TEA Collaborative Learning Group
Team Meetings

Caldwell
2004

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Date: 2/25/04
Duration: 2 hours
Location: DCHS North Science
Parcticipants: John Bell (Sharon Shatswell, R.L. Boyles, Christine Uribe, Doug Dolan)

Goal(s) of Meeting
This was a Professional Learning Community (PLC) meeting where teachers get together to try to improve curriculum in one area. The area we're working in is the Introduction to Physical Science (IPS)class. After a long break between meetings, this one was basically used to get back on track.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
We reviewed six core areas of content that we feel are essential to IPS. We also looked at the assessments that were developed during the first few semester sessions. We decided a course of action for the rest of the semester and which essential areas would be tested.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
We looked at examples from each of the teachers and decided on which would work the best. Sharon Shatswell had several activities in mind and agreed to bring them to following meetings. Doug Dolan also agreed to assist.

Additional reflections:

Goal(s) of Meeting
At this meeting we were to decide which tools would be used for pre-assessing and post-assessing the specific essential learning outcomes (ELO's) that were identified in the previous meeting.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
Sharon Shatswell and Doug Dolan provided several excellent assessment tools for assessing essential IPS concepts such as measurement, identifying variables, and graph analysis. For the most part, new assessments were not invented. Rather, the best ones were copied and circulated to all the IPS teachers so that there would be consistentcy across the board. This way, all the students will be receiving the best materials.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
We looked at several assessment tools and looked to the best inquiry-based ones in our possession. The IPS curriculum is somewhat flexible, but there are several topics that need to be covered to address the Colorado state standards. Therefore, it's difficult to introduce new assessments and labs into the curriculum. However, if labs and assessments that reflect "best practices" can be used, then we can improve our curriculum.

Additional reflections:

Goal(s) of Meeting
This was our last meeting of the 2003-2004 school year and our first chance to compare data.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
This was our first opportunity to look at data between the various classes to develop a baseline for the student's understanding of measurement, identifying variables, and graph analysis. All of the IPS classes used the same assessment tool and did an itemized analysis of each question. We also looked at reconfiguring our PLC groups for next year. I have not taught IPS in a couple of years, however, I'm the only one who teaches the Earth Scinces. It doesn't make sense for me to parcticipate in this group any longer.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
We looked at assessment tools for our other ELO's and made a tentative schedule of when they would be implemented during the 2004-2005 school year.

Additional reflections:

Goal(s) of Meeting
This meeting was the first of a new PLC group. It was decided over the summer to form a PLC group that consisted of teachers (like myself) who mostly teach science electives. John Bell (one of my TEA mentee associates) joined us because he teaches Global Science. I am the facilitator for this group and used this meeting to basically develop group norms and hear the goals of the parcticipants.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
This session got off to a rough start because several members of the IPS group wanted to "jump ship" after John and I left. They were convinced to stay and continue the good work we did last year. Since this new PLC has representatives of several electives (astronomy, geology, global science, zoology), we decided to look at some broad themes of science that permeate all the sciences.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
In this first meeting, we decided that three critical themes to science include evaluating graphs and data, critical thinking, and skills (such as using proper equipment). A plan of action was suggested that we use tools that reflect real-life applications and encourage collaborative efforts. The question that we need to always address is "Who is the next customer?" In other words, we looked at what skills the students need for the next step, whether it's a chemistry class, four-year-university, or job in the work force. Two ELO's were agreed upon.

Additional reflections:
Two more meetings were held on 8/24/04 and 11/5/04.

Goal(s) of Meeting
To develop a "SMART" goal, identify six to eight ELO's, and start to develop pre and post assessments for each of these ELO's.

Overview of Session (e.g., resources used, discussion points, next steps, etc.):
This was one of the most productive meetings we've had since the Douglas County School District implemented PLC's. We identified six ELO's that we felt crossed all of our disciplines. We also developed a goal that "...by graduation, 90% of non-proficient science students will be proficient in science standard 1, checkpoints 1,2, and those that have already achieved proficiency will maintain that proficiency for the course." We decided that ELO #5 (scientific bias) would be the first we would tackle. We started working on pre and post assessments that would address this area.

How did your team address pedagogy, content, the process of science, and the use of technology during the session?
These were the areas we felt were critical to all science electives:

PLC ELO’s for 3rd year science:

To succeed beyond High School, all students will:

1.) conduct a self designed investigation using the scientific process and appropriate resources. • Ex. “Plan a family trip”

2.) Demonstrate understanding and effectively communicate the scientific concept, technology, and information essential to an issue. • Ex. “Water issues and development in Douglas County.”

3.) Demonstrate understanding of relationships between appropriate uses of scales and quantities and apply general knowledge of measurement. • Ex. “Boss gives you so many pipes for irrigation and figure time to complete a task.”

4.) work collaboratively with others, to evaluate information, develop a plan and proceed to a solution. • Ex: “Put up shelves and double inventory without compromising stability.”

5.) identify and discriminate biased conclusions or opinions lacking in scientific evidence. • Ex. Environmentalists vs. Industrialists on environmental impact.

6.) utilize inquiry skills to identify, control, and manipulate variables to solve a problem based on a set of criteria. • Ex.: “Whether Lipitor is effective for cholesterol.”

Additional reflections: