tag:blogger.com,1999:blog-5255517181414476642024-03-13T11:54:48.236-07:00Bree Barnett Dreyfuss' Physics & PedagogyBree Barnett Dreyfuss has taught Physics at Amador Valley High School since 2005. She earned her B.S. in Physics from Cal State University, Hayward with a minor in Art Studio and a Master in Teacher Leadership from St. Mary's College. Barnett Dreyfuss is a Mentor and Coach to new teachers in the Exploratorium's Teacher Institute. She is the as Vice President of Marketing for NCNAAPT. She strongly believes that the Physics education community is stronger through reflection and collaboration.Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-525551718141447664.post-59493223876838271462018-07-25T07:46:00.000-07:002018-07-25T07:46:00.109-07:00Professional Science Teacher OrganizationsWhile joining a professional organization may be one of the last things on a new teacher's mind, I think it is important to consider early in your career. Many organizations offer new teacher discounts for local and national meetings or even grants for certain projects and courses. Some organizations offer support programs for teachers in their first few years and others just attending is often beneficial as you learn about new curriculum, research, strategies, etc. There is nothing like the camaraderie you feel being in a large room filled with people that teach the same subjects you do. You may or may not be reimbursed for your membership dues or meeting costs but it is worth asking your district about it. Some organizations are for any and all science teachers, usually 6-12, others are subject specific and usually include secondary school and university level. Below is a list I hope to add to with links and brief descriptions of each organization. Some on my list are region specific but if you're outside the greater San Francisco Bay Area you may find something similar in your area.<br />
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1. <a href="http://www.nsta.org/" target="_blank">National Science Teacher Association</a> (NSTA): <i>Promoting excellence and innovation in science teaching and learning for all</i>.<br />
NSTA publishes a wide variety of <a href="http://www.nsta.org/publications/" target="_blank">science education books and journals</a> all K-12, offers one national <a href="http://www.nsta.org/conferences/" target="_blank">conference</a> and three regional conferences each year, <a href="http://ngss.nsta.org/Curriculum-Planning.aspx" target="_blank">NGSS implementation resources</a>, discussion boards and more.<br />
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2. <a href="https://www.cascience.org/" target="_blank">California Science Teacher Association</a> (CSTA):<br />
CSTA offers one annual conference that visits major cities in California. They offer resources for California specific NGSS standards, implementation timelines, assessment information, etc. CSTA publishes a bimonthly electronic newsletter as well.<br />
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3. <a href="https://www.aps.org/" target="_blank">American Physical Society (APS)</a>:<i><span style="font-family: inherit;"> <span style="background-color: white; color: #0a0a0a;">A nonprofit membership organization working to advance and diffuse the knowledge of physics through its outstanding research journals, scientific meetings, and education, outreach, advocacy, and international activities.</span></span></i><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #0a0a0a;">APS offers subject specific <a href="https://www.aps.org/meetings/calendar.cfm" target="_blank">meetings</a> throughout the year, <a href="https://www.aps.org/publications/index.cfm" target="_blank">publishes several journals</a>, career guidance, resources and statements for several <a href="https://www.aps.org/programs/index.cfm" target="_blank">outreach programs</a> including <a href="https://www.aps.org/programs/education/index.cfm" target="_blank">education</a>, <a href="https://www.aps.org/programs/women/index.cfm" target="_blank">women in physics</a>, <a href="https://www.aps.org/programs/minorities/index.cfm" target="_blank">minorities in physics</a> and <a href="https://www.aps.org/programs/lgbt/index.cfm" target="_blank">LGBTQ+ persons in physics</a>. </span></span><br />
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<span style="font-family: inherit;"><span style="background-color: white; color: #0a0a0a;">4. <a href="http://aapt.org/" target="_blank">American Association of Physics Teachers</a> (AAPT)<span style="font-family: inherit;">: </span></span></span><em style="background-color: white; color: #333333; text-align: -webkit-center;"><span style="font-family: inherit;">A professional membership association of scientists dedicated to enhancing the understanding and appreciation of physics through teaching.</span></em><br />
<span style="background-color: white; color: #333333; text-align: -webkit-center;"><span style="font-family: inherit;">AAPT offers two <a href="http://aapt.org/Conferences/" target="_blank">national conferences/ meetings</a> a year, a larger one in summer and a smaller one in the winter. There are <a href="http://aapt.org/Publications/" target="_blank">several publications</a> that come out monthly or weekly, in print and electronically. Teaching <a href="http://aapt.org/Resources/" target="_blank">resources</a> including <a href="http://aapt.org/resources/videos_landing.cfm" target="_blank">videos</a>, select pedagogical articles, free downloadable posters, recommended websites, blogs and simulations. AAPT also administers the national <a href="http://aapt.org/physicsteam/2018/" target="_blank">US Physics Team</a> assessments for the annual team selection. The association is open to all physics teachers, including middle school, high school and university level. </span></span><br />
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<span style="background-color: white; color: #333333; text-align: -webkit-center;"><span style="font-family: inherit;">5. Local sections of AAPT; i.e. the <a href="http://ncnaapt.org/" target="_blank">Northern California/ Nevada Section of the American Association of Physics Teachers</a> (NCNAAPT):</span></span><br />
<span style="background-color: white; color: #333333; text-align: -webkit-center;"><span style="font-family: inherit;">Often less expensive and more intimate than their parent organization, local sections offer a much closer-to-home conference with local teachers. There are often keynote speakers, panels on educational issues and lots of time to interact with others. </span></span><span style="background-color: white; color: #333333; text-align: -webkit-center;">The real benefit to this is creating a network of physics teachers near you that you can turn to for help.</span><span style="background-color: white; color: #333333; text-align: -webkit-center;"> Our local section offers teachers a chance to present new demos, research or just interesting things they have found. We often have giveaways and offer mentoring for new teachers in the area. A one day meeting in your area is often much easier to fit into your life than a three day meeting potentially on the other side of the country. The association welcomes teachers from all levels, including those that may not be a physics teacher by trade. (Our meetings are <i>that </i>fun ;)</span><br />
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<span style="background-color: white; color: #333333; text-align: -webkit-center;">6. <a href="http://ptsos.org/" target="_blank">Physics Teachers S.O.S.</a> (PTSOS):<br />Born from the local NCNAAPT, PTSOS is a <b>free</b> series of three workshops for new or new-to-physics teachers. The program offers tried and true lessons from veteran teachers including dynamics demos and the materials with which to do them. Participants get a chance to try the lessons so that they feel more comfortable using them in their own classroom. It is very common to hear, "I'm doing this on <i>Monday!</i>" throughout the day. Generous donors keep this program running, supplying materials and food to participants. There is an active listserve and <a href="https://twitter.com/theptsos" target="_blank">twitter handle</a> as well for "need help now!" situations. The program is designed for high school teachers and sometimes fills up. If you are ever signing up say I sent you ;)</span><br />
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<span style="background-color: white; color: #333333; text-align: -webkit-center;">7. <a href="https://www.exploratorium.edu/education/teacher-institute/new-teachers" target="_blank">Exploratorium's New Teacher Induction Program</a> (previously the Beginning/New Teacher Institute):</span><br />
