Training can be provided on all courses, units, and modules, and is available on-site or online. Although most districts prefer to schedule this first-time training during the summer, it can be scheduled at any time during the year. The following content is provided in all workshops:
Our programs use environmental and societal issues to provide a context for learning science by connecting science concepts to students’ everyday lives. This is matched to an inquiry-based approach, since we believe science is an active process. Teachers will learn to use the four important program elements: student book, teacher’s guide, materials kit, and website support.
NGSS/Common Core Support
This workshop content explores program support for the NGSS and Common Core ELA/Mathematics initiatives, including unpacking/understanding the Common Core and NGSS, and program alignment to the Performance Expectations, including support for the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. Teachers will receive basic support for understanding the NGSS, and will map the DCI, SEP, and CCC elements to a unit of their choice.
Learning Cycle and Differentiated Instruction
Course design is based on a learning cycle model that supports the 5E approach, uses issues in science to connect and motivate all students, and supports inquiry teaching and learning. Detailed support for working with diverse learners, including GAT, ELL, and students with special needs, is provided in introductory and follow up workshops.
Included are day-to-day topics such as getting started, using the equipment kits, management of student laboratory activities, lab safety, monitoring group work, using technology, and using post-activity discussions to make connects to science content.
Literacy, Numeracy and 21st Century Skills
Training provides support for developing student literacy skills – reading, writing, speaking, and media viewing and support Common Core for ELA/Mathematics and the 21st Century Skills. These are developed in workshops and online.
SEPUP programs use an award-winning formative assessment system. Students complete tasks and producing student work that can be scored using rubrics developed for nine major areas, including Content Understanding, Designing Investigations, Using Evidence, Analyzing Data, Communicating, Scientific Information, Group Interaction, and more. The assessment opportunities are distributed over time, allowing teachers to monitor student progress, and, an item bank (using the Exam View ® software) is used as a summative check for student understanding. Teachers will examine support for assessment and will discuss and moderate samples of actual student work.
Programs are supported with external web content, simulations, PowerPoints, Android and iOS apps, and more as well as a suite of Exam View tools. Initial-use and follow up workshops can include content to support effective student use of tablet devices with SEPUP programs, and our LABSENT video suite for students who are absent during lab work.
The following topics can be included based on local interest:
Developing Local Capacity for SEPUP Training
We can work directly with districts seeking to develop their local capacity for training and leadership, based on our approach and model developed with the Chicago Public Schools. This model is based on ongoing mentoring and support from Lab-Aids Institute senior consultants, and a combination of internal and external support from local university providers, including Loyola University of Chicago.
How Students Learn Science
This includes content and background on brain research, social cognition, critical thinking, alternative frameworks, and related topics (e.g., How Students Learn Science, Donovan and Bransford, 2005; Taking Science to School, Duschl et. al, 2007). SEPUP design supports best practices suggested by research, and features ten distinct activity types that support effective acquisition of knowledge and skills. Crossover content from the literacy and assessment breakouts are included.
What is needed? One session is usually sufficient to provide an overview of the program fundamentals and course design, plus in-depth study on one unit of interest. Districts generally choose between 3-5 days of training, with a summer start and mid-year follow up where possible.
Contact us at firstname.lastname@example.org for more details.