Science IDEAS: Instructional Planning
This section consists of paper-pencil “tools” used to guide the sequence
of tasks followed in Science IDEAS instructional planning. Overall, the planning
process is structured as a school-based, grade articulated process that begins
with grade-level curriculum articulation planning and ends with the development
of propositional concept maps that provide the conceptual framework for what
is to be taught in multi-day lessons. Once the curricular-oriented propositional
concept maps are developed, specific Science IDEAS elements in the form of learning
activities are then mapped on the curricular concept maps. Finally, the learning
activities on the map are sequenced for instruction.
Note 1 - Implications for
teachers using Science IDEAS on an individual basis.
Although the planning process is presented here within a school-based, grade-articulated
context, individual teachers using the Science IDEAS model in their classrooms
can follow the same process. However, in doing so, individual teachers must
make initial assumptions about and then use the Science IDEAS prior knowledge
strategy to insure science instruction is appropriate for the students in their
classrooms.
Note 2 - Implications for
multi-school or districtwide applications of Science IDEAS
A group of schools or a districtwide adoption of Science IDEAS would follow
the same planning process as a school-based adoption. The only difference would
be in the involvement of teachers and/or curriculum science specialists in the
planning process.
The collection is composed of the following:
Articulated Grade-Level K-5 Curriculum Planning
The goal of grade-level curriculum planning is
to insure that the cumulative instruction students experience across grades
K-5 is coherent and meaningful. Such grade-level planning is done every 6-9
weeks by teachers representing each grade level. Typically, topics and concepts
are displayed using post-it notes on a large whiteboard. Use of post-it notes
allows topics/concepts to be moved around easily. Essentially, the result of
the planning process is the equivalent of a scope and sequence of how the science
curriculum evolves across grade levels for each of the major curriculum “tracks”
in science (e.g., matter, force and motion) that provides a guide for Science
IDEAS teachers at each grade level. Once the initial curricular articulation
plan is developed, it can be easily modified in succeeding years.
Intra-Grade Level Unit/Lesson Activities Planning
Given a grade-articulated articulated
curricular plan, teachers at a specific grade level can work together or individually
to identify the science concepts or group of concepts to be addressed in daily
1.5-2 hour instructional blocks in grades 3-5 and daily 45 minute instructional
blocks in grades K-2 within the number of instructional weeks in a school grade-reporting
unit (e.g. 6 weeks, 9 weeks, 12 weeks). This process is an elaboration of the
broader grade-articulated curricular framework. The specific part of the Science
IDEAS planning process in this phase is the identification of a pool of multiple
activities for each type of science ideas element (e.g., reading, hands-on)
to be used in instruction.
Multi-Day Lesson Planning Using Original Concept-Focused Architecture
Given a pool of activities
representing each of the Science IDEAS elements focusing on a science concept
or group of concepts, the next step is sequencing the activities for instruction
and allocating the anticipated amount of daily instructional time allocated
to each. The attached form represents the original concept-focused approach
used to plan science ideas lessons that did not use curricular concept maps.
However, because all of the different types of activities were concept-focused,
the instructional sequences developed by teachers were effective in engendering
student learning.
Advanced Multi-Day Lesson Planning Using Propositional Concept Maps
Although the original
concept-focused Science IDEAS architecture for multi-day lesson planning was
effective, over the course of the NSF/IERI project the use of propositional
concept maps was added to the planning process. The advantage of introducing
such curricular concept maps into the planning process is that such maps provided
a means for raising the degree of curricular coherence of Science IDEAS instruction.
The enhancement of curricular coherence resulted from the fact that the construction
of such concept maps resulted in the explication among concepts and sub concepts
to be taught. As a result, mapping the different types of instructional activities
on the concept map and then sequencing the activities for instruction insured
necessarily resulted in the sequence of instructional activities experienced
by student learners was a optimal as possible. Although this approach to planning
instruction is more powerful, in most cases it is not recommended for use by
beginning Science IDEAS teachers unless they are provided with support of more
experienced Science IDEAS teachers.