This Mathematics and Science Partnership (MSP) program is funded by the NC Department of Public Instruction with funds from the US Department of Education. This professional development opportunity is contingent upon arrival of these project funds.
The Modeling Institutes provide professional development in biology, chemistry, and physics content through a research-based, reform-oriented pedagogy for high school science teachers in North Carolina.
Dates, Location, & Times
The following summer institutes will be held on the campus of NC State University in Raleigh, NC.
Dates July 9-26, 2012 (excludes weekends).
Modeling Biology
Modeling Chemistry
Modeling Physics (Mechanics)
Attendance is also expected for three 2-day follow-up sessions during the 2012-13 academic year (Friday-Saturday sessions with dates to be determined). Institute hours are anticipated to be from 9:00 AM - 4:00 PM each day.
Who Is Eligible To Participate
The Modeling Institutes are open to public or private high school teachers from North Carolina who will teach biology, chemistry, physics, or physical science during the 2012-13 school year. You must anticipate teaching the appropriate content during the upcoming academic year. Physical Science teachers are eligible for either Chemistry or Physics. Teachers and administrators will be asked to sign a document agreeing to this stipulation. The Institutes are designed for high school science teachers. Middle school teachers may apply, however priority will be given to high school teachers. Out of state teachers are not eligible for this grant funded project.
Stipends, Housing, & Meals
A stipend of $125/day will be paid (pending funding) following the conclusion of the summer institutes. During the academic year follow-up weekends substitute teacher expenses up to $100 are covered for Fridays and a stipend is paid for Saturdays. Campus housing is available for participants who live more than 35 miles from NC State University. State meal per diem is paid as appropriate under university policy for participants using campus housing. Mileage reimbursement is not available.Application Information & Deadline
The Modeling Institutes are currently full with a waiting list. You are still welcome to apply and add your name to the waiting list. If a spot becomes available and your name is selected you will be contacted. To apply, please click the link below and complete the online application. Please note this is a competitive application process.
Modeling is a strategy that keeps students active and engaged while constructing physics concepts from the ground up.
Dee Dee Whitaker, High Point, NC
Expectations and Benefits
If you are invited and choose to participate, you are expected to:
- Attend all days of the summer workshop:July 9-26, 2012 (excluding weekends).
- Attend the three academic year follow up sessions (dates to be determined).
- Take a conceptual content test (pre/post) and give the same test to your students (no personal identification will be collected).
- Allow one of the project coaches (former high school modeling teachers) to visit your classroom several times during the year to observe and assist you in the use of the modeling pedagogy. These visits are for your personal benefit and no information will be shared with administrators or others without your permission.
- Be an active participant in the Modeling teachers course web site and listserv.
In addition to learning the modeling methods and content, you will receive:
- A stipend of $125/day for all summer days and the follow up Saturdays during the academic year (pending funding).
- Campus housing and meal subsistence as appropriate under university travel policy. We unfortunately do not have money for mileage reimbursements.
- For each hour of attendance you receive 0.1 renewal credits (up to 12.0 credits for full attendance).
- Year round support from the project coaches and staff.
- Reimbursement for substitute expenses on the Friday follow ups during the academic year up to $100/day.
Project Partners
This MSP project is a partnership between:The Science House at NC State University
Duplin County School (project fiscal agent)
Bertie County Schools
Buncombe County Schools
Durham Public Schools
Guilford County Schools
North Carolina New Schools Project
Teachers associated with project partners have priority registration. However this project is a statewide initiative and any North Carolina teacher may apply.
Sponsored By
This project is a Mathematics and Science Partnership program funded by the U.S. Department of Education and the North Carolina Department of Public Instruction.For more information contact:
This e-mail address is being protected from spambots. You need JavaScript enabled to view it Project Director 919-515-5610This e-mail address is being protected from spambots. You need JavaScript enabled to view it Project Coach
This e-mail address is being protected from spambots. You need JavaScript enabled to view it Project Coach
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Modeling Institutes are professional development programs using a structured inquiry approach to high school science teaching to equip teachers with the content knowledge and pedagogical tools needed to transform their instruction and their students. Emphasis is placed on the use of basic models and modeling to teach content. Participants develop skills in fostering scientific discourse and presentation and in assessment of student learning.
