Science Curriculum Topic Study (Soft Cover)
By: Page Keeley
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Discover the "missing link" between science standards, teacher
practice, and improved student achievement!
Becoming an accomplished science teacher not only requires
a thorough understanding of science content, but also a familiarity
with science standards and research on student learning. However,
a comprehensive strategy for translating standards and research
into instructional, practice has been lacking since the advent
of standards-based education reform. Science Curriculum Topic Study provides a
systematic professional development strategy that links science
standards and research to curriculum, instruction, and assessment.
Developed by author Page Keeley of the Maine Mathematics and
Science Alliance, the NSF-funded Curriculum Topic Study (CTS),
process can help educators align curriculum, instruction,
and assessment with the specific, research-based ideas and
skills required in local, state, and national standards.
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Uncovering Student Ideas in Science Vol 1: 25 Formative Assessment Probes
By: Page Keeley, Francis Eberle, and Lynn Farrin
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This book helps teachers identify the preconceptions students bring to their
learning so that instruction can be designed and monitored that targets the
ideas that impact student learning. Loaded with classroom-friendly features
you can use immediately, the book is comprised of 25 "probes"--brief, easily
administered assessments designed to determine your students' thinking on 44
core science topics. The detailed teacher materials that accompany each
probe review science content; give connections to National Science Education
Standards and Benchmarks; present developmental considerations; summarize
relevant research on learning; and suggest instructional approaches for
elementary, middle, and high school students.
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Uncovering Student Ideas in Science Vol 2: 25 More Formative Assessment Probes
By: Page Keeley, Francis Eberle, and Joyce Tugel
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Like the NSTA bestseller that came before it, Volume 2 of Uncovering Student Ideas in Science will reveal the surprising misconceptions students bring to the classroom—so you can adjust your teaching to help students develop a sound understanding of science.
The field-tested features from Volume I are all here. The 25 new probes are short, easy-to-administer activities designed to determine what students at every grade level know (or think they know) about core science topics. The probes come all ready to reproduce. Accompanying teacher materials explain science content, note links to national standards and research on learning, and suggest grade-appropriate instructional strategies.
But where Volume 1 had a heavy emphasis on physical science, Volume 2 includes more life science and Earth and space science probes. New topic areas include particulate matter, characteristic properties of matter, energy transfer, genetics, adaptation, plants, cell size, rocks, fossils, the day/night cycle, and objects in the night sky. Volume 2 also suggests ways to embed the probes throughout the course of your instruction, not just beforehand.
Of course, students aren't the only ones with misconceptions. Many fans of Volume 1 use it in professional development workshops to uncover mistaken beliefs about science among teachers. It has also been used in professional development to look at student work and help teachers increase their awareness of the commonly held ideas their students hold, regardless of grade level. Volume II is an equally valuable formative assessment tool, no matter who uses it. Click here to read a pdf excerpt from the book on the NSTA Press web site: http://www.nsta.org/main/pdfs/store/pb193x2web.pdf
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Uncovering Student Ideas in Science Vol 3: Another 25 Formative Assessment Probes
By: Page Keeley, Francis Eberle, and Chad Dorsey
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This third book in the nationally best selling series includes 25 more formative assessment probes that uncover K-12 students' and teachers' preconceptions. The probes connect standards and research on learning and include extensive teacher notes that describe the content and curricular and instructional considerations. There are 10 physical science, 6 life/environmental science, 6 earth/space science, and 3 nature of science/inquiry probes. An additional chapter describes how to use the probes for individual teacher learning or use in professional development settings, including professional learning communities.
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Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning
By: Page Keeley
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This book describes 75 specific formative assessment classroom techniques (FACTs) you can use to build a repertoire of best practice. Examples include Card Sorts, Collaborative Cued Corrections, Look Backs, PEO Probes, A&D Statements, Concept Cartoons, Fact First Questioning, and 68 more techniques! Each technique is described according to its purpose, how it promotes learning, how it informs instruct on, how to design and implement each technique, modifications for different students, a science example, and ways it can be used in other content areas. Background material describes how to seamlessly integrate the techniques into an instructional model- the SAIL Cycle- Science Assessment, Instruction, and Learning Cycle and as well as how to build support school-wide for implementing formative assessment strategies.
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Mathematics Curriculum Topic Study (Soft Cover)
By: Page Keeley & Cheryl M. Rose
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Mathematics Curriculum Topic Study provides a systematic professional development strategy that links mathematics standards and research to curriculum, instruction, and assessment. Developed by authors Page Keeley and Cheryl M. Rose of the Maine Mathematics and Science Alliance, the NSF-funded Curriculum Topic Study (CTS) process can help educators align their practice with research-based concepts and skills required in local, state, and national standards. Successfully field-tested with hundreds of teachers, mathematics coordinators, and staff developers, this book contains 92 ready-to-use CTS guides arranged in seven categories that are aligned with NCTM content and process standards.
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The book offers educators a powerful diagnostic technique in the form of field-tested assessment probes—brief, easily administered activities to determine students' thinking on core mathematical concepts. With 25 assessments to identify fallacies in students' preconceived ideas teachers will have the ability to identify their students' preconceptions in mathematics and modify their teaching to help correct these misunderstandings. There are detailed teacher notes that accompany each probe with connections to learning research, the National Council of Teachers of Mathematics standards and instructional implications. This resource is an application of the work published in Mathematics Curriculum Topic Study (Keeley & Rose. 2006)
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Seeing the Forest through the Trees
Edited By: Dr. Francis Eberle and Lynn Farrin
Seeing the Forest through the Trees, a monograph edited by Dr. Francis Eberle and Lynn Farrin and published by the Maine Mathematics
and Science Alliance, is a collection of vignettes that highlight the experiences of mentors, mentees, and staff of the NNECN Project.
Click here for a pdf version of the monograph.
Journeys
Edited By: Richard Stebbins and Amy Johnson
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Journeys is a collection of papers describing the impact of the Maine Mathematics and Science Teaching Excellence Collaborative on the
improvement of student learning and teaching practices.
