher/Child

(Rubrics, portfolio)

  • Teacher/Teacher
  • Teacher/Parent
  • Work samples
  • Maths Journal
  • E portfolios

(Seesaw)

  • Concept Maps
  • Mind maps
  • Tree Diagrams
  • Minimal

Defining Lists

  • Instructional

Framework

  • Pupil

Questioning

  • Rubric
  • Checklist
  • Target Child
  • Time sample
  • Shadow study
  • Drumcondra
  • Sigma T
  • Ballard Westwood
  • Rubrics
  • Checklists

Page 8, Prompts

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Which tablets would you buy?

Page 7, Booklet Page 8, Examples

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Inquiry Based Learning

Capacity Who can hold the most? p.174

Money Coins in my pocket p.287 Time Just a minute p.237 Weight Marbles in a cup p.155

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Concept Cartoons

Which response is right? Why? How could this concept cartoon be used for IBL in STEM? What possible misconceptions could this concept cartoon reveal?

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An integrated approach to STEM enables learners to build and apply knowledge, deepen their understanding and develop creative and critical thinking skills within authentic contexts. (DES, 2017)

Science needs mathematics

  • r other abstract symbols

when it reaches the limit of what can be expressed using everyday language. (Fibonacci Project, 2013)

Digital technology is crucial in supporting teaching, learning and assessment. (DES, 2017)

Integrated Nature of STEM

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Build a Bridge

Plan to build a freestanding bridge using:

  • Newspaper Sheets

x10

  • Sticky tape

Must hold manual 30cm over table for at least 5 seconds

Plan to develop both maths and science skills using pages 2-5 in your booklet for guidance Carry out the plan and share your findings and results through a mini- plenary One Group: Photo documents their investigative journey for Adobe Spark

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Linkage and Integration

Mathematics Number Algebra Measures Shape and Space Data Measures Weight Length Area Time

Science Skills Designing and Making Exploring Planning Making Evaluating Working Scientifically Questioning Observing Predicting Investigating and experimenting Estimating and measuring Analysing: Sorting and classifying Recognising patterns Interpreting Recording and communicating

Mathematical Skills Implementing Understanding and Recalling Applying and Problem-Solving Communicating and Expressing Integrating and Connecting Reasoning

Build a Bridge

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Further Integration Opportunities

Weight

  • Tom’s challenge p.156
  • Tin foil boats p.151
  • Investigating food packaging & contents

p.158

  • Recipes p.159
  • The perfect suitcase project p.161

Capacity

  • Class lunch p.188
  • Popcorn project p.189
  • Displacement p.190
  • Puddles p.193
  • Density tower p. 192
  • Design a cereal box p.202-203

Time

  • Candle clock p. 226
  • Bike ride problem p.263
  • Running a kilometre p.263
  • Just a minute p.237
  • Seasons p.232

Area

  • Garden challenge p.102
  • Design a bedroom project p.113

Length

  • Tracking growth p.50
  • Tayto Park Map p.78
  • Desks over horizon p.69
  • Room for elbows p.67
  • Going the distance p.63
  • Any three items p.61
  • Trundle wheel activities p.59
  • Using centimetres for measuring p.55
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Barrett, J. E., Sarama, J., Clements, D. H., Cullen, C., McCool, J., Witkowski-Rumsey, C., & Klanderman, D. (2012). Evaluating and improving a learning trajectory for linear measurement in elementary grades 2 and 3: A longitudinal study. Mathematical Thinking and Learning, 14(1), 28-54. Carr, M. & Claxton, G. (2002). Tracking the Development of Learning Dispositions, Assessment in Education: Principles, Policy & Practice, 9:1, 9-37. Clements, D. H., & Stephan, M. (2004). Measurement in pre-K to grade 2

  • mathematics. Engaging young children in mathematics: Standards for early childhood

mathematics education, 299-317. Clerkin, A., Perkins, R., & Cunningham, R. (2016). TIMSS 2015 in Ireland: Mathematics and science in primary and post-primary schools. Dublin: Educational Research Centre. Dabell, J., Keogh, B., & Naylor, S. (2008). Concept Cartoons in mathematics education. Millgate House. Deakin-Crick, R., Broadfoot, P. & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education: Principles, Policy & Practice, 11(3), 247-272.

  • DES. (2015). Junior Certificate Key Skills Framework
  • DES. (2017a). STEM Education Policy Statement 2017-2026. Retrieved January 2018 from

https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem- education-policy-statement-2017-2026-.pdf

References

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  • DES. (2017b). Digital Learning Framework (Primary). Retrieved January 2018 from

http://www.pdsttechnologyineducation.ie/en/Planning/Digital-Learning-Framework-and- Planning-Resources-Primary/ Drake, M. (2014). Learning to measure length: The problem with the school ruler. Australian primary mathematics classroom, 19(3), 27. Dunphy, E., Dooley, T. & Shiel, G. (2014). Mathematics in Early Childhood and Primary

  • Education. Research Report 17. NCCA.

Fibonacci project. (2013). Tools for enhancing Inquiry in Science Education. Retrieved February 2018 from http://www.fibonacci-project.eu/ Gardner, M. (2017). Understanding integrated STEM science instruction through the experiences of teachers and students. Retrieved February 2018 from https://surface.syr.edu/cgi/viewcontent.cgi?article=1686&context=etd Kellett, M. & Nind, M. (2003). Implementing Intensive Interaction in Schools. Holden, M. (2017). STEM for Fun. Unpublished Masters thesis. Dublin City University.

  • NCCA. (1999). Primary Science Curriculum.
  • NCCA. (1999). Primary Maths Curriculum.
  • NCCA. (2006). Aistear Framework.
  • NCCA. (2017). Primary Maths Curriculum. Draft Specification. Infants- 2nd.

Rosicka, C. (2016).Translating STEM Education Research into Practice. ACER. Retrieved January 2018 from https://research.acer.edu.au/professional_dev/10/

References

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Smith, G. (2014). An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional development in education, 40(3), 467-487. Snape, P., & Fox-Turnbull, W. (2013). Perspectives of authenticity: Implementation in technology education. Retrieved January 2018 from https://link.springer.com/article/10.1007/s10798-011-9168-2 Stephan, M., & Clements, D. H. (2003). Linear and area measurement in prekindergarten to grade 2. Learning and teaching measurement, 3-16. Suh, J. (2007) “Tying it all Together”. NCTM.

  • TERC. 2011. The Inquiry Project. Retrieved January 2018 from

https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/155/InquiryProjectOne- Pager.pdf Van den Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and Middle School Mathematics Teaching Developmentally (Eight ed.). Whitin, P. E. (2007). The Mathematics Survey: A Tool for Assessing Attitudes and

  • Dispositions. Teaching Children Mathematics, 13(8), 426-433.

References