MM+Workshop+Working+page

**Working Page in Wiki:** Now that you have determined the authentic assessment activity you want to develop for your workshop, create a working page in your wiki where you can begin planning. (Note: This page will not be available to your participants.) Your Instructor will check on your progress throughout the quarter.
 * Begin Development**

**Agenda:** Create a tentative agenda for your five-hour workshop and post it to the title page of your workshop wiki. Outline each segment and include the time allotted for each activity. Be sure to consider how much time you need to teach each element of the workshop (i.e., how to use the technology chosen for the authentic assessment activity, present key ideas, and so forth).(

INTRO/Rationale for this project Hands-on activities, simulations, interactions with peers and scientists, experimentation and inquiry-based science are all excellent ways to create cognitive dissonance and encourage students to use logical reasoning as opposed to sensory reasoning when examining scientific phenomena. As students conduct experiments, manipulate variables, view representations and models of phenomena and construct hypotheses, they are exposed to opportunities to see how things work and compare what they've observed with what they 'know' from their own experiences. When students are engaged in "actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers" (Roschelle et al., 2000, 79), they are more likely to gain an expert understanding of science concepts. One way to expose children to this type of learning is through the use of multimedia tools in the classroom. Working with these tools, teachers can serve as a facilitator of learning rather than the director. When the teacher facilitates student exploration, students become responsible for their own learning and are encouraged to try new things and take risks (Lajoie et al., 2001). Using multimedia in your classroom can assist learners in a variety of ways, by providing: Multimedia tools can help students make the transition from novice to expert thinking by mimicking the way that scientists think and behave.
 * Multiple modalities for representing real-world problems;
 * Adequate information, advice and feedback when and where needed;
 * Opportunities to solve and reason about problems while applying scientific knowledge, and
 * Online resources that reduce memory load and increase time for in-depth thinking (Lajoie et al., 2001, 157).

**AGENDA:** **(1 hour) Intro and Pre-assessment** both critical thinking and content: 1) Collaborative activity: Scientific Inquiry Assessment-think of a question that can be answered using scientific inquiry. Apply all aspects of the full cycle of the scientific process and (create reasonable data) 2) MultiMedia tools checklist for experiences **(1 hour) Pre-teach collaborative activity:** 1) review Multimedia tools list from pre-assess 2) Create a short video drama showing traditional science and inquiry science 3) Inquiry-based lab Choose one of the following inquiry collaborative activities:  a) on Watson & Crick’s DNA structure from Erwin Charaff’s data in the 1940’s “Charaff’s DNA Data” b) Classifying Oaks with DNA and Species discussion and relation to DNA, molecular sequencing, DNA & evolution  c) Hippocampus video – How Biologist Study? [] d) Extracting DNA, student-developed procedure Expectations? How do you know you have DNA?  DNA structure – find modeling program modeling? Hippocampus  e) From DNA to Protein: Introduce 3-D protein free modeling software Protein synthesis m-RNA, t-RNA in transcription, translation building models – find virtual modeling? Tutorial? f) Human genetic disease: A case study of Sickle-cell anemia with one nucleotide error. g) FIND virtual Electrophoresis simulation - diagnostic lab on 2 families for heterogonous carriers / homologous / free

[|Modeling Tools and Multiple Representations], (ChemSense, Gizmo, Protein Explorer) [|Tools that Facilitate Collaboration and Discourse], (Globe) and

[|Simulations and Virtualown Teacher Srater Sheets f Labs].(Gizmo, ThinkerTools, Virtual Frog, Virtual Labs at the Howard Hughes Medical Institute (9-12) Allows students to take on the role of scientist, technician, doctor, immunologist and others as they participate in labs on topics such as cardiology, immunology, and bacterial identification. Free.  Software guides students through the virtual dissection of a frog, including pre-lab instructions, lab simulations, and post-lab reinforcements.
 * (1 hour) Presentation**:students create their own wiki for collaboration, view the MUVE video, and choose one of the virtual labs to practice.
 * Operation Frog Deluxe (4-10)

(**2 hours) Authentic Assessment - 2nd life:** MUVE River City Project for learning scientific inquiry and 21st century skills (19th century town plagued by a disease). Consider the issues - a team structured debate: teams choose from 10 genetic/DNA/Biotech issues and debate in forum. ePortfolios

