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Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
Improving science writing skills
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Improving science writing skills

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  • Brainstorming: Can use their own experiences, or let their imagination run wild.Examples can include poems, novel, letter, song
  • Examples:Write a letter to your younger brother and tell him why he’s safe in a lightning storm if he’s inside a car.
  • Envelope: 15 key topics per sciencePhysics: heat and temperature, lightning, newton’s first law, electromagnet, Bernoulli’s Law…Chemistry:Earth science: fossil energy, interior of the Earth, volcanoes, earth quakes, solar system, Biology:
  • Stimulate participants to find even more creative examples!
  • Modifications: bit more or less than 10 minutes/ or longer than 2 minutes
  • Again, extend the time to 3 to 5 minutes for students with lower writing skills.Feedback on what students thought of your lessons. What they learned can be different from what you intended
  • Transcript

    • 1. Student Centered Approaches for science educationDeveloping Science Writing Skills
      RTTC Kandal, July 2011
    • 2. Contents
      Purpose of science writing
      Tips for better writing in science
      Note taking
      Creative writing
      Formative Assessment through writing
      2
    • 3. Introduction
      Often
      Science writing = copying notes from whiteboard
      Involves very little thinking and learning
      3
    • 4. Introduction
      But …
      it can be turned into an active learning activity
      4
    • 5. Why writing in science?
      Even in science students spend a lot of lesson time writing.
      Card sorts activity: discuss why you let students write during science lessons.
      5
    • 6. Think-Talk-Write
      Purposeful talk in science lessons is necessary for good writing
      between students
      between teacher and students
      6
    • 7. Taking notes
      What are good notes?
      Taking notes ≠ dictation
      Good note taking involves:
      Structuring
      Filtering: important vs. unimportant things
      Processing: organize thinking about the content
      7
    • 8. Taking notes
      Note taking can help students
      To improve listening skills
      To improve understanding of lesson
      To structure better what they have learned
      8
    • 9. Cornell system of note taking
      Note taking structure
      For use during and after the lecture
      Stimulates
      Critical thinking
      Review afterwards
      Connecting with prior knowledge
      Listening skills
      9
    • 10. Cornell system of note taking
      Write down main points & relevant details during lecture
      Leave empty spaces
      Use abbreviations
      Highlight and underline
      10
    • 11. Cornell system of note taking
      Things you don’t understand
      Review questions
      Gaps in notes
      11
    • 12. Cornell system of note taking
      Review asap after lecture
      Complement notes
      Compare with textbook
      Use own words
      3 to 4 sentences
      Study using key-words and questions, then check in notes
      12
    • 13. Review each other’s work: peer learning
      Students improve their note taking skills by learning from each other
      13
    • 14. Tips
      Be rigorous but sensitive in correcting students’ use of scientific words
      Allowing inaccurate use will limit students’ progress
      Let them use scientific words often
      14
    • 15. Tips
      You may let students use 2 notebooks
      One for draft writing exercises, one for final study notes
      15
    • 16. Cornell note taking - Variations
      Can also be applied to reading assignments
      You can provide predetermined categories;
      Similarities and differences
      Arguments pro and contra
      Main topics of the lecture
      Write down questions on the topic before the lecture.
      16
    • 17. Cornell Note taking: rubric
      Try-out this rubric
      Personalize based on your experiences
      17
    • 18. Practice Time
      Short lecture on a science topic
      Take notes with a Cornell structure
      Review and discuss notes with your neighbour, using the rubric.
      18
      Photo by Lindsay Phillips
    • 19. Creative Science writing
      Writing on science in a creative way
      Learning experience
      Fun experience
      Use science vocabulary in own words
      Confidence & motivation
      19
      Photo courtesy Cobalt123
    • 20. Why Creative Science writing?
      Objectives
      Opportunity to show scientific knowledge and understanding
      Formulate knowledge in own words
      Apply correct scientific terms
      Argument ideas
      Requires engagement and decision making by students
      Detect conceptual errors
      20
      Photo by irenegr
    • 21. Creative writing
      Bringing non-science writing formats into the science lesson
      … can you give some examples?
      21
    • 22. Tips
      With creative writing students take ownership about what they write
      Reformulating their knowledge is important process in learning
      22
    • 23. Creative writing: structure
      Audience
      Format
      Topic/ Purpose
      23
    • 24. Creative writing: structure
      24
    • 25. Creative writing: an example
      Write a letter to your grandmother in which you explain that water boils faster in the mountains, but that it will take longer to cook rice.
      25
      Courtesy Tsiangkun
    • 26. Creative writing: an example
      Explain to your brother why there are more lunar eclipses than solar eclipses, but that even lunar eclipses don’t occur every month.
      Courtesy Simon Barnes
    • 27. Creative writing: an example
      Finish the poem…
      27
    • 28. Practice time
      Design 3 different creative writing challenges for the topics that you pick out of the envelope.
      28
    • 29. Inspiration for creative writing challenges
      Imagine you are a chloroplast. Describe in your diary a typical day in the sun.
      Write an article describing different ways leaves are modified to their environment.
      Write a song describing the importance of Carbon in the human body
      Describe your journey to the center of the Earth
      29
    • 30. Formative Assessment
      Continuous assessment during class
      Teacher: collect information
      • Learning process
      • 31. Pace of instruction
      • 32. Misconceptions
      • 33. Difficulties
      Students: think and learn
      • Evaluate learning process
      • 34. Deepen understanding
      • 35. Clarify and formulate ideas
      30
    • 36. 10 – 2 technique
      Every 10 minutes of instruction …
      Give students 2 minutes of reflection:
      Quiet thinking
      Summarizing
      Formulating questions
      Discussing
      31
    • 37. 2-minute papers
      Near the end of the lesson…
      present students with general questionabout their learning
      students write a short answer in 2 minutes
      collect the notes to evaluate your lesson
      32
    • 38. 2-minute papers
      Some examples of questions
      What was the most important thing you learned today?
      What did you learn today that you didn’t know before class?
      What important question remains unanswered?
      What would help you to learn better tomorrow?
      What did you like about today’s lesson?
      What did you not like about today’s lesson?
      33
    • 39. Conclusions
      Discussion
      Write down two points from this chapter that you will use in the classroom.
      Write down one element that you won’t use.
      Share with your neighbor.
      Reconsider your original choices regarding purpose of writing
      Analyze and change if necessary your initial priority list. Discuss conflicting issues.
      34

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