<span style="background-color: white; color: #333333; text-align: -webkit-center;">This is a program you have to apply to and is open to all science and math teachers in their first few years of teaching. Participants are compensated for their time, usually spoiled with food and are part of a supportive network of alumni from throughout the country. New teachers are matched with a mentor(s) for out-of-class support and an in-class coach. I like to describe mentors as the emotional support system, think of having a coffee date with that friend that always says just what you need to hear to motivate you to continue on. The in-class coaches are a unique chance to have a veteran teacher observe you solely for your benefit. There will be many times a new teacher will be observed, perhaps for evaluation by an administrator or by a district support coach for state credential clearance. But in both of those cases the observation fulfills someone else's need, not the new teacher's. An Exploratorium Coach observes new teachers to (shocking!) help the new teacher. The observations and communications are not shared with any school officials (even if they ask) and they will guide you to reflect on your own practice. Program participants also attend content and pedagogy workshops throughout the year and a multi-week institute in the summer. There are other Exploratorium institutes, programs and conferences offered throughout the year, I recommended going to as many as you can. </span><br />
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<span style="background-color: white; color: #333333; text-align: -webkit-center;">For the non-physics teachers:</span><br />
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<li><span style="color: #333333;"><a href="https://nabt.org/" target="_blank">National Association of Biology Teachers</a> (NABT)</span></li>
<li><span style="color: #333333;"><a href="https://nagt.org/index.html" target="_blank">National Association of Geoscience Teachers</a> (NAGT)</span></li>
<li><span style="color: #333333;"><a href="https://teachchemistry.org/" target="_blank">American Association of Chemistry Teachers</a> (AACT)</span></li>
</ul>
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<span style="background-color: white; color: #333333; text-align: -webkit-center;">All of which seem to offer subject-specific classroom resources, publications and conferences like AAPT. </span><span style="background-color: white; color: #333333; font-family: inherit; text-align: -webkit-center;">Additionally I found </span><a href="https://web.csulb.edu/colleges/cnsm/depts/scied/links.html" style="background-color: white; font-family: inherit; text-align: -webkit-center;" target="_blank">this list from CSU Long Beach</a><span style="background-color: white; color: #333333; font-family: inherit; text-align: -webkit-center;"> that included some above and some for some non-physics subjects. </span><br />
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<span style="background-color: white; color: #333333; text-align: -webkit-center;">Realistically you can't join all of these or attend all of these opportunities. But I strongly suggest being aware of what is out there and trying a few. Got a sister in San Diego? Visit CSTA when it's down there and its a two-for-one deal. Does your district pay for local conferences? Try a local AAPT section meeting. Or perhaps you get a grant for some continuing education? Join NSTA and get some journals or books. </span><span style="background-color: white; color: #333333; text-align: -webkit-center;">You're going to be pulled in a </span><i style="color: #333333; text-align: -webkit-center;">lot</i><span style="background-color: white; color: #333333; text-align: -webkit-center;"> of different directions in your first few years so balance is key. </span><span style="background-color: white; color: #333333; text-align: -webkit-center;">D</span><span style="background-color: white; color: #333333; text-align: -webkit-center;">on't ever feel like you </span><i style="color: #333333; text-align: -webkit-center;">have</i><span style="background-color: white; color: #333333; text-align: -webkit-center;"> to join a professional organization but as a current or past member of most of these, <b>they do help</b>. Going to a professional organization can be invigorating and inject some amazing new resources into your current curriculum. Building a network of people you can turn to for help is invaluable and much easier to do in person. </span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-4818586269676075392018-01-09T00:29:00.000-08:002018-01-11T10:50:33.130-08:00Blinky Lights - Paul Doherty Memorial Speaker seriesAt the 2018 AAPT Winter meeting in San Diego I presented with several others about the impact Paul Dohert of the Exploratorium had on me. I will add more links and materials but wanted to at least get the workshop materials up.<br />
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Blinky Light <a href="https://drive.google.com/file/d/1PJ1E34WZWp-tC7aMWNqbRsx1ydbsAzgd/view?usp=sharing" target="_blank">pdf</a> and <a href="https://docs.google.com/presentation/d/1pdnTeoqHprAN30k_cln63W9mY39dJpNi3cbww53GEJo/edit?usp=sharing" target="_blank">powerpoint</a> so you can see notes with links, see videos, etc.<br />
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My Blinky Light page with additional resources is <a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/blinkylights" target="_blank">here</a>.<br />
My Flickr page with several albums of pictures is <a href="https://www.flickr.com/photos/30394012@N05/albums/with/72157649027349938" target="_blank">here</a>.<br />
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We shared a video and portion of other videos of Paul below are the Exploratorium videos posted on YouTube.<br />
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Paul in his own words, shown in its entirety of part of an <a href="https://www.youtube.com/watch?v=Ce1qVgeynls&t=1s" target="_blank">interview</a> with Paul.<br />
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We showed part of a video about the <a href="https://www.youtube.com/watch?v=TRF6ybkvVuA" target="_blank">Teacher Institute</a>, featuring Paul and other staff members.<br />
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An additional video of Paul explaining the <a href="https://www.youtube.com/watch?v=4aJ36-TlPD4" target="_blank">whirlies</a> (his favorite musical instrument) on the floor of the museum when ti was still at the Palace of Fine Arts.<br />
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<br />Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-89262230785945210082017-12-11T08:58:00.002-08:002017-12-11T08:58:56.132-08:00Blinky Lights at #CaSTEAM17Presenting a 15-minute round table at the California STEAM Symposium 2017 on #BlinkyLights.<br />
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As a round table it was awkward to display a powerpoint so this is the <a href="https://docs.google.com/presentation/d/1crCULk68dBVmGcKfr60cQh1NyvMRp3vzm7euQ0eT5hY/edit?usp=sharing" target="_blank">presentation</a> and the workshop <a href="https://drive.google.com/file/d/1v8HScPf3eVTq4h70SMZB7m08Wj3Zu4sz/view?usp=sharing" target="_blank">handout</a>. Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-82463522889323176582017-04-25T22:14:00.000-07:002017-04-25T22:14:17.919-07:00The No Homework Experiment<div style="direction: ltr; margin-bottom: 0pt; margin-top: 0pt; text-align: left; unicode-bidi: embed; vertical-align: baseline;">
<span style="color: #7030a0;"><b><span style="font-family: Arial, Helvetica, sans-serif;">Background</span></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This
year has been a curricular experiment about homework in regular Physics classes
including approximately 240 students in seven sections. Two different
teachers, myself and Jon Brix, taught nearly identical curriculum. Students were given the following
descriptions and asked a series of questions via Google Form in April with the
instructions: “Please read the following descriptions and then answer each
question honestly. Constructive criticism will help me determine what I should
adjust about this process. Complaints without suggestions for change will not
be as helpful.” </span></div>
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<u><span style="font-family: Arial, Helvetica, sans-serif;">Former format with homework:</span></u></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Homework
was assigned most nights to be stamped the following day. Each day the homework
was reviewed and students self-corrected it. Students that did not complete it
before it was stamped are encouraged to complete it while it was reviewed.
Homework assignments could include textbook problems, reading textbook
sections, completing worksheets or finishing a lab. Ideally the homework did
not take more than 20 minutes a night. The homework was collected at the end of
each unit and checked for completion and stamps. Assignments missing stamps or
incomplete earned fewer points. Homework was 10% of the total grade.</span></div>
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<u><span style="font-family: Arial, Helvetica, sans-serif;">Current format without homework:</span></u></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Suggested
homework is supplied every night but is not required. Suggested homework may
include textbook problems, reading textbook sections, or completing worksheets.