Sketch out a plan for the workshop you will create in Modules 3, 4, and 5, including pre-training, presentation of key concepts/content/skills, a graphic organizer, and an authentic assessment activity for your participants. Answer the following questions on the planning page in your wiki: 1. How will you include Mayer’s principle of active processing in your authentic assessment activity? This will be 80% hands-on activities for familiarization and application of several multimedia tools. What kind of product will your participants create to demonstrate their learning using multimedia technology? 1 min video, their own blog, wiki, Google doc, Diigo, moodle forum, 1 min podcast, screencast. 2. What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, podcast, screencast, interactive tutorial, wikis, blogs, diigo, PLNs, Google docs, virtual simulations, and modeling tools )? How will you include Mayer’s principles of dual coding and limited capacity in your presentation? I will point out the research on dual coding concepts and limited capacity as presentations on different multimedia tools are shown 3. What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop? Mind Map with the 3 main multimedia categories: 1) Modeling Tools and Multiple Representations; 2) Tools that facilitate collaboration and discourse; and 3) Simulations and Virtual Labs  4. What concepts in your presentation will require pre-training before you begin the workshop? Inquiry-based science and misconceptions; and multimedia tools that are available. How will you use multimedia to engage your learners during the pre-training phase? Video tutorials on content (Hippocampus, Youtube), and a collaborative scientific inquiry design activity    5. What equipment will you need to conduct your workshop? projector, laptops for each pair of participants, Internet connections, and maybe some additional software (hopefully free) – not sure yet.   6. What online applications might you use?   7. How will your participants collaborate on their projects? Introduce and give experience to creating blogs, wikis and Google docs. How will you group them to create authentic assessment in your workshop? Life science and physical science teachers will be separate groups.

40 inquiry exercises for the college biology lab. Johnson, A. Daniel. NSTA Press 2009 In this resource for undergraduate biology teachers using the inquiry method, Johnson (biology, Wake Forest University) presents 40 lab exercises that make complicated biology subjects accessible to majors and non-majors alike. The labs let students become active participants in learning, and even provide opportunities for students to design and execute their own experiments. Early chapters provide a basic introduction to inquiry as an instructional practice and offer guidelines for developing an inquiry-based course using an outcomes- oriented approach. These chapters also offer material on assessment, and on training teaching assistants to use inquiry. The bulk of the book consists of 16 self-contained units of classroom-ready exercises for students; some are inquiry-oriented adaptations of well-established exercises, while others are entirely new. The labs vary in length, overall structure, and difficulty, and include detailed instructor notes giving background on concepts, prior skills and knowledge needed, and equipment and quantities of supplies for a single lab of 20 students. Reproducible student pages with step-by-step instructions, explanations, and exercises are also included. Most labs include b&w tables and diagrams **More Resources** Click the "References" link above to hide these references. Barnett M., Yamagata-Lynch L., Keating T., Barab S. A, & Hay K. E. (2005). Using virtual reality computer models to support student understanding of astronomical concepts. Journal of Computers in Mathematics and Science Teaching, 24(4), 333-56. Dalton, B., Morocco C. C., Tivnan T., Rawson Mead, P. L. (1997). Supported inquiry science: teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities, 30(6), 670-684. Gartner J. (2005). Virtual vermin saves lab rats. Wired Magazine, May 20, 2006. Hegarty M. (2005). Multimedia learning about physical systems. In RE Mayer (Ed.) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Kind V. (2000). Beyond appearances: students' misconceptions about basic chemical ideas: A report prepared for the Royal Society of Chemistry, London: Education Division, Royal Society of Chemistry. Kozma, R, & Russell J. (2005). Multimedia learning of chemistry. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning, 409-428. New York: Cambridge University Press. Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie, S. D. (2001). Constructing knowledge in the context of BioWorld. Instructional Science, 29, 155-186. Lowe R. K. (2005). Multimedia learning of meteorology. In RE Mayer (Ed.) The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press. Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76-101. Rose, D. H., & Meyer A. (2002). Teaching Every Student in the Digital Age. Alexandria, VA: Association for Curriculum Development. Scholastic. (2006). Teaching science for understanding: the research behind Science Court. Retrieved on January 9, 2007 from http://www.tomsnyder.com/reports/SC_Booklet.pdf Tan, S. C., Yeo, A. C. J., Lim, W. Y. (2005). Changing epistemology of science learning through inquiry with computer-supported collaborative learning. Journal of Computers in Mathematics and Science Teaching, 24(4), 367-86.