Models of Science Teaching

1. Models of Science Teaching Chapter 6 Models of Science Teaching

2. Models of Science Teaching How to Read this Chapter This chapter is correlated with Chapter 5, in which several theories of learning were presented. This chapter presents models of teaching based on those theories of learning. The models presented here are the scaffolding that you will find helpful as you begin to plan lessons, and create an environment in your classroom that fosters active student involvement. Underlying all of the models presented here is the notion that students should be engaged. You can start anywhere in the chapter. The models presented here have their own protocols, and it is suggested that you work with one model at a time. The best way to understand the models is to use them in the context of teaching. So you might try and arrange opportunities to teach science to your peers (Inquiry Activity 6.1), or to a group of students in a school.

3. Models of Science Teaching Invitations to Inquiry What is a model of teaching? When and under what conditions should different models of teaching be used? What is the relationship between models of teaching and theories of learning? What are the direct/Interactive teaching functions? What are some effective ways to organize content for direct/interacting teaching? How is inquiry teaching different than direct/interactive teaching? How do the models of inductive inquiry, deductive inquiry, discovery learning, and problem solving compare? What is the learning cycle? On what learning paradigm is the learning cycle based? What is conceptual-change teaching? What is the difference between peer tutoring, and conceptual and problem solving models of cooperative/collaborative learning? What characterizes the following models of teaching: synectics, person-centered learning, integrative learning, and Imagineering? How can they be used to help students understand science?

4. Models of Science Teaching Theory and Models The eight models of teaching presented in this chapter provide a kaleidoscope for you as a science teacher. In the chapter, we begin with the constructivist models, and then work toward the sociocultural and behavioral models. Note: In my view, the models can work together. In the classroom you will find out that you can make a case for using several of these models with your students.

5. Models of Science Teaching Chapter 6 Map

6. Models of Science Teaching Inquiry 6.1: Reflective Teaching In this inquiry you�ll teach a science lesson to a small group using any of the models in the chapter using a three stage experience: Prepare Teach Reflect You�ll use the experience to find out how successful you were. You will find a collection of lessons in the Gazette, pp. 248-250 which you can use. If you don�t use these, use the format shown, and create your own lesson. Details of the Reflective Teaching experience are outlined in Inquiry 6.1.

7. Models of Science Teaching

8. Models of Science Teaching Constructivist Models In this book, the constructivist model (CM) is shown as a 4 stage model. I am also using the learning cycle model and the conceptual-change model interchangeably with the constructivist model shown here and on the next slide. In this section you will find two sample lesson plans based on the CM. If you can teach either of these lessons, do so and evaluate the efficacy of the CM model. And finally, there is an activity called �Constructivism in the Bag.� This will show you how to develop your constructivist lessons.

9. Models of Science Teaching Sample Constructivist Lessons Lesson 6.1: What can be learned from skulls? Lesson 6.2: What caused the water to rise?

10. Models of Science Teaching Inquiry 6.2: Constructivism in the Bag In this Inquiry you will use the four-stage constructivist model to design a lesson sequence. I�ve done this activity with several thousand teachers. Groups of teachers were given prepared bags of science equipment such as a collection of shells and measuring tools shown here (see the list on the next page). The bags (earth science, physical science and life science bags) were used to help the teachers focus on a few concepts in the area of science represented by the baggie of equipment. Follow the procedure on p. 221 to create your lesson sequence. Teach your lesson to a group of students, or present it to your peers. You might make a large poster on chart paper outlining the four stages and the activities for each stage and use it to present.

11. Models of Science Teaching

12. Models of Science Teaching Key Elements 1. Invitation--prior knowledge 2. Exploration--activity to explore phenomena 3. Explanation--help students propose & compare 4. Taking Action--personal and/or social action---assessment

13. Models of Science Teaching Poster Report Title of Sequence � Invitation � Exploration � Explanation � Taking Action/ Evaluation Authors

14. Models of Science Teaching Sociocultural Models: Cooperative Learning Cooperative Elements Positive Interdependence Individual Accountability Cooperative Structures Think-pair-share Round table Constructive controversy Collaborative Models Tutorial Stad Jigsaw Problem Solving Group Investigation Science Experiences

15. Models of Science Teaching Collaborative Concepts

16. Models of Science Teaching Positive Interdependence Metaphors We sink or swim together None of us is as smart as all of us I win when you win Whole is greater than sum of the parts Into Practice Single product Divide labor Assign roles Rewards for all

17. Models of Science Teaching Individual Accountability Metaphors I must learn this material... I can not hitch-hike My team-mates depend on me... Into Practice Focus on individual outcomes Feedback out each students� progress Work alone....then share with group Color coded lab sheets Experts

18. Models of Science Teaching Cooperative Structures Think-Pair-Share Pairs check Three step interview Constructive controversy Numbered Heads Roundtable 10-2

19. Models of Science Teaching Using Cooperative Structures I�ve found that using cooperative structures is one of the most powerful ways to implement cooperative learning into the classroom. Each structure that I�ve included in the text (pp. 224-226) is a way to organize the social interaction in a learning group. In this approach a cooperative learning activity is part of the over-all lesson plan, and indeed, you could integrate several cooperative learning �bursts� over a 45 or 90 minute period. For example, if you were to use the structure, �Think-Pair-Share� you might be introducing a new idea, such as chemical change. Perhaps you�ve shown students some examples, and now you are ready to find out what other ideas students might contribute to the discussion. You ask the class, �What are some examples of chemical change that you have seen, or heard about? Have the students pair off, and ask each student to jot down one or two ideas, and then turn to their partner and share those ideas with each other. After a couple of minutes, you can jump in, and ask a few of the pairs to share one or more ideas, which you chart. The next slide outline how you can use another structure named �10-2.� Think-pair-share: Give students a question or a problem and have them think quietly of an answer or solution. Have them discuss their response with a student sitting close by, and then have them share with the entire class. A time limit of one or two minutes should be used for the pair exchange. This is a good technique for breaking up a presentation, as well as an assessment of student understanding.