The answers can be reviewed in class or via email upon request. Required
homework is occasionally assigned and stamped. Required homework is most often
completing in-class activities and rarely textbook problems or reading. Some
problems are done collaboratively in class on whiteboards; students work in
groups taking turns to solve them. Each week students take a short formative
assessment so that the students and I know how they are doing. If students do
poorly on the quiz they should consider completing more of the suggested
homework. These weekly quizzes are 10% of the total grade and graded for
accuracy. </span></div>
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<b style="color: #7030a0;"><span style="font-family: Arial, Helvetica, sans-serif;">Survey results</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We did not track who took the survey so 99 (as of this posting) of over 200 students completed the survey. The full survey questions are available <a href="https://docs.google.com/document/d/18J21_8zn3rrLywplg3Dt9faINSj_N3iNRLjEdTW8X0g/edit?usp=sharing" style="color: #7030a0;" target="_blank">here</a>. The results are shared below, with some reflection.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #7030a0;"> </span><a href="https://1.bp.blogspot.com/-MFoCyyt5dFI/WQAYb2DDBiI/AAAAAAAAF8Y/gRrASxk6CKQ_wmapU153lKPaAi43mJmPACLcB/s1600/NoHW1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="288" src="https://1.bp.blogspot.com/-MFoCyyt5dFI/WQAYb2DDBiI/AAAAAAAAF8Y/gRrASxk6CKQ_wmapU153lKPaAi43mJmPACLcB/s400/NoHW1.png" width="400" /></a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The majority of students prefer not having homework while about a quarter would have preferred to have homework. I was surprised at the 20% that said they wouldn't care either way. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Students were then offered to explain their choice for nightly homework or not. The full text of students responses is <a href="https://docs.google.com/document/d/1BQD_IWAFsdDBNVg8atjZ-Gv3g6oTX1MEsJXc9qDNH44/edit?usp=sharing" target="_blank">here</a>. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Of the 54 students that liked not having homework I made a rough count of common themes in their responses:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">23 mentioned that they learned the materials in class without additional help</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2 said students are lazy</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">14 mentioned that it saved them time for their other classes or specifically said they had AP classes to focus on</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">16 said they liked having the option to do suggested homework if they needed it or that the option gave them responsibility</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Of the 25 students that wished they had had homework a similar rough count revealed:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">5 students said they would have liked to earn "easy" points for it</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">8 students said they need to do homework to learn material</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">13 students mentioned that without an incentive they would not do it</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This came as no surprise to me. Depending on the assignment, I might ask the class, "Who would like to see the solutions to the suggested homework?" and I would get few hands. Sometimes no hands, which could mean students were self conscious and didn't want to admit that they were studious. Sometimes I still reviewed the assignment because I wanted the whole class to discuss the questions; other times I scrolled briefly through the rubric on a projector. When given the chance to respond (full text of students responses<span style="color: #7030a0;"> </span><a href="https://docs.google.com/document/d/1BQD_IWAFsdDBNVg8atjZ-Gv3g6oTX1MEsJXc9qDNH44/edit?usp=sharing" target="_blank">here</a>)<span style="color: #7030a0;"> </span>many mentioned they would have liked access to an answer key online to check their own work. Going forward I think that is a good idea.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Required homework was usually finishing a lab in class. These self-reported responses were pretty close to my observations in class. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This highlights perhaps the most frustrating parts of this new system. The suggested homework is there, every day, for students who need it. Yet the students that need it the most do not take advantage of it. The majority of students here felt doing more suggested homework would help them. Almost 90% of the students said that that it would have helped them or at least maybe it might have helped them. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When given the chance to respond many students admitted they didn't do the suggested homework that should have and would have like some kind of incentive to do it. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As a way of still assessing students' understanding and holding them accountable for learning the material we wrote weekly quizzes. They did not occur every week (in high school, rallies, programs, life, often gets in the way) but often enough to become routine. I was pleased to see that almost 90% of students thought that the weekly quizzes helped them figure out what to study or at least sometimes did. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">When asked about the length of the quizzes 88 of the 99 said that they thought the length was appropriate. When asking about their confidence going into the test I tried to take into account anxiety about the content and about the assessment. </span></div>
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<span style="white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">Please select any statements you agree with or describe you most of the time:</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(40/99) I was not anxious about the weekly quizzes because I was confident in my understanding.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(22/99) I was anxious about the weekly quizzes because I was not confident in my understanding. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(29/99) I was anxious about the weekly quizzes because I was worried they would bring down my grade. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(22/99) I was not anxious about the weekly quizzes because I knew they didn’t drastically impact my grade. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(22/99) I was anxious about the weekly quizzes because I am always anxious taking tests or quizzes. </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">(8/99) I was not anxious about the weekly quizzes because I am never anxious taking tests or quizzes. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">So a total of 73 reported feeling anxious about our weekly assessments for some reason . A few less, 62, reported not feeling anxious about the weekly assessments. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Given the wide variety of aptitude levels in our classes this was not a surprise. For some students, Physics is their toughest subject. For others it may be their only non-AP course. Our students' math levels vary from AP Calculus, AP Statistics and Multi-variable Calculus to our remedial math track. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The written responses to weekly quizzes varied greatly but one student saw them for what they were meant to be:</span></div>
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<span id="docs-internal-guid-f4ea332c-a88e-12df-5941-72d906386a20"><span style="vertical-align: baseline; white-space: pre-wrap;"><i><span style="font-family: Arial, Helvetica, sans-serif;">"I found the quizzes to closely resemble the textbook problems, this was a good way to motivate people to do the homework as it is direct practice for the quiz."</span></i></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We were pleasantly surprised by the positive effects of whiteboard practice problems in class. "Whiteboarding" can mean many different things in education. We used large whiteboards so that students could collaboratively solve problems together in class. Certain problems were assigned and the teacher would circle the room checking their progress. We found that we were often just checking their final answers as they had worked together past the normal stumbling blocks. The conversations within groups about their own problem solving were wonderful, they worked through misconceptions and were able to refer back to previous work. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This was a concern in some classes as there may be a student that understood the topic and wanted to be "done." We strove to change this by saying that students have to pass the pen every problem so that one person would not solve them all. Sometimes we would put two boards out per table and groups were given the option to work in groups of four or two. </span></div>
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<span style="white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">While solving problems with my group I felt:</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">It was not ok to make mistakes </span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">1 - 1</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">5 - 56</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Arial, Helvetica, sans-serif;">It was ok to make mistakes and correct them</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We were pleased to see that the whiteboarding helped students move towards a growth mindset. The majority of students felt that it was okay to make mistakes and correct them, often attributed to the temporary nature of whiteboards. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Again, we felt that this showed whiteboarding practice problems had been successful. We implemented the whiteboard problems in order to make-up for the calculation practice students would not be doing through homework. We often determined which problems to use by looking at old homework assignments and picking problems we really thought students needed to try in order to understand the concepts. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">This surprised me considering the previous responses to whiteboarding problems, a format I would attributed to the green colored "Collaboratively with others" response above. Most students preferred a individually working on problems but talking for at least part of the time with others. A few students specifically responded that they would like more individual practice in the Think-Pair-Share format. One student suggestion I really liked suggested using four small whiteboards, one for each student, and then having students combine them. It is possible that while I wrote "while talking to others" to mean "talking to others <i>about</i> the problems I'm solving" that students interpreted it as being able to socially talk with their friends while working on problems. </span></div>
