Pre-Unit - Creating Title Pages

This title page was created as a way to
- introduce chapter vocabulary
- assess student understanding/evaluation of key concepts and their representations in the textbook
- demonstrate acquired knowledge visually
- develop a basic concept set as it applies to the scientific unit (e.g. senses refer to the physical senses and how the body perceives exterior stimuli)
- help generate student questions about the content
- develop a shared set of experiences/low-level knowledge in the area prior to inquiry

In Washington State, a Women's Studies lead team has done some action research into the success and completion of science and engineering post-secondary studis, beginning with middle school girls - including those from ethnic minority groups - and following them for several years. The research included interventions of various kinds, such as mentorships, programs specialized to the highschool community, and distance or alternative environment advanced credit coursework. Wow!

Watch the video at:
http://www.uwtv.org/programs/displayevent.aspx?rID=2396&fID=497

Students with Sensory Impairments

Today I watched a video about teaching science to students with sensory impairments. This video shows some different learning tools and materials which are available for purchase, which have been improvised by classroom or vision/hearing specialist teachers, and which are being pioneered in universities. The video also describes the relationship between the student and other students and the teachers and what "accomodation" really looks like in practice.

Watch the video at:
http://www.washington.edu/doit/Video/ea_sci_sensory.html

Games (Digital) For Teaching Science

The New York University Games for Learning Institute members present early research about the use of games in middle school science, technology, engineering and math education. As they reflect on the linkages between development and education, they reflect on their inquiry into what makes for elegant design of educational games.

Watch the video:
http://content.digitalwell.washington.edu/msr/external_release_talks_12_05_2005/16551/lecture.htm

Advice for teachers who want to use problem-based learning

1. beware ill-structured problems

2. understand constructivist approach

3. emphasize inquiry

4. present conclusions, even when the end result is not a 'product'

5. problem-based learning is learning by doing

6. allow students to work in small groups

7. choose problems in which students are stakeholders

8. keep track of what kinds of teacher scaffolding were needed

9. the teacher is a metacognitive coach

10. self-assessment is key

11. include performance-based assessments

12. is there more thn one possible solution or product?

13. check out the evolution of this approach from medical education

14. requires interdisciplinary thinking/work

15. reflection and analysis are required

16. technologies can enhance learning

17. identify key critical thinking skills

Problem-Based Learning Model

1. Identify the problem

2. Represent the problem

3. Select a strategy

4. Implement the strategy

5. Evaluate the results

(Eggen & Kauchak, 2001, p. 252)

Creative Problem Solving

Step 1. Search or Divergent Thinking
Creating, producing, or innovating solutions
a) Identify
b) Clarify
c) Give Opinions

Step 2. Solve or Convergent Thinking
Sharing (Critical Thinking), communicatig, explaining, or justifying solutions
a) Assess/Evaluate Alternatives
b) Predict the Likelihood of Success
c) Consider Limitations

Problem-Based Learning

1. Includes a driving question

2. Encompasses worthwhile contnt

3. Is meaningful to the learner

4. Is anchored in a real-world problem

5. Involves investigation

6. Involves artifact creation

7. Requires conceptual mastery and application of knowledge

8. May require collaboration among students, teachers, and others from the community

Scientific Literacy

1. Fundamental Scientific Literacies

a) cognitive and metacognitive

b) habits of mind

c) thinking

d) language

e) information technology


2. Derived Scientific Literacies

a) big ideas

b) nature of science and technology

c) scientific inquiry

d) technological design

e) society and environmental issues

Types of Inquiry Questions

1. Structured Inquiry

The teacher gives the students a problem to solve, and tells them what methods to use to do this.

She does not tell them the desired outcome of the exercise.


2. Guided Inquiry

The teacher provides the students only with the maerials and the problem and they have to solve.

Students have to develop their own methods.

Inquiry Model

1. Engage

a) assess prior knowledge
b) challenge prior knowledge
c) motivate students
d) establish purpose


2. Explore

a) ensure safety
b) distribute materials
c) guide investigation
d) manage students
e) facilitate progress
f) question to promote thinking


3. Consolidate

a) small group
i) encourage peer interactions
ii) talk and debate science
iii) question to promote consideration of: alternative ideas, evidence, data analysis, critical thinking

b) large group
i) questioning
ii) share diversity
iii) search for public consensus
iv) highlight supporting evidence
v) consider authorities
vi) apply new ideas

c) individual
i) promote private reflection
ii) extend experiences through text, internet, family activities, other activities


4. Assess

a) collect formative data to empower earning and to inform teaching
b) anticipate summative demands
c) analyse and reflect
d) adjust teaching and learning

Student-Led Conferences, A Few Considerations

1. Practice & Talk about Professionalism

2. Prepare activities around variety: of subjects, of working group sizes, of inside and outside the classroom experiences

3. (Teach parents how to participate in this experience)

4. NEW THINGS - don't reproduce what has already been shown/talked about

5. Create an agenda list and share response prompts with the children