Project Goals
Modeling Institutes are 4-week courses with the following goals:
1. Enhance high school science teachers’ content knowledge and pedagogical content knowledge in biology, chemistry, and physics.
2. Enhance high school science teachers’ implementation of instruction that leads to effective student learning of the identified content.
3. Improve student achievement in biology, chemistry, and physics.
4. Create sustainable partnerships to provide ongoing support for classroom implementation of the Modeling program.
In addition Modeling:
The Modeling Pedagogy
Coherent Instructional Objectives
Student-Centered Instructional Design
Instruction is organized into modeling cycles that move students through the phases of model development, evaluation and application in concrete situations -- thus promoting an integrated understanding of modeling processes and acquisition of coordinated modeling skills.
The teacher sets the stage for student activities, typically with a demonstration and class discussion to establish common understanding of a question to be asked of nature. Then, in small groups, students collaborate in planning and conducting experiments to answer or clarify the question.
It is the finest example of constructivist teaching in the U.S. It has changed my life and the way I teach. Don Yost, Sacramento, CA
Students are required to present and justify their conclusions in oral and/or written form, including a formulation of models for the phenomena in question, and evaluation of the models by comparison with data.
The teacher introduces technical terms and concepts only as they are needed to sharpen models, facilitate modeling activities, and improve the quality of discourse.
The teacher is prepared with a definite agenda for student progress and guides student inquiry and discussion in that direction with "Socratic" questioning and remarks.
The teacher is equipped with a taxonomy of typical student misconceptions, to be addressed as students are induced to articulate, analyze and justify their personal beliefs.
Institute Methods
The institutes are opportunities to develop stronger content knowledge as well as skill building exercises to promote effective classroom discourse. In “student mode” teachers experience the materials they will use with their students. In “teacher mode” they will practice the skills to use this methodology.
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There is no doubt that the EPC modeling workshop I just finished this summer is one of the very best workshops I have ever taken. I learned a wonderful new teaching strategy to help me help my students better understand the concepts of Physics. Each minute of class time is well-planned and we, the teachers, became like our students. We experienced the models, labs and "whiteboarding," just as our students will. This gave us a great perspective on how to implement this teaching style in our classrooms. We also received a wealth of resources to use throughout the year. The staff and my fellow students were all genuinely interested in our purpose. It made for a wonderful experience and I am looking forward to returning during the school year and next summer.
Linda Martin, Winston Salem, NC
The Modeling workshop has been one of the best workshop experiences I have had in a long time. Not only did I have the opportunity to refresh and rebuild my physics skills but I also was introduced to an innovative way to teach physics to my students. Modeling is a strategy that keeps students active and engaged while constructing physics concepts from the ground up.
Dee Dee Whitaker, High Point, NC
The modeling workshop was fantastic. The integration of constructivism and hands-on completes the circle for me. One will learn the concepts and for some reason conceptual learning goes into long term memory very well. The only problem is that I do not have modeling methods that address my curriculum; chemistry, weather, human body, and genetics. The efficacy of modeling is making me look and try to think up methods to use it. The thing that so struck me was how it really solidified in my mind the beginnings of calculus, which I had only memorized before. Now I fully understand what the slope of a tangent line of a point on a curve means.
Kent Autry, Charlotte, NC
The workshop helped invigorate me in my career. I have taught for seven years, and was thinking about a career change. This workshop has gotten me excited about what I do again. The strategies taught were great in order to engage students and make them accountable and in charge of their learning experience. I have had success with this in the past, but I think Modeling will really help! The focus shifted the classroom to the greater good and learning in a critical thinking realm, instead of just teaching toward a test. I like how Modeling helps students make long term connections with their experiments and experiences and not just a short term recall for the unit exam. Modeling helps students have confidence in making a conclusion and sticking to it. The process also makes students explain why they think what they do. This can aid teachers in correcting misconceptions and help students directly see their errors. Last, it would help students prepare to speak in front of an audience with conviction.
Keith Sweeney, Charlotte, NC
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