MEL Post 2018 Thank you for taking the time to give us some feedback on how you feel after the workshop. OK Question Title * 1. Your name First Name Last Name OK Question Title * 2. How many years have you taught: Earth Science? Environmental Science? OK Question Title * 3. Please describe your prior background in Earth and Environmental Science. Include any Earth/Environmental Science degrees, prior job experience, workshops, coursework or related hobbies to help us understand a broader picture of the experience you are bringing to the field. OK Question Title * 4. How many sections do you anticipate to teach of the following this coming year? Environmental Science Earth Science OK Question Title * 5. At this time, how useful do you feel MEL and baMEL activities will be in helping your students develop scientific reasoning skills? Not at all useful Not useful Neutral Useful Very useful Explain if necessary OK Question Title * 6. Please respond to the following statements based on your level of agreement: Strongly Disagree1 Disagree 2 Neutral3 Agree4 Strongly Agree5 I know the steps necessary to effectively teach the MEL and baMEL activities. I know the steps necessary to effectively teach the MEL and baMEL activities. Strongly Disagree1 I know the steps necessary to effectively teach the MEL and baMEL activities. Disagree 2 I know the steps necessary to effectively teach the MEL and baMEL activities. Neutral3 I know the steps necessary to effectively teach the MEL and baMEL activities. Agree4 I know the steps necessary to effectively teach the MEL and baMEL activities. Strongly Agree5 I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. Strongly Disagree1 I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. Disagree 2 I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. Neutral3 I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. Agree4 I understand the scientific practices, crosscutting concepts, and Earth science disciplinary core ideas that are the foundations of the MEL and baMEL activities. Strongly Agree5 OK Question Title * 7. How likely are you to implement MEL and baMEL activities in your classroom? Very likely Likely Neither likely nor unlikely Unlikely Very unlikely Explain if necessary OK Question Title * 8. What are the strengths and weaknesses of the MELs versus baMELs with respect to student learning? OK Question Title * 9. Discuss the 2 - 3 most important differences that you see between the implementation of MELs and the implementation of baMELs. OK Question Title * 10. In what ways do you feel MEL and baMEL diagrams facilitate 3-Dimensional teaching, as presented by the NGSS/GSES? OK Question Title * 11. What are some of the benefits and challenges for teaching a topic that has competing models? OK Question Title * 12. Provide an example of how models can be used in teaching a difficult concept. OK Question Title * 13. Provide an example of how to address plausibility and falsifiability in a science classroom. OK Question Title * 14. Below are several emotions that you may feel when thinking about teaching the MEL and baMEL activities. For each emotion, rate the degree to which you feel each emotion: Don’t feel this emotion at all Feel this emotion a little Feel this emotion moderately Feel this emotion strongly Feel this emotion very strongly Anxious Anxious Don’t feel this emotion at all Anxious Feel this emotion a little Anxious Feel this emotion moderately Anxious Feel this emotion strongly Anxious Feel this emotion very strongly Bored Bored Don’t feel this emotion at all Bored Feel this emotion a little Bored Feel this emotion moderately Bored Feel this emotion strongly Bored Feel this emotion very strongly Curious Curious Don’t feel this emotion at all Curious Feel this emotion a little Curious Feel this emotion moderately Curious Feel this emotion strongly Curious Feel this emotion very strongly Excited Excited Don’t feel this emotion at all Excited Feel this emotion a little Excited Feel this emotion moderately Excited Feel this emotion strongly Excited Feel this emotion very strongly Confused Confused Don’t feel this emotion at all Confused Feel this emotion a little Confused Feel this emotion moderately Confused Feel this emotion strongly Confused Feel this emotion very strongly Proud Proud Don’t feel this emotion at all Proud Feel this emotion a little Proud Feel this emotion moderately Proud Feel this emotion strongly Proud Feel this emotion very strongly Frustrated Frustrated Don’t feel this emotion at all Frustrated Feel this emotion a little Frustrated Feel this emotion moderately Frustrated Feel this emotion strongly Frustrated Feel this emotion very strongly Happy Happy Don’t feel this emotion at all Happy Feel this emotion a little Happy Feel this emotion moderately Happy Feel this emotion strongly Happy Feel this emotion very strongly OK Question Title * 15. Would you be interested in being involved in a year long study of your classroom? An additional stipend will be provided to participants who are selected. Yes No Maybe, need more information OK Question Title * 16. We will be repeating this workshop in 2 weeks. What suggestions do you have for that workshop? OK Question Title * 17. Please share any other thoughts you have about the workshop OK DONE