The Science of Teaching

Researched Based Instructional

Strategies (Teaching requires heart and is both an art

and a science)

Science …. is a set of process skills to solve problems is life-long learning Begins with questions and creates more

questions depends upon working collaboratively is the use of documented research is persistence to tasks allows for “trial and error” learning is active student engagement

The average student talks 35 seconds a day.The student who is talking is growing dendrites.

A Sobering Reality The children of the twenty-first century are and

will endure a society characterized by drastic change. As educators we can provide students with the processes that prepare children for the challenges of living in a fast-changing society. Their lives, more than ours, will be affected by domestic and international politics, economic flux, technological developments, demographic shifts, and the stress of social change. The only prediction that can be made with certainty is that the world of the future will be characterized by greater change.

What do all of the following problems have in common?

Cancer High dropout rate Drug addiction Violence among youth War Infant mortality Joblessness Mineral depletion Energy crisis

You will touch the lives of people thathold the cure for cancer, poverty, hunger.

You will touch the lives of future Nobel Prize Winners,teachers, innovators, leaders.

Your mission is to motivate them and provide them withthat initial spark that will set the wheels in motion.

Your job is not to simply teach information, provide a service, or manage behaviors.

Your job is to inspire.

Your job is to create a chain reaction.

Your job is to cause and effect.

Like a pebble dropping into the pool of still water,you can create a ripple of infinite possibilities.

This is your legacy.

(anonymous)

Attributes of a Future Ready Graduate for the 21st Century

Scientifically LiterateScience SavvyStrong Team ContributorEffective Problem SolverCritical ThinkerFinance Literate CitizenLiterate Consumer of MediaHealth Focus and Life-long LearnerCurious ResearcherCapable Technology UserCreative/Innovative ThinkerProficient ReaderEffective CommunicatorSelf-directed Responsible WorkerSkilled MathematicianRelationship BuilderKnowledgeable Global Citizen

Scientific literacy" is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.

National Science Education Standards:

A Definition of Scientific Literacy

People who are scientifically literate can ask for, find, predict, or determine answers to questions about everyday experiences. They are able to describe and explain orally and in writing.

An Object Lesson

Taking A Close Look at Your Students

What do you see?

Valuing

Students

Yourself

The Teaching Profession

Faces of the Future-You Hold in Your Hands

“Greatness is the rightful destiny of every person. Yet, most of our

society never experiences this extraordinary level of achievement. It is

ironic that the climate for excellence is available, but many do not

recognize the opportunities that are bountiful in life…Great men and

women know the secret of greatness, for it is universal. Sincere effort, a

humble heart, and the desire to improve others, can raise the station of

an ordinary individual to one of extraordinary achievement.” Eunice

Dudley, Co-Founder of Dudley Products

Losing sight of this focus will virtually guarantee the failure of a host of students. When young people are provided with

“great” teachers and training they are destined for GREATNESS.

Valuing the Student

Our awesome task if fully accepted is...

UNLOCKINGHUMAN

POTENTIAL

We do so by providing effective classroom instruction based upon strong knowledge skills and preparing students to excel, persist, articulate and communicate ideas.

Powerful Quotes on EducationGoethe “Treat people (students) as if they were what they ought to be, and you’ll help them to become what they are capable of becoming”Confucius

“What I hear, I forget What I see, I remember.

What I do, I understand.” Aristotle One must learn by doing the thing, for though you think you know it, you have no certainty until you try. Marva Collins “Don't try to fix the students; fix ourselves first. The good teacher makes the poor student good, and the good student superior. When our students fail, we

as teachers, too, have failed. If students are not learning the way we teach--- we must teach the way they learn.” Ropo Oguntimehin: “Education is a companion, which no misfortune can decrease, no torture depress, no crime destroy, no enemy alienate, no depotism enslave; at home a

friend, abroad an introduction, in solitude a solace, in society an ornament. It chastens vice, guides virtue, and gives grace and government to genius. Education may cost financial sacrifice and mental pain, but in both money and life values, it will repay every cost one hundred fold.”“

Gary Stager My prescription for effective classroom instruction is to make classrooms more social, teaching more engaging, and the curriculum more relevant

Baba Dioum In the end, students will conserve only what they love, they will love only what they understand, they will understand only what they have

investigated.