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<b style="color: #7030a0;"><span style="font-family: Arial, Helvetica, sans-serif;">Assessments changes</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The multiple choice portion of our tests has been very similar to years past although more of the free response has been changed. We feel that we have increased the difficulty level of the free response, adding more questions about their labs and analyzing data to replace simpler "plug & chug" problems. We
cannot
directly compare test averages year to year because there are many variables:
I was gone on maternity leave twice in the last six years, did not teach
Physics one year and Brix has been teaching Physics for only three years. We
have also been changing much of our curriculum to better align with the Next
Generation Science Standards. Our impression has been that the test averages are similar to past years if not higher. The overall class averages have been higher than in years past by small amounts. </span></div>
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<span style="color: #7030a0;"><b><span style="font-family: Arial, Helvetica, sans-serif;">Reflections</span></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Many of the student comments were
expected and not surprising given the nature of the age group we teach and the
competitiveness of current high school academics in our area. While we feel
this “No Homework Experiment” accomplished some of our goals it is not a “one
size fits all” pedagogy and a certain amount of differentiation is still
necessary. Both teachers have noticed that the lower level students that might have been at a B- or C+ before are up to a grade lower this year. This might be attributed to the 10% that used to be given for homework completion was based on completion (or corrected completion) and not accuracy their first time attempting it. We are inclined to think that these students would benefit more from practicing the concepts more by doing the suggested homework but since it is not required, they won't do it.<br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #7030a0;"><b>Next
</b></span><span style="color: #7030a0;"><b>Steps</b> </span></span></div>
<span style="color: black;"><div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">We both intend to continue without
required nightly homework for regular Physics. Given student responses a few more
required assignments will be added and we are working on an incentive system
for students that should be taking advantage of the suggested homework system. We don't feel comfortable "requiring" the suggested homework if they are below a certain grade level as that complicates grading. Several students suggested making one assignment a week required which is something to consider and it might be enough to help the lower level students. Any and all suggestions about further encouraging struggling students are appreciated. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">If any additional reflections are made before the end of the school year I will add to this post. If you have any specific questions feel free to send them my way. </span></div>
</span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com3tag:blogger.com,1999:blog-525551718141447664.post-44695875342395507602017-01-27T21:41:00.003-08:002017-01-27T21:41:48.326-08:00Exploratorium's NGSS STEM Conference 2017<h1 style="background-color: white; box-sizing: border-box; font-family: ff-unit-web, Arial, sans-serif; font-weight: 500; line-height: 1.188em; margin: 0em 0px 0.15em; padding: 0px;">
Making Science Count: Integrating Math into an NGSS Classroom</h1>
January 28th, 2017<br />
<br />
Event <a href="https://www.exploratorium.edu/education/ngss-stem/2017" target="_blank">website</a><br />
<a href="https://docs.google.com/presentation/d/14nF2g3zxZywXiSYV5wm0wts9OfoN8fqxuZ1dfjhNDXA/edit?usp=sharing" target="_blank"><br /></a>
<h3 style="background-color: white; box-sizing: border-box; font-family: ff-unit-web, Arial, sans-serif; font-size: 1.25em; font-weight: 500; line-height: 1.25em; margin: 0px; padding: 0px;">
<span style="box-sizing: border-box; margin: 0px; padding: 0px;">Do You Need the Square?</span></h3>
<span style="background-color: white; font-family: ff-unit-web, Arial, sans-serif; font-size: 16px;">Bree Barnett-Dreyfuss</span><br />
<span style="background-color: white; font-family: ff-unit-web, Arial, sans-serif; font-size: 16px;"><br /></span>
<span style="background-color: white; font-family: ff-unit-web, Arial, sans-serif; font-size: 16px;">Students often have trouble with proportions and relationships. What goes up when another quantity goes down? How much does it go up? Experience hands-on activities that show students the difference between an inverse relationship and an inverse square relationship. Explore examples using light, gravity, and electric charge.</span><br />
<a href="https://docs.google.com/presentation/d/14nF2g3zxZywXiSYV5wm0wts9OfoN8fqxuZ1dfjhNDXA/edit?usp=sharing" target="_blank"><br /></a>
<a href="https://docs.google.com/presentation/d/14nF2g3zxZywXiSYV5wm0wts9OfoN8fqxuZ1dfjhNDXA/edit?usp=sharing" target="_blank">Google slide</a> presentationBree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-49042400974611753062016-10-20T21:09:00.004-07:002016-10-20T21:09:58.067-07:00NGSS Evidence Statements<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>Presented at the Fall 2016 NCNAAPT meeting and conference at UC Berkeley </i></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">October 22nd, 2016</span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i> </i></span></span><br />
<div dir="ltr" id="docs-internal-guid-f5c7750e-e56d-c403-4ee9-9c448cbdc44f" style="line-height: 1.38; margin-bottom: 16pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">From the</span><a href="http://www.nextgenscience.org/resources/evidence-statements" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline;">NGSS website</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">: </span><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">"NGSS Evidence Statements provide educators with additional detail on what students should know and be able to do. These are statements of observable and measureable components that, if met, will satisfy NGSS performance expectations." </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline;">Within the "Introduction and Overview" document:</span></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 16pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">"The evidence statements, as described here, describe what teachers or assessors would observe (not infer) from successful student performance of each performance expectation (PE). The evidence statements can serve as supporting materials for the design of curriculum and assessments. In the NGSS, each PE is accompanied by a foundation box with associated practice, core idea, and crosscutting concept. The evidence statements expand this initial structure to include specific, observable components of student performance that would demonstrate integrated proficiency by using all of the necessary tenets of the practice to demonstrate understanding of the disciplinary core ideas (DCIs) through the lens of the crosscutting concepts (CCC)." </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline;">"...the evidence statements are written to provide more clarity about what the PEs ask students to demonstrate, these statements are not sufficient to replace lesson plans or assessment items; asking students to simply perform the PEs verbatim would not be useful for instruction or assessment."</span></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><i> </i></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://phyzblog.blogspot.com/2016/07/ngss-evidence-statements.html" target="_blank">Blog of Phyz post</a> on Evidence Statements</span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Presentation shared as <a href="https://docs.google.com/presentation/d/1aLaSxWUn0IaqACn309jEFVIbk4K7ZU6-_xnfGx_WfVM/edit?usp=sharing" target="_blank">Google Slides file </a>or as a <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVaG9vVHlHUGpybkU/view?usp=sharing" target="_blank">pdf</a></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Presentation handout as a <a href="https://docs.google.com/document/d/1etCLl-0Gf2IsToYxHLF3JEnz6bOsngiXDrA4I8ciw3A/edit?usp=sharing" target="_blank">Google Doc file</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUTVSRFZ6U2hWTHc/view?usp=sharing" target="_blank">pdf</a></span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://docs.google.com/forms/d/e/1FAIpQLSd8dkLP1f7tsFwazjDiyRPEkWSK_oShJgVLlQ3WDdAfahv5kw/viewform" target="_blank"><br /></a></span></span>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://docs.google.com/forms/d/e/1FAIpQLSd8dkLP1f7tsFwazjDiyRPEkWSK_oShJgVLlQ3WDdAfahv5kw/viewform" target="_blank">Workshop survey</a> (tinyurl.com/NGSSevidence) for sharing brainstorming sessions</span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.nextgenscience.org/resources/evidence-statements" target="_blank">NGSS Evidence Statements</a> website</span></span><br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-50179495434017640482016-09-27T22:01:00.001-07:002016-09-27T22:15:02.193-07:00Science of Every Day Things<b>Exploratorium New Teacher Institute</b><br />
presented with <span class="gI"><span class="gD" name="Kate Rennie">Kate Rennie</span></span><br />
<span class="gI"><span class="gD" name="Kate Rennie"><i>October 1st, 2016</i></span></span><br />
<a href="https://docs.google.com/presentation/d/1xlhWWvCi0NlemXTbgYzwTsD-cAFUmT-n_HH9UKCiP6A/edit?usp=sharing" target="_blank"><br /></a>
<span class="gI"><span class="gD" name="Kate Rennie"><a href="https://docs.google.com/presentation/d/1xlhWWvCi0NlemXTbgYzwTsD-cAFUmT-n_HH9UKCiP6A/edit?usp=sharing" target="_blank">Workshop presentation</a><i> </i>and <a href="https://docs.google.com/document/d/10qXVnhoFkQULtIHXW62nAfg1LBS8n9lIoo8ZTUElsec/edit?usp=sharing" target="_blank">workshop handout </a></span></span><br />
<br />
<a href="http://bbdphysics.blogspot.com/2016/07/crash-cushions-aapt-summer-meeting-2016.html" target="_blank"><span class="gI"><span class="gD" name="Kate Rennie">Crash Cushions resources</span></span></a><br />
<br />
<span class="gI"><a href="http://dangerousdecibels.org/jolene/" target="_blank"><span class="gD" name="Kate Rennie">Dangerous Decibels: Jolene Project</span></a> <span class="go"></span></span><br />
<span class="gI"><span class="go"></span></span><b> </b>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-43397848400085322482016-07-07T09:41:00.003-07:002016-07-16T21:10:51.780-07:00Crash Cushions - AAPT Summer Meeting 2016<br />
<b>Designing and Testing Crash Barriers, an Engaging NGSS Activity [AJ03]</b><br />
<h4 style="color: black;">
<span style="font-weight: normal;">Mon 07/18, 9:30AM - 9:40AM</span></h4>
Dan Burns, <i>Los Gatos High School</i><br />
Bree <i> </i>Barnett Dreyfuss, <i>Amador Valley High School</i><br />
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<i><span class="preview">The design of highway crash barriers is rich in physics and the potential t</span><span class="continue"></span><span class="remainder" style="display: inline;">o
engage students. Crash barriers are ubiquitous in urban, suburban, and
rural areas. There are many different types in use. Designing them is an
effective way to address NGSS standard HS-PS2-3 that asks students to
apply scientific and engineering ideas to design a device that minimizes
the force on an object during a collision. Crash barriers involve many
physics topics like Newton’s laws, impulse and momentum, energy, and
kinematics. The lab requires only one set of equipment but no eggs!
