3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]
Transcript of 3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]
Visible Thinking, Inquiry, and Discourse in the Science Classroom
Gary G. Abud, Jr.
@mr_abud
sagaeducators.org
Our Targets For Today
• Know the framework of the modeling cycle for inquiry-based learning
• Understand the goals of visible thinking and productive discussion
• Be able to identify action steps for implementing more inquiry-based learning, visible thinking, and productive student discussion in the classroom
The Plan• Introductions & Pre-assessment (5min)
• Modeling Cycle: The Spring Lab (30min)
• Whiteboarding & Visible Thinking (30min)
• Passing Time – Biggest takeaway
• Talk Moves For Productive Discussion (30min)
• Energy Bar & Pie Charts (30min)
• Passing Time – Biggest takeaway
• Practice – What Would Your Kids Say? (20min)
• Classroom Action Plan (20min)
• Q & A (10min)
• Post-assessment & Closure (5min)
Resources
• Goals & Talk Moves
• Whiteboarding and Questioning Techniques
• Energy Storage and Transfer Questions
• The Modeling Cycle
• Paint Swatch
Spring Lab
Focus: The Modeling Cycle and inquiry-based learning
Whiteboarding Energy
Focus: Making Thinking Visible & Talk Moves For Discussion
Practice | Debrief
Focus: Putting your learning to work in your own classroom
Introductions & Pre-assessment
ABOUT THE PRESENTER
• Dad & Husband
• High School Science Teacher
• PreK-12 Instructional Coach
• State Coordinator MI Modeling Instruction Project
• 2014 MI Teacher of the Year
CONTACT– Email: [email protected]
– Blog: abud.me/blog
– Twitter: @mr_abud
NGSS Disclaimer!
There is no NGSS…in Michigan…at least for now…
But we can still incorporate the student practices!
Pre-Assessment:inquiry, visible thinking, and discourse
I know of it I have tried it
I use it regularlyI could teach it
to someone
Current Level
Modeling Cycle: The Spring Lab
What would be the sequence of a typical unit on the topic of FORCES???
Typical Unit Sequence
1st
• Introductory Demonstration or Reading
• Given Notes: Vocab, Formulas, laws, etc.
2nd
• Reading
• Guided Practice | Independent Practice
3rd
• Experiment or Activity
• Review and Test
Experiment – Content Connection
• Experiments verify content
• Kids follow steps, much like a recipe
– Struggle to explain unexpected conclusions
• “Lab” and “lecture” connection isn’t always explicit to kids
Modeling Cycle
• Now entering “student mode”
– Play the role of the typical student in your class
• Note: this is not a behavior management workshop
Modeling Cycle
• Research-based | Arizona State University (25yr)
• Follows the 5E philosophy
• Experiment comes first, everything follows
• Development and then deployment of a “model”
• Models explain or predict
• Models can be modified with new evidence
• Continuous and contiguous content structure
• Student-centered, teacher-facilitated learning
• Ongoing unobtrusive formative assessment
TERC Talk Science Project
• Technical Education Research Centers (TERC)
• Talk Moves For Productive Discussion
• Actionable steps for developing student discourse
Goals of the Talk Moves
Share, expand, and clarify individual thinking
Listen carefully to one another
Deepen reasoning
Think with others
Check out this stretchy spring!
• 4 Essential Energy Questions:
–Where is the energy stored in a spring?
–How does it get there?
–How does it get out?
–Where can it go?
On a whiteboard, answer your Question from the handout
Be prepared to explain your board, and REMEMBER…you’re in “student
mode” now!
Perfect Practice Makes Perfect
• Pair up your group with another group
– Group A: students
– Group B: teachers
• Practice “interrogating” about the whiteboard
– Use the Talk Moves handout to guide your practice
• Switch roles and practice some more
• Debrief the process
Action Planning Time: Job-Alike Groups• DISCUSS THESE QUESTIONS:
– What upcoming content might lend itself most readily to these methods?
– How could we restructure an existing unit to fit a ‘model-based’ design?
– Where could we use whiteboarding?
– Where could we use the Talk Moves?
• WRITE OUT YOUR PLAN:
– My next steps will be…
– Where I will need resources going forward is…
– My “keep me honest” partner will be…
Paint Swatch Post Assessment: What got you thinking today?
•That was interesting!Oooh!
•This makes sense now!Aaah!
•An idea to think over…Hmmm…
•A question about…Huh?