Science Model Academy for Reflective Teaching
SCIENCE GRANT OUTCOMES – CaMSP 2009- 2012
Assessing Teacher Learning about Science Teaching
The ATLAST assessment was administered as a matched pre-post test in summer 2009 and spring 2010 to 46 participating teachers and 42 comparison teachers. The results showed that treatment teachers had greater gains on 16 (62.1%) of the 29 questions. The assessment measured teacher knowledge for the topic “flow of matter and energy,” which was the focus of the professional development for year one.
Teacher Feedback Forms
Feedback forms were completed at the conclusion of each “intensive” professional development activity. Examples of participating teacher comments include:
1)What I Learned:
- That I don’t know very much about photosynthesis
- I learned about probes before, but it reminded me that it was a good tool to use.
- More techniques to teach/present hands on activities for matter
2)What I Valued:
- The six labs – engaging, exciting, cooperative learning, different, related to subject matter, can be used in real world.
- College professionals
- Learning WHY after observing WHAT
- You and your staff of instructors. What a wonderful resource
3)I Would Like More Information About:
- How to “dial up” or “dial down”
- Photosynthesis – after the quiz, I realize that I’m pretty green with regard to photosynthesis.
- Developing the labs around content area – Can I teach the content using all labs? How many labs are there?
4)Other Comments to the Leadership Team:
- Protect time for hands on labs (I appreciate team’s flexibility on scheduling)
- I feel the energy flowing in. An amazing thing to feel at the end of school.
- Thank you for making science exciting.
- So much fun, stimulating, exciting, though provoking
CST Science Subtests
CST assessment data was available for 686 treatment teachers’ 5th and grade 8th students and 472 of the comparison teachers’ 5th and 8th students. The mean standard score on the 2010 California Standards Test science subtest for treatment students was 393.85, and 485 (70.0%) scored at the Proficient or Advanced levels. The mean standard score for comparison students was 382.25, and 303 (64.1%) scored at the Proficient or Advanced levels.
In summary, the analysis showed mixed results for treatment teachers’ students compared with non-participating teachers’ students on the local SCSA assessment; however, the treatment teachers’ students outperformed the non-participating teachers’ students on the CST assessment.
Year One in Review by Institutions of Higher Education
Dr. Scott Croes MS, PhD, Professor of Anatomy and Physiology
Shasta-Tehama-Trinity Joint Community College District
The model academy at CSU, Chico and Shasta College has completely changed the way college students who are planning to apply to the multiple subject credential program learn to teach science to youngsters. The class is now required for liberal studies students and is taken by a significant number of science majors some of whom have expressed interest in teaching science at the high school or college level. These students now have the opportunity to experience working with children in a controlled setting on a college campus. The class includes a reflective teaching component, which is a major goal for the teachers involved in the grant. By participating in lesson study analysis of the model lessons presented in the Hands on Lab academy, faculty of the IHE have been able to develop a working relationship with area teachers. Getting to know teachers has provided valuable insight into the limits and possibilities of doing inquiry based, hands on science in the K-12 setting.
The program has opened channels of communication and outreach between K-12 and the 2 and 4-year institutions of higher education. Faculty has wanted to establish venues for reaching teachers but reliable and regular mechanisms did not exist. The model academy brings students in grades 3-8 and their teachers to the campus on a regular basis. Students and teachers participate in a college experience having the added benefit of introducing the children to the campus and undergraduates in the local institution of higher education. Many children have expressed their wonder and interest in attending this "school" when they go to college. For many of these children the visit to the model academy may have been the first time they considered the possibility of going to college.
I have a greater appreciation for the amount of work and time that elementary teachers spend in their preparation. These fine people are dedicated individuals that are enthused about learning and improving their teaching methodology. I have always felt that there should be a means for the sharing of resources and ideas between college and K-12 educators in order to facilitate vertical articulation. This grant has provided an avenue for this type of relationship. One aspect of our training is the development of effective classroom teaching strategies and lesson study. The sharing of positive teaching strategies from our leadership team and the teacher participants as well as the implementation of lesson study has greatly contributed to the way that I teach my college courses. Methods shared from our elementary school teachers concerning the delivery of information and the assessment of student understanding works well for students from the 3rd grade to college level.
Dr. Bev Marcum, - CSU Chico
I have a much different appreciation of the necessity for vertical articulation and building understanding in science concepts throughout the grades, starting very early, kindergarten, if possible if not earlier.
We have to scaffold our classes, build bridges between the grades and within individual classes to increase the likelihood that we will achieve success for all. This is especially true for non major’s classes in science. Working with teachers has given me many more tools to use to help my students succeed.
Shasta County Office of Education | 1644 Magnolia Avenue Redding, CA 96001
(530) 225-0243 | Fax (530) 225-0216