20. Models of Science Teaching The 10-2 StructureThe Interactive Lecture Teacher presents information for ten minutes (or more), then stops for two (or more). The 10 minute presentation can be a lecture, lecturette, multimedia presentation, pre-or post-lab, video clip, or an audio tape. During the 2 minute break or �wait-time,� students take on an �active role.� During the 2 minute break students in small groups (two - three students per group) can share notes, ask questions, or use any one of these structures: Pair & compare Pair, compare, and ask Periodic free-recall, with pair & compare Pair/group and discuss open-ended question

21. Models of Science Teaching Using Cooperative Structures

22. Models of Science Teaching STAD-A Cooperative Model STAD is a four-stage model of cooperative learning that can be used to involve students in a chapter of a text, a mini-unit, or several concepts on a theme in a science area. The diagram here shows the four stages and they are detailed in the text.

23. Models of Science Teaching

24. Models of Science Teaching Jigsaw-A Cooperative Learning Model This model of cooperative learning is very powerful when you want to �cover-the-ground� and involve students in small group learning. In Jigsaw, each student in a team becomes an �expert� on a chunk of content. Working with other �experts� on the same content to master the information, the �experts� return to their home team and teach their teammates what they have learned. A sample Jigsaw unit on geology is described in the text on page 229, and the diagrams here and on the next slide give an image of the content on pp. 228-229.

25. Models of Science Teaching

26. Models of Science Teaching Group Investigation: Problem Solving Cooperative Learning Model Group Investigation is an inquiry oriented and problem solving model of cooperative learning. It is described in detail, and is a powerful model to involve teams of students in science investigations.

27. Models of Science Teaching

28. Models of Science Teaching Science Experiences-A Problem Solving Model of Cooperative Learning Science Experiences (SE) is a cooperative learning method that brings together the elements of discovery and inquiry methods. Students are involved in scientific investigation, critical thinking, problem solving, and group participation. SE is organized into 8 interdisciplinary units of teaching. They are listed on the next slide. All of the units are detailed in the book, Science Experience. Click on the book for find more information.

29. Models of Science Teaching Science Experiences The Web of Life--a life science experience The �Wellthy� Syndrome--a health science experience The Starship and the Canoe--a space science and oceanography experience Touch the Earth--a geological experience If You Were A Boat, How Would You Float?--a physical science experience The Third Wave--A Futuristic Experience Powering the Earth--an energy and ecological experience Investigating the Natural World--an environmental education experience

30. Models of Science Teaching

31. Models of Science Teaching Direct-Interactive Teaching (DIT) Model The DIT model is a dynamic teacher-centered model of teaching. It is effective for teaching science information and skills. There has been much research on the DIT model (see p. 232), and knowing it can facilitate the implementation of the model. The DIT Model is represented here as a cycle of teaching; four aspects stand out: You will need to develop and implement a variety of learning tasks. The learning tasks you develop should engage the learner at high levels. You should strive for high levels of teacher-student, and student-student interaction. You can achieve this by the use of teacher questions, use of hands-on activities and small group work). Your students should perform at moderate-to-high rates of success.

32. Models of Science Teaching Direct Interactive Teaching Model

33. Models of Science Teaching Structuring Content in the DIT Model Another important aspect of the DIT Model is the presentation and structuring of science content. One of the key ingredients is to break content into manageable, teachable and learnable chunks. There are a number of ways to structure new science content. Following are four suggestions that you should find helpful in dividing science content for the DIT model. They include: Whole-to-Part Sequential Structuring Combinatorial Organization Comparative Relationships.

34. Models of Science Teaching Ways to Structure Content

35. Models of Science Teaching Inquiry Models of Teaching What is inquiry? The Practice of Inquiry The Standards Some questions Models Inductive Inquiry Deductive Inquiry Discovery Learning Problem-Based Science

36. Models of Science Teaching Thinking about Inquiry One criticism of inquiry and discovery methods of science teaching is that this approach takes too much time, and students can learn concepts and skills if presented more directly. Debate this criticism by first taking the side of inquiry, and then the side of the criticism. In which were you more convincing? Is there a solution to this problem? Refer to pp. 237-239 and identify two or three additional questions about inquiry as a model of teaching.

37. Models of Science Teaching Inductive Inquiry One approach to inductive inquiry is to focus students by using a problem-oriented demonstration (discrepant event or EEEP). An inquiry session follows by encouraging students questions, theory proposing, and experimenting.

38. Models of Science Teaching Design an Inquiry Lesson Using anyone of the following activities, design an inquiry lesson or session based on the cycle shown here. The Inquiry Box Wood Sinks Coin Drop and Throw The Double Pendulum The Balloon in Water

39. Models of Science Teaching Inquiry 6.3: Inductive versus Deductive Inquiry In this inquiry, you are going to examine a textbook at either the elementary, middle or high school level from the standpoint of its organization. You�ll reorganize the chapter using either an inductive or a deductive approach. Share your results.

40. Models of Science Teaching Discovery Learning How can the following help foster discovery learning in your class: Curiosity Structure of content Inductive labs Problem-oriented activities Intuitive thinking

41. Models of Science Teaching Other Models Project-Based Synectics Person-Centered Learning Model Integrative Learning Model Imagineering Model