Students design and build crash barriers from inexpensive materials and
test them using a cart, track, and accelerometer. They can use their
test results to improve their design. We will show several variations of
crash barrier test setups using a variety of vendor equipment. We will
show student examples and test data.</span>
</i><br />
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Powerpoint from our presentation available <span style="color: black;"><a href="https://drive.google.com/file/d/0ByeIj0KXHTDvd2x0QXJHRUxhWVk/view?usp=sharing" target="_blank"><span style="color: red;">here</span></a></span>.<i><br /></i><br />
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<i>Note: </i>We may refer to these student-made devices as "Crash Cushions" or "Crash Barriers."<br />
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<u>Below are resources available from our first attempts at this project, materials we like to share, etc. </u> <br />
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<ul>
<li><a href="https://drive.google.com/folderview?id=0B-AiPYEb3nFVVjRFT1BhSmZGQnc&usp=sharing" target="_blank">Claim-Evidence-Reasoning Examples</a> from Bree's freshmen and sophomore Conceptual Physics class (May 2016) </li>
<li><a href="https://drive.google.com/folderview?id=0B-AiPYEb3nFVeXAxWjNaTk16MW8&usp=sharing" target="_blank">Sample Graphs</a> collected by students using Vernier's Wireless Dynamics System; each graph has one control trial hitting the wall with no cushion and then with the student created cushion. (May 2016)</li>
<li>Bree's Conceptual Physics level project data sheet (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVY3ZXTEtlRUI3eE0/view?usp=sharing" target="_blank">google doc</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdHNVUS1UWWR5ZUE/view?usp=sharing" target="_blank">pdf</a>) and in class instructions (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVOVZIazF1dTZuUzQ/view?usp=sharing" target="_blank">google doc</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVWTdfSWswVXdzd1E/view?usp=sharing" target="_blank">pdf</a>) used in 2016.</li>
<li>The first time Bree did this project students missed the mark and it was redone and <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVcjNfaGNWbklueWc/view?usp=sharing" target="_blank">discussed</a> as a class. This <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVZG5ud3V0S09lNzQ/view?usp=sharing" target="_blank">set of graphs</a> shows the various materials used and their resulting graphs. (2014)</li>
<li>Dan's <span style="color: black;"><a href="https://drive.google.com/file/d/0ByeIj0KXHTDvcW5TMlV1QTlTMFk/view?usp=sharing" target="_blank"><span style="color: red;">Teacher Guide</span></a></span> originally for a PASCO workshop. </li>
<li>Sensors used: <a href="http://www.thepocketlab.com/" target="_blank">PocketLab</a>, Vernier <a href="http://www.vernier.com/products/sensors/wireless-sensors/wdss/" target="_blank">Wireless Dynamics Sensor System (WDSS)</a>, PASCO <a href="https://www.pasco.com/prodCompare/smart-cart/index.cfm" target="_blank">Smart Cart</a>, <a href="http://www.uline.com/BL_1051/Drop-N-Tell" target="_blank">Drop n Tells</a> </li>
<li>Video of a PASCO cart hitting a crash cushion in slow mo from Dan's workshop:</li>
</ul>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='640' height='532' src='https://www.blogger.com/video.g?token=AD6v5dzGFgk7dWf6BiDUNRhkczcckwidrWYgbR-z56tHIxQW_uVr-25mgdr-3xYTFrMB26LPRE-9nFmflbGR0fAkjQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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<li>Video summarizing Bree's 2016 classes showing their crash test and resulting graphs:</li>
</ul>
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<a href="https://1.bp.blogspot.com/-JSpBUGqXpV8/V36EhESn_uI/AAAAAAAAFM4/djLj3QBrGQ0Cbeg-v7ihas6nL8i6a9AAwCKgB/s1600/CrashCushionSlo-Mo.mp4" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://1.bp.blogspot.com/-JSpBUGqXpV8/V36EhESn_uI/AAAAAAAAFM4/djLj3QBrGQ0Cbeg-v7ihas6nL8i6a9AAwCKgB/s1600/CrashCushionSlo-Mo.mp4" /></a></div>
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<li>Video of professional crash cushion tests Dan likes to share:</li>
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<br />Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com2tag:blogger.com,1999:blog-525551718141447664.post-75549035987354892542015-04-25T19:04:00.000-07:002015-08-23T19:06:16.945-07:00Building Crash Barriers: An Impulse Engineering Project<span style="font-size: small;"><b></b><i>NCNAAPT, April 24th & 25th, 2015</i></span><br />
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Created in collaboration with Dan Burns of Los Gatos High School and Jon Brix of Amador Valley High School</div>
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This project was inspired by a conversation with Dan Burns and developed by Jon Brix and I. We continue to work on this project to refine it. <br /></div>
Poster (ppt or pdf) and handout (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdTlXRjJMbW10amc/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUHRSaXhseFhjcmM/view?usp=sharing" target="_blank">google doc</a>)Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com1tag:blogger.com,1999:blog-525551718141447664.post-43827169212465533452015-03-07T19:00:00.000-08:002015-08-23T19:01:21.483-07:00NGSS Science & Engineering<i>New Teacher Institute, March 7th, 2015</i><br />
<div>
Presented with Geoff Gould<br /></div>
<div>
Powerpoint shared today (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVSDhGRWVNcUtQVzA/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVY1dweG1aZklYdk0/view?usp=sharing" target="_blank">ppt</a>)</span></div>
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Science & Engineering Practices Highlights (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUWN0bnBOanZyVHM/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVYmV5MUlMUktVYlk/view?usp=sharing" target="_blank">google doc</a>)</span></div>
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More complete text of Science & Engineering Practices Activity (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVeFdkaVVxV3NqeGc/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVRl9vbEJ5THZ5TGc/view?usp=sharing" target="_blank">google doc</a>)</span></div>
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Blank Practices chart (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTGdkTVRIUWh0X2c/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdnRJWVA2WHF4RGs/view?usp=sharing" target="_blank">google doc</a>)</span></div>
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<span style="color: black;"><a href="https://docs.google.com/document/d/1QydVlA-W8MHAstI5GPlAjd_Zd_rOfyu1WkrTXojygao/edit?usp=sharing" target="_blank">Workshop Notes</a> graciously collected by Mac of our discussions<br /></span></div>
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Just some of the ideas for implementing the Science & Engineering Practices that participants had:<br /><div style="display: block; text-align: left;">
<a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/20150307_151353.jpg?attredirects=0"><img alt="Ideas for Implementation 1" border="0" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1425785619778/educators/20150307_151353.jpg" style="width: 100%;" /></a><br /><div style="display: block; text-align: left;">
<a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/20150307_151345.jpg?attredirects=0"><img alt="Ideas for Implementation 2" border="0" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1425785613961/educators/20150307_151345.jpg" style="width: 100%;" /></a></div>
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Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-43335166478760193812014-12-03T21:24:00.000-08:002015-08-23T21:25:32.417-07:00NGSS Sample Performance Assessments<span style="font-size: small;">The sample <a href="http://www.nextgenscience.org/classroom-sample-assessment-tasks" rel="nofollow" target="_blank">Performance Assessments </a>were
released last month and I'm just now getting a chance to sit down and
look at it. And it will take some time to digest it. Each is 17 pages
and includes background information, description of the tasks, time
lines and examples. The Solar Oven is the only one that seems primarily
Physics. As you read it, you may come to realize its a fairly complex assignment as I did. Each time I <i>thought</i> I understood how to implement it in my classroom another page reveals another layer. I don't know how this can be achieved with hands on materials in my classroom. </span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-88889828500478517132014-11-22T18:59:00.000-08:002015-08-23T18:59:56.583-07:00Blinky Lights 2014Exploratorium's STEAM Conference, <i>November 22nd, 2014<br /></i>Blinky Light materials are <span style="color: black;"><a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/blinkylights">here</a>.</span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-32703922111234526562014-11-15T18:58:00.000-08:002015-08-23T18:59:02.898-07:00Solar DancerShare n' Tell, NCNAAPT Fall Meeting, <i>City College of San Francisco - November 15th, 2014 </i><br /><br />I found this Solar Dancer at the local Dollar Tree. It has a photocell (light sensitive panel) that collects light and causes the dancer to move side to side. The photocell sends current through the coil which creates a magnetic field. The magnetic field from the coil interferes with the permanent magnet's magnetic field and causes the small figure to move. <br />
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/20141114_082609.jpg?attredirects=0"><img alt="Solar Dancer Inside" border="0" height="225" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1415988608392/educators/20141114_082609.jpg?height=225&width=400" width="400" /></a></div>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-22830597464793944712014-11-15T18:54:00.000-08:002015-08-23T18:55:33.132-07:00Literacy & Kinematics<div>