Sharon Janulaw Education is what you have left after you have forgotten what you memorized.

An Ideal Classroom Your administrator observes your class. You have been told she will be staying 5-10 minutes but has now been in your room nearly 40 minutes. The class was enthralling.

Looks like…Looks like… Sounds like…Sounds like…

Feels likeFeels like..

Valuing Petree’s Researched-based Initiatives

Gallery Walk

Make a list of the important teacher/student strategies/insights you have gained from your favorite initiative and indicate your level of

Implementation on a scale of 1-10 on a sticky note and post.

Direct InstructionStructured Teacher Planning Time

Positive Behavior SupportCollaboration Self-Reflection

Science as a Model for Teaching and Learning

Seeks to organize a body of facts Engages many in the endeavor Poses questions and ends with more questions Devises procedures and gathers

information/data to answer the questions Uses prior knowledge to construct new

knowledge Records and communicates findings Provides models and explanations

(products/artifacts)

Science as a Verb is Inquiry

Active relationship between students, teachers, and the science process

Engages students in the work of science, encourages questions, and supports their desire to investigate phenomena.

Student engagement is grappling with current issues of interest to children, encourages questions and solution to those questions---Outcome: better citizens, self-confident, and competent

INQUIRY BASED TRADITIONAL

Principle Learning Theory

Student Participation

Student Involvement in Outcomes

Student Role

Curriculum Goals

Teachers Role

Comparing Inquiry-based Classrooms to Traditional Classrooms

Constructivism Behaviorism

Active Passive

Increased Responsibility Decreased Responsibility

Problem solver Direction follower

Process oriented Product oriented

Guide/facilitator Director/ transmitter

Students construct meaning by calling on prior knowledge, then building on it.

Teachers provide learning opportunities that result in scaffolding inquiry: What do we know about…..? What do we want to learn…..?

Long-term knowledge is constructed as the :active learneractive learner engages in hands-on activitiessocial learnersocial learner interacts with peerscreative learnercreative learner verifies knowledge

through ideas and through various art forms

The Science of Learning: Trial and Error

There is room in life for mistakes and growth most often

takes place as a result of them.

Our greatest glory is not in never falling but in rising every time we fall." Confucius

There is no failure except in no longer trying." Elbert Hubbard American Writer

“Trial and Error” as a Learning Strategy

Failures can be invaluable learning experiences as they may mark the beginning of successful endeavors.

"Only those who dare to fail greatly can achieve greatly." Robert F. Kennedy

“Failure is simply the opportunity to begin again more intelligently”.~Henry Ford

(Handout 1-Successful Failures)

Lesson Planning-Meeting the Learning Style Needs of Students

Be creative Like an artist-Be Creative and Flexible. With the number of activities planned you may adjust the order as

dictated by questions from students or time constraints.

Make quality lessons that are multi-sensory Make lessons social: Cooperative learning Hold yourself and students to levels of high

expectation

To be, or not to be: The Sage on the Stage

Students as problem solvers creates critical thinkers providing higher order cognitive outcomes than cannot be achieved with direct instruction.

Bloom’s Revised Taxonomy Gardner’s Multiple Intelligences

Remember: tell, list, define, label, recite, memorize, repeat, find, name, record, fill in

Understand: locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate

Apply: carry out, implement, use, convert, demonstrate, differentiate, discover, examine, experiment, prepare, produce, record

Analyze: compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

Evaluate: judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

Create: compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform

Verbal/Linguistic: poetry, debate, story-telling, essay, checklist, journal, lecture

Visual/Spatial: drawing, model, poster, photograph, storyboard, illustration, board game, graphic organizer, timeline

Logical/Mathematical: diagram, outline, timeline, chart, critique, graph

Naturalist: classification, collection, solution to problem, display, observation, forecast, investigation, simulation, exhibit, identification

Musical: song, rap, lyrics, composition, jingle, slogan, melody

Bodily/Kinesthetic: role play, skit, pantomime, dance, invention, lab, improvisation, prototype

Intrapersonal: journal, log, goal statement, belief statement, self-assessment, editorial

Interpersonal: discussion, roundtable, service learning, conversation, group activity, position statement, interview

Teaching Differently Means of Assessing Differently

Create student researchers by using alternate assessments Journaling Mapping Conducting interviews Photographic journal-Documentaries Storytelling Audio taping Artwork

Learner Centered Classrooms

Where are you on the continuum?

