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SAILS Project
Sally Reynolds
ATiT
The SAILS project has received funding from the European Union’s Seventh Framework Programme for
research, technological development and demonstration under grant agreement no 289085
SAILS - A European approach
FP7: 2012-2015
Coordinator: Dr. Odilla Finlayson, Dublin City University
IBSE SKILLS AND COMPETENCES
Unified approach of implementing all the necessary
components for transforming classroom practice -
sustainable model for IBSE.
IBSE
IBSE RESOURCES
CURRICULUMTEACHER
EDUCATION
• Provide materials incorporating inquiry
assessment strategies and frameworks.
• Partner with teachers to identify and
implement assessment strategies and
frameworks to evaluate key IBSE skills
and competences in the classroom.
• Prepare teachers not only to be able to
teach through IBSE, but also to be
confident and competent in the
assessment of their students’
learning through inquiry.
SAILS OBJECTVES
SAILS ASSESSMENT IN SCIENCE
Focus on:
• scientific reasoning
• scientific literacy
• developing hypotheses
• working collaboratively
• forming coherent arguments
• planning investigations
The assessment of skills in a way that teachers can:
(1) diagnose whether students possess an appropriate level of that
skill, and
(2) provide feedback and guidance to their students in order to
improve students’ performance.
Unit Overview
• Topic/Concepts
• Teaching Approach
• Inquiry Skills
• Scientific Literacy / reasoning
• Assessment
Draft Unit
• Rationale of approach used
• Proposed learning sequence
• Skills assessed
• Proposed assessment
Case Study
1
Case Study
2
Case Study
3
SAILS Unit Structure
CASE STUDIES (TEACHER STORIES)
(i) How was the learning sequence adapted?
Teachers’ reasons for their approach. What questions they used? How did the learners respond? What did the teacher notice?
(ii) How were the skills assessed?
How did they plan to make their judgements (during/after the inquiry? What model of assessment was used?
(iii) Criteria for judging assessment data:
What were the teachers looking for in terms of satisfactory response to the inquiry? What were their expectations?
(iv) Evidence Collected:
Teacher opinion, Observer notes, Sample Student artefacts.
(v) Use of Assessment Data
What did the teachers do next? How did they feed back to their learners? How did doing the inquiry affect their planning and decisions about next steps in learning?
SAILS UNITS
Collision of an egg
Ultraviolet radiation
Electricity
Light
Speed
Floating orange
Global warming
Up there… how is it?
Physics
Polymers
Acids, bases, salts
Black tide: Oil in the water
Reaction rates
The proof of the pudding
Which is the Best Fuel?
Household vs natural environment
Chemistry
Food labels
Plant nutrition
Sports nutrition
Wood lice
Natural selection
Biology
Inquiry skills assessed:
planning investigations
developing hypotheses
working collaboratively
forming coherent arguments
SAILS TEACHER EDUCATION
PROGRAMMES
Experience inquiry and experience / realise
assessment opportunities
Support teachers trialling in school -planning,
implementing, reflecting
Support teachers developing own units/materials
Based on SAILS Units
• Teacher approach and rationale
• Modes of Assessment
• Teacher judgements and criteria
• Evidence collected
• Feedback to students
Belgium
Denmark
Germany
Greece
Hungary
Ireland
Poland
Portugal
Slovakia
Turkey
Sweden
UK
ALL
CONTRIB
UTIONS
Thinking Assessment in Science and
Mathematics Conference, Dublin 2014
SAILS Community of Practice
• Framework for assessment of inquiry skills including
scientific literacy and scientific reasoning and illustrative
examples.
• SAILS Units
>20 science topics presenting inquiry and assessment
activities and case studies of teachers classroom practice.
• Models for teacher education
culturally adapted programmes in inquiry and integrated
assessment.
• European Community of practitioners
active in the teaching, learning and assessment of inquiry
in science and sharing classroom experiences.
Outcome of SAILS
COLLABORATORS
CASTeL, Dublin City University : www.castel.ie/• Odilla Finlayson, Paul van Kampen, James Lovatt, Sarah Brady, Deirdre McCabe.
SAILS (2012-2015): www.sails-project.eu/• Marian Kires, Zuzana Jeskova, et al, Safarik University in Košice, Slovakia;
• Pawel Bernard, Dagmara Sokolowska et al, Jagiellonian University Poland;
• Paul Black, Christine Harrison, Brian Matthews, King's College London, UK;
• Beno Csapo, Csaba Csíkos, et al, University of Szeged, Hungary;
• Gunnar Friege, Maximilian Barth, Universität Hannover Germany;
• Mats Lundström, Malmö University, Anders Jönsson, Kristianstad University, Sweden;
• Claus Michelsen, Morten Rask Petersen, University of South Denmark,
• Cecília Galvão, Cláudia Gonçalves, Instituto de Educação da Universidade de Lisboa, Portugal;
• Gultekin Cakmakci , Yalcin et al Hacettepe University Turkey;
• Simeos Retalis, Yannis Psaromiligkos, University of Piraeus, Greece;
• Sally Reynolds, Joasia van Kooten, Mathy Vanbuel, ATiT; Wim Peeters, Belgium;
• Mark Melia, Joe Greene, Intel PLS Limited, Ireland.
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