</div>
<div>
Share n' Tell, NCNAAPT Fall Meeting, <i>City College of San Francisco - November 15th, 2014 </i></div>
<div>
<i> </i>Traffic Survey article from Los Altos (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVV3B6elE4Q0ZfX2M/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNG1acklFdUN2a3c/view?usp=sharing" target="_blank">google doc</a>), Dan Burns editorial (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUUwtaG55YVlpdjg/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVQkRCNG9xSzZFaG8/view?usp=sharing" target="_blank">google doc</a>) and activity questions (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVeDlPZ09DZXlXY1k/view?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNzg0ejJuaDVJRXM/view?usp=sharing" target="_blank">google doc</a>). Definition of a "speed Trap" according to California Vehicle Code:
</span><div style="line-height: normal;">
<br /></div>
<div style="line-height: normal;">
<b><span style="font-size: 13.5pt;">V
C Section 40802 Speed Traps</span></b></div>
<div style="line-height: normal;">
<b><span style="font-size: 12pt;">Speed
Traps </span></b></div>
<div style="line-height: normal;">
<span style="font-size: 12pt;">40802. (a) A "speed
trap" is either of the following: </span></div>
<div style="line-height: normal;">
<span style="font-size: 12pt;">(1) A particular section of a
highway measured as to distance and with boundaries marked, designated, or
otherwise determined in order that the speed of a vehicle may be calculated by
securing the time it takes the vehicle to travel the known distance. </span></div>
</div>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-25961427639068155172014-11-14T21:22:00.000-08:002015-08-23T21:22:46.414-07:00NGSS Interactive Pathway resource<span style="font-size: small;">While searching for an image to use for a poster submission four my upcoming <a href="http://ncnaapt.org/" rel="nofollow" target="_blank">NCNAAPT</a>
meeting I found this image that I really enjoyed from the Concord
Consortium. Conceptually I think it helps with understanding how the
three strands are brought together. I was amused when I found a "<a href="http://concord.org/ngss/cc-ngss-fortune-tellers.pdf" rel="nofollow" target="_blank">fortune teller</a>" template about NGSS. I was <i>thrilled</i> to see this <a href="http://concord.org/ngss/" rel="nofollow" target="_blank">interactive pathway page</a>. If you choose a Discipline Core Idea, then a Practice you would like to use and finally a Crosscutting Concept. <i>Then an activity is suggested for you that meets all those needs!</i>
The materials look great and were developed with a grant from NSF. The
activities are very detailed, including images and other multimedia and
has pacing information with teacher support. Some have questions next to
the pictures for students to answer. After the questions are answered
students can create a report that can be printed with their responses. </span><br />
<div style="text-align: center;">
<span style="font-size: small;"><b><u><div style="display: block; margin: 5px auto 0px; text-align: center;">
<a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/ngss/Practices%20NGSS%20DCI%20and%20Crosscutting.gif?attredirects=0"><img alt="NGSS Pathways.gif" border="0" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1415656855542/educators/ngss/Practices%20NGSS%20DCI%20and%20Crosscutting.gif" /></a><br /><br /><div style="text-align: left;">
<span style="font-weight: normal;">The poster I submitted to the NCNAAPT conference is available <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTjUwZWZXMW45WWs/view?usp=sharing" target="_blank">here</a> and is meant as an introduction to NGSS for teachers and administrators alike. </span></div>
</div>
</u></b></span></div>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-62210896626651534492014-09-20T18:53:00.000-07:002015-08-23T18:53:49.087-07:00Paper Management: Taming the Paper Beast<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-BDjZdfEA9vo/VB8cU1tT-DI/AAAAAAAADF8/vtUDpiH6pAw/s1600/Fall%2B2014%2B%25282%2529.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="180" src="http://3.bp.blogspot.com/-BDjZdfEA9vo/VB8cU1tT-DI/AAAAAAAADF8/vtUDpiH6pAw/s320/Fall%2B2014%2B%25282%2529.jpg" width="320" /></a></div>
<br />
<i>New Teacher Institute, Exploratorium</i> - <i>September 20, 2014<br />Presented with Shana Solinksy</i><br />
The amount that teachers have to deal with on a daily basis is vast! Shana and I talked about strategies to manage it and minimize it all.<br />
<br />
<div>
Workshop write-up (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVWmV5OVA4bE1Od28/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVVURmN2J0bU4wVW8/edit?usp=sharing" target="_blank">google doc</a>)</span></div>
Workshop powerpoint (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVXzR4ODZ2dEYtOEU/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUnJ6VjRqT1kyRzg/edit?usp=sharing" target="_blank">ppt</a>)<br />
<br />
<a href="https://goo.gl/photos/KmzMB13EX8CMLXsY6" target="_blank">Link to photos from the workshop</a>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-66047674005582790022014-09-03T21:20:00.000-07:002015-08-23T21:21:44.469-07:00NGSS Aligned Unit Outlines<div>
<span style="font-size: small;">Working with my colleagues we took our District's
linear sequence for Physics and found the Performance Expectations that
fit with each of our units. From there we added our own objectives for
some, more for others; Waves & Sound for example have many more of
our own objectives because there are not many in NGSS that are about
sound and mechanical waves. We also found some Science & Engineering
Practices that were included in these units. There are many more
practices we could have kept, but we were trying to keep it to a page.
:) <i>These are a work in process
and are our own curricular guides; please take them lightly as we along
with the rest of the country align to NGSS. </i><br /></span></div>
<div>
<span style="font-size: small;"><u>NGSS Aligned Unit Outlines:</u></span></div>
<span style="font-size: small;"><table border="1" cellspacing="0" style="border-collapse: collapse; border-color: rgb(136,136,136); border-width: 1px;"><tbody>
<tr><td style="height: 20px; width: 173px;"><span style="font-size: small;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVMXJiWmw0bVRtbDA/edit?usp=sharing" target="_blank"><span style="font-size: small;">Kinematics</span></a></span></td><td style="height: 20px; width: 189px;"><span style="font-size: small;"><span style="font-size: small;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVUzB1XzQtYWxjTkE/edit?usp=sharing" target="_blank">Forces </a></span></span></td><td style="height: 20px; width: 143px;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVcW5WNGVsd1hHcnc/view?usp=sharing" target="_blank"> </a><span style="font-size: small;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVcW5WNGVsd1hHcnc/view?usp=sharing" target="_blank">2D Forces</a></span></td><td style="height: 20px; width: 177px;"> <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTHpyTDg5MFFwOFU/edit?usp=sharing" target="_blank">Energy</a></td></tr>
<tr><td style="height: 28px; width: 173px;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVMkNMNXJIc0xQVU0/edit?usp=sharing" target="_blank"> <span style="font-size: small;"><span style="font-size: small;">Circular Motion,Torque</span></span></a></td><td style="height: 28px; width: 189px;"><span style="font-size: small;"> <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVZ2Zfa3JZMHFNMXM/edit?usp=sharing" target="_blank">Thermodynamics</a></span></td><td style="height: 28px; width: 143px;"> <span style="font-size: small;"> <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVXy0wRHNPWjVTbTg/edit?usp=sharing" target="_blank">Momentum </a></span></td><td style="height: 28px; width: 177px;"> <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVR05GVmhBNFcyOUE/edit?usp=sharing" target="_blank">Waves & Sound</a></td></tr>
<tr><td style="height: 20px; width: 173px;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdzBXd1JXUF8ydUE/view?usp=sharing" target="_blank"> Electrostatics</a></td><td style="height: 20px; width: 189px;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVWW1nZGtadXJpdFk/view?usp=sharing" target="_blank">Electromagnetism</a></td><td style="height: 20px; width: 143px;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVXzk0c3hfclN2ZUU/view?usp=sharing" target="_blank"> Current Electricity</a></td><td style="height: 20px; width: 177px;"> </td></tr>
</tbody></table>
</span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-40546513809660191552014-04-13T18:46:00.000-07:002015-08-23T18:47:27.266-07:00Wire It up! Electric House Project<i>2nd Annual</i> <i>Re-Engineering your Science Curriculum</i>, Exploratorium, April 13th, 2014<div style="display: inline; float: right; margin: 5px 10px;">
<span style="color: black;"><a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/IMAG6662.jpg?attredirects=0"><img alt="Room sign" border="0" height="400" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1401471546314/educators/IMAG6662.jpg?height=320&width=180" width="225" /></a></span></div>
<br />
I presented another workshop about the Electric Building project.<br />
<br />
<div>
Workshop Write-up (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNk5KQkZqVURXakk/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdzV0clRfcXNReDA/edit?usp=sharing" target="_blank">google doc</a>)</span></div>
<div>
Student introduction sheet (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNzV0NWZsaFBnbHM/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVZHNrQUl2YWluWnM/edit?usp=sharing" target="_blank">doc</a>)</span></div>
<div>
Workshop powerpoint (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVX0lmZzFwUUJYYTg/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTnhxaVdHeDFFRkE/edit?usp=sharing" target="_blank">ppt</a>)<br /></span></div>
<div>
Sample projects from <span style="color: black;"><a href="http://www.flickr.com/photos/30394012@N05/sets/72157629827858371/" rel="nofollow" target="_blank">2012</a> and <a href="http://www.flickr.com/photos/30394012@N05/sets/72157633281375671/" rel="nofollow" target="_blank">2013</a></span></div>
Physics class <span style="color: black;"><a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/physics/projectinfo/electrichouse" target="_blank">Electric Building Project page</a> (not updated for 2014)</span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-50259126781637687032014-04-12T18:44:00.000-07:002015-08-23T18:45:00.466-07:00Distracted Driving Literacy Activity and Worksheet<span style="background-color: white;">NCNAAPT Spring Section Meeting & Conference,<i> Exploratorium, April 12th, 2014</i></span><br />
<span style="background-color: white;"><br /></span>
<br />
<br />
<span style="background-color: white;">I have found that I can help my students understand the dangers of drunk driving using kinematics and physics. </span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;"><span style="font-size: small;">The write-up with explanation is available here (<a href="https://drive.google.com/file/d/0B-AiPYEb3nFVVGZiemdqdGtZdXM/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVd3Q1MEhpdEtVVG8/edit?usp=sharing" target="_blank">google doc</a>)</span><b><span style="font-size: small;"><br /></span></b></span><br />
<ul>
<li><span style="background-color: white;"><span style="font-size: small;">Alcohol Increases Reaction Time Article (<a href="https://docs.google.com/file/d/0B-AiPYEb3nFVR3pKYVdwN1VrXzA/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVdm5Iam1URTJpZVE/edit?usp=sharing" target="_blank">google doc</a>)</span></span></li>
<li><span style="background-color: white;"><span style="font-size: small;">Don't Text n Drive Article (<a href="https://docs.google.com/file/d/0B-AiPYEb3nFVWEJxNlA1MVU1Vmc/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVX2sxUWZsd19WY0k/edit?usp=sharing" target="_blank">google doc</a>)</span></span></li>
<li><span style="background-color: white;"><span style="font-size: small;">Putting the Brakes Article (<a href="https://docs.google.com/file/d/0B-AiPYEb3nFVRXQ3c1pRRFhuZzQ/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVR3djcVlGTWg5Qm8/edit?usp=sharing" target="_blank">google doc</a>)</span></span></li>
<li><span style="background-color: white;"><span style="font-size: small;">Teen Led Study Article (<a href="https://docs.google.com/file/d/0B-AiPYEb3nFVVUo0dHhRSWRFeGM/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVZ2o2WVFqaENnQTg/edit?usp=sharing" target="_blank">google doc</a>)</span></span></li>
</ul>
<span style="background-color: white;"><span style="font-size: small;">Article Questions (<a href="https://docs.google.com/file/d/0B-AiPYEb3nFVb1lqZmpUMmNSUEE/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVVEVYQ1hKZDZiMjQ/edit?usp=sharing" target="_blank">google doc</a>)</span><br /><br />Dangers of Distracted Driving Worksheet (<span style="color: black;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVMUx0YlEzbnE5LUU/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVcTlNb3JQQTBPakU/edit?usp=sharing" target="_blank">google doc</a>)</span></span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-45046203071973803242014-03-29T18:42:00.000-07:002015-08-23T18:42:57.855-07:00Chain Reactions<i>New Teacher Institute, Exploratorium, March 29th, 2014<br />Presented with Geoff Gould</i><br />
<br />
Geoff and I presented a few different ways to teach chain reactions through Rube Goldberg machines. This can be a long term individual o group project or be done in one day!<br />
<br />
<br />
<div>
Workshop<i> </i>Handout (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTGxHUHJVLWotemc/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVX1kxc2RrRzExcnM/edit?usp=sharing" target="_blank">google doc</a>)</span></div>
Workshop powerpoint (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVbmtLUW14clVpMEU/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdVpZRHcxM21nWlE/edit?usp=sharing" target="_blank">ppt</a>)<b><br /> </b></span><br />
<span style="color: black;"><b>Video Links:</b><span style="font-size: 50.0pt;"><span style="font-family: Arial;"><br /></span></span></span><br />
<ul>
<li><span style="font-size: small;"><u><a href="http://physics.ggould.com/chain.html" rel="nofollow" target="_blank">Geoff's Chain Reaction page</a></u></span></li>
<li><span style="font-size: small;"><u><a href="https://www.youtube.com/watch?v=Iyh19A6CmBw"><span>•</span>Honda Cog </a></u><u><a href="https://www.youtube.com/watch?v=Iyh19A6CmBw">Commercial</a></u>
</span></li>
<li><span style="font-size: small;"><span>•</span><u><a href="https://www.youtube.com/watch?v=NOY4JThl1Bs">Making of Honda Cog</a></u> </span></li>
<li><span style="font-size: small;"><span>•</span><u><a href="https://www.youtube.com/watch?v=qybUFnY7Y8w">OK Go - This Too Shall Pass
music </a></u><u><a href="https://www.youtube.com/watch?v=qybUFnY7Y8w">video</a></u> </span></li>
<li><span style="font-size: small;"><span>•</span><a href="http://youtu.be/nAWnWGaOoWc">Pythagoras Switch videos from
Japan</a></span></li>
<li><span style="font-size: x-small;"><span style="font-size: small;"><span>•</span><u><a href="https://www.youtube.com/watch?v=7UdzAaw-H0o">Steve Price’s </a></u><u><a href="https://www.youtube.com/watch?v=7UdzAaw-H0o">“America’s Got Talent”
audition</a></u></span></span></li>
</ul>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-23258032735261016382013-11-23T18:37:00.000-08:002015-08-23T18:41:20.055-07:00Wire It Up! Electric Building ProjectChevron STEM Conference <i>Exploratorium November 23rd, 2013</i><br />
<i><br /></i>
As part of the Chevron STEM Conference by the Exploratorium I presented on my Electric House Project using recycled holiday lights.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-iljrBmuPK7o/UU00MQ9I-SI/AAAAAAAAEcY/KLXX7uQSG7Y/s1600/IMG_5068.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="http://4.bp.blogspot.com/-iljrBmuPK7o/UU00MQ9I-SI/AAAAAAAAEcY/KLXX7uQSG7Y/s400/IMG_5068.JPG" width="266" /></a></div>
<i><br /></i>
<div>
Workshop Write-up (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNk5KQkZqVURXakk/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVdzV0clRfcXNReDA/edit?usp=sharing" target="_blank">google doc</a>)</span></div>
<div>
Student introduction sheet (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVNzV0NWZsaFBnbHM/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVZHNrQUl2YWluWnM/edit?usp=sharing" target="_blank">doc</a>)</span></div>
<div>
Workshop powerpoint (<span style="color: black;"><a href="https://drive.google.com/file/d/0B-AiPYEb3nFVX0lmZzFwUUJYYTg/edit?usp=sharing" target="_blank">pdf</a> or <a href="https://drive.google.com/file/d/0B-AiPYEb3nFVTnhxaVdHeDFFRkE/edit?usp=sharing" target="_blank">ppt</a>)<br /></span></div>
<div>
Sample projects from <span style="color: black;"><a href="http://www.flickr.com/photos/30394012@N05/sets/72157629827858371/" rel="nofollow" target="_blank">2012</a> and <a href="http://www.flickr.com/photos/30394012@N05/sets/72157633281375671/" rel="nofollow" target="_blank">2013</a></span></div>
Physics class <span style="color: black;"><a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/physics/projectinfo/electrichouse" target="_blank">Electric Building Project page</a> (not updated for 2014)</span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-22425478581268077692013-09-28T18:36:00.000-07:002015-08-23T18:36:35.706-07:00Paper Management: Taming the Paper Beast!<i>New Teacher Institute September 28th, 2013</i><br />
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<i>Presented with Maria Kapadia</i></div>
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Teachers have to deal with so much paper it is often overwhelming!<i> </i>We shared strategies about how to mange paper, how to minimize it and more.<i><br /></i></div>
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Workshop <span style="color: black;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVQjVPeVZVOGhseUE/edit?usp=sharing" target="_blank">powerpoint </a></span></div>
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Workshop <span style="color: black;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVbnlxdHBqQjVUM1U/edit?usp=sharing" target="_blank">handout</a></span></div>
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<span style="color: black;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVWF9tVjFlajdvcTA/edit?usp=sharing" target="_blank">Ideas</a> for paper management by category <i>- created by the participants</i></span></div>
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<a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/IMAG5281.jpg?attredirects=0"><img alt="Types of Paper" border="0" height="225" src="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/_/rsrc/1380469961833/educators/IMAG5281.jpg?height=225&width=400" width="400" /></a></div>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-56277613489133988522013-08-31T21:13:00.000-07:002015-08-23T21:14:23.997-07:003 Dimensional Learning analogy<div>
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<span style="font-size: small;">A great article on <a href="http://nstacommunities.org/blog/2014/04/25/equip/" rel="nofollow" target="_blank">NSTA's blog</a> about how to employ the NGSS. I love the <a href="http://nstacommunities.org/blog/wp-content/uploads/2014/04/KrajcikBlogImage.png" rel="nofollow" target="_blank">cooking analogy</a>!</span><br />
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<a href="http://3.bp.blogspot.com/-hji_A1_fYRQ/VdqZ1X577jI/AAAAAAAAEws/N_a5EH74pbw/s1600/KrajcikBlogImage.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="http://3.bp.blogspot.com/-hji_A1_fYRQ/VdqZ1X577jI/AAAAAAAAEws/N_a5EH74pbw/s640/KrajcikBlogImage.png" width="640" /></a></div>
Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-66184576275110369172013-08-31T21:11:00.000-07:002015-08-23T21:11:57.008-07:00NSTA NGSS Resources I love<i><b>NSTA Resources:</b></i><br />
<span style="font-size: small;"><span style="line-height: 115%;">A huge amount of NSTA materials is available on this <a href="http://www.nsta.org/about/standardsupdate/standards.aspx" rel="nofollow" target="_blank">website</a> and is very helpful because they sort the standards differently. </span></span><br />
<ul>
<li><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/HowToReadNGSS.pdf" rel="nofollow" target="_blank">How to Read the Standards</a></span></li>
<li><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/FinalReleaseNGSSFrontMatter.pdf" rel="nofollow" target="_blank">Front Matter</a></span></li>
<li><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/CombinedTopicArrangementBookmarked5.1.13.pdf" rel="nofollow" target="_blank">NGSS Organized by Topic</a> (PDF of the full set)</span></li>
<li><span style="font-size: small;"><a href="http://www.nsta.org/about/standardsupdate/standards.aspx#topic" rel="nofollow">NGSS Organized by Topic</a> (PDFs of Separate Sections)</span></li>
<li><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/CombinedDCIVersionBookmarked5.1.13.pdf" rel="nofollow" target="_blank">NGSS Organized by Disciplinary Core Idea</a> (PDF of the full set)</span></li>
<li><span style="font-size: small;"><a href="http://www.nsta.org/about/standardsupdate/standards.aspx#dci" rel="nofollow">NGSS Organized by Disciplinary Core Idea</a> (PDFs of Separate Sections)</span></li>
</ul>
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</span><span style="font-size: small;"><b>Appendices</b></span><br />
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</span><ul>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixA-ConceptualShiftsInTheNextGenerationScienceStandards.pdf" rel="nofollow" target="_blank">Conceptual Shifts</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixB-ResponsesToThePublicDrafts.pdf" rel="nofollow" target="_blank">Responses to Public Feedback</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;">College and Career Readiness (Coming Soon)</span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/AppendixD-DiversityAndEquity-4.9.13.pdf" rel="nofollow" target="_blank">All Standards, All Students</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixE-DCIProgressionsWithinNGSS_1.pdf" rel="nofollow" target="_blank">Disciplinary Core Idea Progression in the NGSS</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixF-ScienceAndEngineeringPracticesInTheNGSS_0.pdf" rel="nofollow" target="_blank">Science and Engineering Practices in the NGSS</a> / <a href="http://nstahosted.org/pdfs/ngss/AppendixF-MatrixOfScienceAndEngineeringPracticesInTheNGSS_0.pdf" rel="nofollow" target="_blank">Matrix</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixG-CrosscuttingConceptsFINAL.edited_0.pdf" rel="nofollow" target="_blank">Crosscutting Concepts in the NGSS</a> / <a href="http://nstahosted.org/pdfs/ngss/AppendixG-MatrixOfCrosscuttingConcepts-FINAL-edited_0.pdf" rel="nofollow" target="_blank">Matrix</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/AppendixH-TheNatureOfScienceInTheNextGenerationScienceStandards-4.9.13.pdf" rel="nofollow" target="_blank">Nature of Science in the NGSS</a> / <a href="http://nstahosted.org/pdfs/ngss/AppendixH-MatrixOfTheNatureOfScienceInTheNGSS-4.9.13-1.pdf" rel="nofollow" target="_blank">Matrix</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixI-EngineeringDesignInNGSS-FINALII_0.pdf" rel="nofollow" target="_blank">Engineering Design in the NGSS</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/20130509/AppendixJ-ScienceTechnologySocietyAndTheEnvironment_0.pdf" rel="nofollow" target="_blank">Science, Technology, Society, and the Environment</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/AppendixK-FINAL-6.5.13.pdf" rel="nofollow" target="_blank">Model Course Mapping in Middle and High School</a></span></li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/AppendixL-CCSSMathConnections-6.3.13.pdf" rel="nofollow" target="_blank">Connections to CCSS—Mathematics</a></span> </li>
<li style="list-style-type: upper-alpha;"><span style="font-size: small;"><a href="http://nstahosted.org/pdfs/ngss/AppendixM-ConnectionsToTheCCSSForLiteracy-6.12.13.pdf" rel="nofollow" target="_blank">Connections to CCSS—Literacy in Science and Technical Subjects</a></span></li>
</ul>
<span style="font-size: small;"><span style="font-size: small;">I found an </span></span><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="line-height: 115%;"><a href="http://www.teachtci.com/images/NGSS/tci-infographic.jpg" rel="nofollow" target="_blank">Infographic</a> about NGSS that is very clear and understandable that helps explain the "parts." After I found this I used it to develop a </span></span></span><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVSkFVZWpET2hwRmM/edit?usp=sharing" target="_blank">NGSS Professional Development introduction</a> using <span style="line-height: 115%;">portions of the
<a href="http://www.teachtci.com/images/NGSS/tci-infographic.jpg" rel="nofollow" target="_blank">Infographic</a> by </span><span style="line-height: 115%;"><a href="http://www.teachtci.com/" rel="nofollow"><span style="line-height: 115%;">www.TeachTCI.com</span></a>. This is a general explanation piece using the image in a printable format. </span></span></span>Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0tag:blogger.com,1999:blog-525551718141447664.post-22733713263474726532013-08-31T21:07:00.000-07:002015-08-23T21:12:29.518-07:00NGSS Basics<div>
<span style="font-size: small;">I found that I started not understanding the basic chart format of the standards. </span><span style="font-size: small;"><span style="font-size: small;">I found an </span></span><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="line-height: 115%;"><a href="http://www.teachtci.com/images/NGSS/tci-infographic.jpg" rel="nofollow" target="_blank">Infographic</a>
about NGSS that is very clear and understandable that helps explain the
"parts." The new standards are no longer a check list of "things
students need to know" but a list of (1) <b>Content</b> they must know at a deeper level than before, (2) <b>Practices</b> or skills they must have in order to express that content and (3) <b>Crosscutting ideas</b>
they should be able to see across several disciplines. The framework in
its chart form separates each of these categories from the "Performance
Expectations" that detail what students are expected to be able to <b><i>do</i></b> based on those three parts. </span></span></span></span></span></div>
<br /><span style="font-size: medium;"><span style="font-size: small;">Specific resources for the <a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/ngss/middleschoolresources" target="_blank">Middle School</a> and <a href="https://sites.google.com/a/pleasantonusd.net/barnettdreyfuss/educators/ngss/highschoolresources" target="_blank">High School</a> are also available. </span></span><br />
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<b><i><span style="font-size: small;">Science & Engineering Practices</span></i></b>
<span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: medium;"><span style="font-size: small;">These skills are listed under specific Performance Expectations but <i>do not</i> have to be taught <i>only</i>
with those concepts. All the advice I've heard for implementation of
NGSS has been to start with these Science and Engineering Practices.
These skills can be taught to students in any concept and if students
truly understand <i>how</i> to do it then they should be able to apply
them to any other concept. For example, there is an Science &
Engineering Practice regarding analyzing data, something that students
do frequently. There are others about designing and revising a model
which you may teach to your students in the Kinematics unit but they may
be assessed regarding Electricity. I've separated the Science and
Engineering Practices for </span><span style="font-size: small;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVaktOZS1PZ2RpdjA/edit?usp=sharing" target="_blank">Grades 9-12</a></span> <span style="font-size: small;">so that you can see them a little more broadly. </span></span></span></span></span><br />
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<span style="font-size: small;"><i><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: medium;"><b>Crosscutting Concepts:</b></span></span></span></i></span><br />
<span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: medium;"><span style="font-size: small;">The
Crosscutting Concepts are concepts that should appear in multiple
disciplines and help students see the overall interdisciplinary
connections between their classes. Often, teachers discuss applications
of a particular concept in multiple classes. For example, the lens of
the eye shares properties with over convex lenses so it may be discussed
in both a biology (or anatomy) class as well as a Physics class. In my
class I discuss near-sightedness and far-sightedness and how their focal
lengths differ; students who are in anatomy and have dissected a cow's
eye have a much better understanding of that concept. </span></span></span></span>Crosscutting Concepts <a href="https://docs.google.com/file/d/0B-AiPYEb3nFVYjBUUXdBOWNEQjQ/edit?usp=sharing" target="_blank">Grades 6-8</a> and <span style="font-size: small;"><span style="font-size: small;"><span style="font-size: medium;"><span style="font-size: small;"><a href="https://docs.google.com/file/d/0B-AiPYEb3nFVYWljVE5qT0Zna1k/edit?usp=sharing" target="_blank">Grades 9-12</a></span></span></span></span></span><br />
<br />Bree Barnett Dreyfusshttp://www.blogger.com/profile/14573322357929132000noreply@blogger.com0