Your SlideShare is downloading. ×
0
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
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Improving science writing skills

2,962

Published on

Published in: Education, Technology
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
2,962
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
76
Comments
0
Likes
2
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • 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<br />RTTC Kandal, July 2011<br />
    • 2. Contents<br />Purpose of science writing<br />Tips for better writing in science<br />Note taking<br />Creative writing<br />Formative Assessment through writing<br />2<br />
    • 3. Introduction<br />Often <br /> Science writing = copying notes from whiteboard<br /> Involves very little thinking and learning<br />3<br />
    • 4. Introduction<br />But …<br /> it can be turned into an active learning activity<br />4<br />
    • 5. Why writing in science?<br />Even in science students spend a lot of lesson time writing.<br />Card sorts activity: discuss why you let students write during science lessons.<br />5<br />
    • 6. Think-Talk-Write<br />Purposeful talk in science lessons is necessary for good writing<br />between students<br /> between teacher and students<br />6<br />
    • 7. Taking notes<br />What are good notes?<br />Taking notes ≠ dictation<br />Good note taking involves:<br />Structuring<br />Filtering: important vs. unimportant things<br />Processing: organize thinking about the content<br />7<br />
    • 8. Taking notes<br />Note taking can help students<br />To improve listening skills<br />To improve understanding of lesson<br />To structure better what they have learned<br />8<br />
    • 9. Cornell system of note taking<br />Note taking structure<br />For use during and after the lecture<br />Stimulates<br />Critical thinking<br />Review afterwards<br />Connecting with prior knowledge<br />Listening skills<br />9<br />
    • 10. Cornell system of note taking<br />Write down main points & relevant details during lecture<br />Leave empty spaces<br />Use abbreviations<br />Highlight and underline<br />10<br />
    • 11. Cornell system of note taking<br />Things you don’t understand<br />Review questions<br />Gaps in notes<br />11<br />
    • 12. Cornell system of note taking<br />Review asap after lecture<br />Complement notes<br />Compare with textbook<br />Use own words<br />3 to 4 sentences<br /> Study using key-words and questions, then check in notes<br />12<br />
    • 13. Review each other’s work: peer learning<br /> Students improve their note taking skills by learning from each other<br />13<br />
    • 14. Tips<br />Be rigorous but sensitive in correcting students’ use of scientific words<br />Allowing inaccurate use will limit students’ progress<br /> Let them use scientific words often<br />14<br />
    • 15. Tips<br />You may let students use 2 notebooks<br />One for draft writing exercises, one for final study notes<br />15<br />
    • 16. Cornell note taking - Variations<br />Can also be applied to reading assignments<br />You can provide predetermined categories;<br />Similarities and differences<br />Arguments pro and contra<br />Main topics of the lecture<br />Write down questions on the topic before the lecture.<br />16<br />
    • 17. Cornell Note taking: rubric<br />Try-out this rubric<br />Personalize based on your experiences<br />17<br />
    • 18. Practice Time<br />Short lecture on a science topic<br />Take notes with a Cornell structure<br />Review and discuss notes with your neighbour, using the rubric.<br />18<br />Photo by Lindsay Phillips<br />
    • 19. Creative Science writing<br />Writing on science in a creative way<br />Learning experience<br />Fun experience<br />Use science vocabulary in own words<br />Confidence & motivation<br />19<br />Photo courtesy Cobalt123<br />
    • 20. Why Creative Science writing?<br />Objectives<br />Opportunity to show scientific knowledge and understanding<br />Formulate knowledge in own words<br />Apply correct scientific terms<br />Argument ideas<br />Requires engagement and decision making by students<br />Detect conceptual errors<br />20<br />Photo by irenegr<br />
    • 21. Creative writing<br />Bringing non-science writing formats into the science lesson<br />… can you give some examples?<br />21<br />
    • 22. Tips<br />With creative writing students take ownership about what they write<br />Reformulating their knowledge is important process in learning<br />22<br />
    • 23. Creative writing: structure<br />Audience<br />Format<br />Topic/ Purpose<br />23<br />
    • 24. Creative writing: structure<br />24<br />
    • 25. Creative writing: an example<br /> 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.<br />25<br />Courtesy Tsiangkun<br />
    • 26. Creative writing: an example<br /> Explain to your brother why there are more lunar eclipses than solar eclipses, but that even lunar eclipses don’t occur every month.<br />Courtesy Simon Barnes<br />
    • 27. Creative writing: an example<br />Finish the poem…<br />27<br />
    • 28. Practice time<br /> Design 3 different creative writing challenges for the topics that you pick out of the envelope.<br />28<br />
    • 29. Inspiration for creative writing challenges<br />Imagine you are a chloroplast. Describe in your diary a typical day in the sun.<br />Write an article describing different ways leaves are modified to their environment.<br />Write a song describing the importance of Carbon in the human body<br />Describe your journey to the center of the Earth<br />29<br />
    • 30. Formative Assessment<br />Continuous assessment during class<br />Teacher: collect information<br /><ul><li>Learning process
    • 31. Pace of instruction
    • 32. Misconceptions
    • 33. Difficulties</li></ul>Students: think and learn<br /><ul><li>Evaluate learning process
    • 34. Deepen understanding
    • 35. Clarify and formulate ideas</li></ul>30<br />
    • 36. 10 – 2 technique<br />Every 10 minutes of instruction …<br /> Give students 2 minutes of reflection:<br />Quiet thinking<br />Summarizing<br />Formulating questions<br />Discussing<br />31<br />
    • 37. 2-minute papers<br />Near the end of the lesson…<br /> present students with general questionabout their learning<br /> students write a short answer in 2 minutes<br /> collect the notes to evaluate your lesson<br />32<br />
    • 38. 2-minute papers<br /> Some examples of questions<br />What was the most important thing you learned today?<br />What did you learn today that you didn’t know before class?<br />What important question remains unanswered?<br />What would help you to learn better tomorrow?<br />What did you like about today’s lesson?<br />What did you not like about today’s lesson?<br />33<br />
    • 39. Conclusions<br />Discussion<br />Write down two points from this chapter that you will use in the classroom. <br />Write down one element that you won’t use. <br />Share with your neighbor.<br />Reconsider your original choices regarding purpose of writing<br />Analyze and change if necessary your initial priority list. Discuss conflicting issues.<br />34<br />

    ×