?

Learner

Centered

Teacher

Centered

Valuing the Student through Effective Planning

Rigor is teaching aligned to the SCOS in an environment where each student is supported and expected to demonstrate learning at high levels.

Lesson Alignment – congruence or match between curriculum, instruction, and assessment

Student Student AchievementAchievement

Curriculum (what is written)

Curriculum (what is written)

Assessment(what is tested)

Assessment(what is tested)

Instruction(what is taught)

Instruction(what is taught)

Making the Focus of the Observation Clearer: Student achievement in connection with the lesson plan(Again there must be an alignment between the three)

Student Achievement

Objective (the skill from the

NCSCOS)

Objective (the skill from the

NCSCOS)

Essential Question (the focus for the lesson and what

students should learn)

Essential Question (the focus for the lesson and what

students should learn)

Student Active Participation

(what the students are doing to answer the EQ)

Student Active Participation

(what the students are doing to answer the EQ)

Classroom Focus

the SCOS objective

the essential question(s) (EQ)

the student active participation

There must be an alignment between the three!There must be an alignment between the three!

The Change of Focus and Advantages of Inquiry-based Instruction

Students become the experts.

Students construct their own knowledge through the science process skills rather than lecture being the primary mode of instruction.

Students work in collaborative pairs or groups.

Students design and conduct authentic investigations

Students gain life-long familiarity with content.

Pyramid of Learning

of what we READ

of what we HEAR of what we SEE

of what we both SEE/HEAR of what we DISCUSS w/others of what we EXPERIENCE

personally of what we teach to others

10%30%

20%

50%70%80%90-95%

?

???

?

?

?

The Science of Learning … The Retention, Application, and Transfer of Knowledge and Skills

Learning Activities

We Tend To Learn Our Involvement Level

Reading

Hearing Words

Looking at Pictures

Watching a Movie

Looking at an Exhibit

Watching a Demonstration

Seeing it Done on Location

Participating in Discussion

Giving a Talk

Doing a Dramatic Presentation

Simulating the Real Experience

Doing the Real Thing

10% of what we read

20% of what we hear

30% of what we see

50% of what we hear and see

70% of what we say

90% of what we both say and do

Verbal Receiving

Visual Receiving

Passive

Active

Receiving andParticipating

Doing

Learning Concepts, 10/2005

Active Learning

Active Learning Student-centered Student choice or influence Students must analyze, evaluate,

and/or create Teacher as facilitator Rubrics used for formative and

summative assessment

Inquiry-based=Active LearningInstructional Model Description Alternate Assessment/ Assignments

Performance Any assignment where students do something

Role play, skit, reader’s theater, music, speech

Portfolio Any assignment where students collect their work

Portfolio, chapbook, collection

Project Any assignment where students make something

Model, drawing, display, board game, manipulative, physical product, artwork, storytelling, photographic journal, documentary

Inquiry Any assignment where students ask and answer exploratory questions

Research, presentation, essay, debate

Problem Any assignment where students solve open-ended problems

Experiment, essay, log, debate, solution

Cooperative learning Any assignment where students work together

Reading, summarizing, performance, project, presentation, written product

Vocabulary Acquisition

EQ: How do you provide depth to vocabulary acquisition?

Each Content Area is a Second Language

Mastery of a single content area requires the acquisition of many new terms.

The greatest stumbling block

for students is the vocabulary.

The Montillation of Traxoline

It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one our most lukized snezlaus in the future because of our zionter lescelidge.

1. What is traxoline?2. Where is traxoline montilled?3. What process is used to manufacture traxoline?4. Why is it so important to learn about traxoline?

Increasing Student Vocabulary (Acrostic Poems)

Acrostic poems are formed using the letters of the term you wish to manipulate.

