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Friday July 16, 2010

Online Resources

8:30-10:00

Writing cases: scenarios

Writing a Case (doc)
Components of a Case (doc)

Preparing Case Learners

10:00-10:15

Break

 

10:15-11:45

Addressing Standards and
Learning Science Objectives

Implementing cases

Adopting and Adapting Cases

 

Plant Content in the National Science Education Standards
National and State Standards
GLEs

Preliminary Standards Draft

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge

Finding Cases

SERC: Pedagogy in Action  Using Investigative Cases

11:45-1:00

Lunch

 

1:00-2:30

Field trip
Forsyth Center

The Forsyth Center Galleries possess an exquisite collection of Guatemalan apparel dating from the late 19th and early 20th century.

MSC Forsyth Center

2:30-2:45

Break 

 

2:45-4:15

Making Science Relevant

Student Products

K-12 Plant Path-ways to Science

Products List from The Parallel Curriculum (Tomlinson,et al, 2008) 

4:15-4:45

Blog

 

4:45-5:00

Daily Feedback

 


Day Overview

Adopting, adapting, and creating investigative cases for learners

  • Writing your own case enables you to highlight local concerns, address specific learning issues, or utilize existing resources.
  • Adopting and adopting existing cases is a good option for busy teachers.
    Educational organizations and plant societies provide a wide variety of learning materials.
  • Consider NSF’s cyberlearning focus in your instructional design.

Homework

OPEN

 

PM OPEN  

July 16th Summary

Case Learning

Plant Science

Technology

Careers

  • Implementation issues must be identified and addressed.

  • Provide an example of case-based learning so students know what your expectations are.
    Student products should reflect the objectives of cases – asking questions, investigating questions, and communicating the evidence that supports their conclusions. Cases should be done collaboratively in groups.

  • Plants provide resources that support human endeavors. Cotton