“Brain” Billions of nerve cells

Rapid recall of facts

Anterior portion controls involuntary functions

Interprets impulses

Neurons Transmit messages

Your Turn with AcrosticsBrain

Blood is supplied to bring oxygen Records memories Always working Imagining plans Neurons send impulses that tell the body what to do

ratio poem Cells Weather

Other Vocabulary Strategies

•Acrostics

•Vocabulary cubes

•KIM Method

•Concept Maps

•Venn Diagrams

•Frayer Diagram

•Concept Definition Map

•Vocabulary Web

•Graphic Organizers

Organizing what students need to know

Graphic Organizers-A Brain-based Strategy

Graphic Organizers

“When students construct graphical representations of text, they better understand which ideas are important, how they relate, and what points are unclear.”

-Jones, Pierce, Hunter “Teaching Students to Construct Graphic Representations”

Educational Leadership. 46(1988)

Definition Characteristics

Examples Picture

Word

Definition Characteristics

Examples Picture

The Frayer Model

The Frayer Model

The Butterfly Story:A Science Life Lesson in Persistence

”One day, a small opening appeared in a cocoon; a man sat and watched for the butterfly for several hours as it struggled to force its body through that little hole.

Then, it seemed to stop making any progress. It appeared as if it had gotten as far as it could and it could not go any further.

So the man decided to help the butterfly: he took a pair of scissors and opened the cocoon.The butterfly then emerged easily. But it had a withered body, it was tiny and with shriveled wings.

The man continued to watch because he expected that, at any moment, the wings would open, enlarge and expand, become firm, and be able to support the butterfly’s body.

Neither happened!In fact, the butterfly spent the rest of its life crawling around with a withered body and shriveled wings. It never was able to fly.

What the man, in his kindness and his goodwill did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening, through infinite wisdom was the way of forcing fluid from the body of the butterfly into its wings, so that it would be ready for flight once it achieved its freedom from the cocoon.

The lesson is-- sometimes struggles are exactly what we need in life. “If our students are allowed to go through life without challenges, it will cripple them. They may not be as strong as they could be and may NEVER be ABLE to FLY.

Teaching Persistence

Finding and Duplicating Patterns-A Lesson in Persistence

Dots, Dots and More Dots

Brain-Based Strategies-Engaging the Brain (3 Repetitions Make an Impression Providing Hooks and Connections)

Writing-Journaling

Storytelling Mnemonic devices Visuals Movement Role Play Visualization Metaphor-Analogy Reciprocal teaching Music

Use of Graphic Organizers

Drawing Humor Discussion Games Projects Fieldtrips Work Study Technology Manipulation

Worksheets Don’t Grow Dendrites-Marcia Tate

Scientific Recipe for Student Success:Stir and Serve

Large Amount of High Teacher Expectation for All Students

Even Higher Amounts of Teacher Planning/Preparation based on the SCOS

Large Doses of Passion

Sprinkled with Humor

Making the Connections

Reading-Math-Science Reading is the content of the

curriculum Math is the language of science

Science + Reading + Math=Science Literacy

A Towering Problem

Using the set of index cards create the tallest structure.

Plan your strategy and then construct your tower. Ready- Set- Go.

Time for Reflection

WHAT MEASURES WILL YOU TAKE DURING THE SUMMER TO ENSURE QUALITY INSTRUCTION?

WHAT ARE SOME FIRST STEPS?

Winner

Effective Teacher Characteristics High energy instruction Classroom ownership and responsibility to students Entertaining multiple points of View Lesson/Activities aligned with NC Goals and objectives EQ posted and referred to constantly Use of technology Has high expectations of all students Connects content to previous material Asks probing higher level questions to gauge

understanding Constantly assesses student learning Manipulatives frequently used Engages students in reading and writing

.

Effective Student Characteristics

All students engaged in inquiry-making careful observations and recording them in science notebooks-Follow rules of safety

Able to explain their assigned tasks Students correctly use the vocabulary

of science Roles assigned in group activities

Believe in the value of every child. Hold Students to High Expectations. Believe that all children can learn and

be willing to invest tremendous energy and their behalf.

Use the research strategies-brain-based strategies

Impart that “greatness” and success result from hard work.

In Summary

Continued..

Teach students the common courtesies and honesty through your actions.

Teach them to respect themselves and others as they observe you preserving their dignity and that of others.

High Teacher Expectation=High Student Performance