Chapter 5 planning inquiry instruction
Upcoming SlideShare
Loading in...5
×
 

Chapter 5 planning inquiry instruction

on

  • 1,058 views

 

Statistics

Views

Total Views
1,058
Views on SlideShare
976
Embed Views
82

Actions

Likes
0
Downloads
4
Comments
0

2 Embeds 82

http://integratedinstruction.blogspot.com 60
http://www.integratedinstruction.blogspot.com 22

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Chapter 5 planning inquiry instruction Chapter 5 planning inquiry instruction Presentation Transcript

    • Planning and managing inquiry instruction
      SCED 570, Fall 2011 Eaquinto
      Chap5.
    • 4 Steps in planning well-designed science lessons
      Select science content that is consistent with state or national content standards
      Write learning objectives
      Develop learning activities
      Plan assessment tasks and procedures
    • 1. Select Science Content
      NSES: broad goals
      State standards / District curriculum guides: specific contents
      FOSS (Full Option Science System)
      Developing teachers’ knowledge of science
      • Resources: books (textbooks, teachers’ guides, children’s books), internet, other teachers, science specialists, college courses and institutions, conferences, professional development
    • Professional Development (groups)
      CAST: Colorado Association of Science Teachers
      • http://coloradocast.org/
      NSTA: National Science Teachers Association
      • http://www.nsta.org/
      • What do they offer?
      • Who is their target audience?
      • How do they contribute to the P.D. of educators?
      • What benefits for you?
      MAST: Mathematics and Science Teaching Institute
      • http://www.mast.unco.edu/
      • Email to “webconnect@unco.edu”
    • 2. Writing Appropriate Objectives
      Goals vs. Objectives
      • Goal: general statement of where you want to go
      Ex.) Students will learn about instructional objectives.
      • Objective: specific, measurable statement
      Ex.) Given elementary science text material, students will be able to write learning objectives in each of the 3 major domains.
    • What are instructional objectives?
      Specific intended learning outcomes
      Defined by the teacher
      Used to define the learning experience
      Are directly linked to assessment
      Should address the 3 domains of educational outcomes with 3 main components
      How do teachers use instructional objectives?
      • Planning, Design assessment, Communicate with students
    • 3 Educational Domains
      Cognitive
      : student knowledge and thinking processes (know)
      Psychomotor
      : students’ fine and gross motor development (do)
      Affective
      : students’ values, attitudes and beliefs (be like)
    • 3 Main Components: ABCs of Objectives
      Audience (who)
      Behavior (how learning demonstrated)
      Conditions (activity, reflection, etc.)
    • Straw Airplane
      Cut out both of the paper strips on the handout.
      Bend the paper strips into a loop and use the tape to stick the two ends together. You should have two loops, one larger than the other.
      Place one piece of tape at the very end of the straw. Make sure that the tape is sticking out so the straw and the tape look like a capital T. Place the other strip of tape at the other end.
      Slide one loop over the end of the straw and fasten it to the tape there. Do the same thing on the other side of the straw.
      Toss your airplane.
    • Sample objectives
      “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.”
    • ABCs of Objectives: Audience
      Identify who will be expected to achieve the objectives
      Look at the sample:
      “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.
      Audience
    • ABCs of Objectives: Behavior
      Identify specific type of performance that will be expected
      Should be measurable.
      Use action verbs – do not use words like know or understand. What does know look like?
      Look at the sample:
      “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.
      Action verbs
    • ABCs of Objectives: Condition
      Identify the context of the performance
      • What materials will student use to complete the task;
      • How will students accomplish the task;
      • Where the performance will occur
      Look at the sample:
      “Using a straw airplane, the student will be able to accurately diagram and explain lift, thrust, and drag.
      Condition
      Criterion
      (Describes how well the student must perform the desired task.)
    • Objectives call for different levels of thinking
      Verbs used in instructional objectives (class/test questions) call for different levels of thought
      Bloom’s Taxonomy (Bloom, 1956)
      : Provide basis for writing behavioral objectives at different cognitive level
      • Knowledge: repeat back facts
      • Comprehension: interpret, put in own words
      • Application: use in new situation
      • Analysis: break into parts
      • Synthesis: create new pattern
      • Evaluation: state and defend opinion based on criteria
    • Write your own objectives (class points)
      Using the activities we have done in the classroom, write at least three objectives for that in each domain:
      • Cognitive
      • Psychomotor
      • Affective
      Underline the audience and the behaviors (performance), box the conditions, circle the criterion.
    • Four forces on an airplane
      (From the National Aeronautics and Space Administration (NASA) website)
      Lift & Drag are mechanical forces generated by a solid object moving through a fluid (gas or liquid)
      Weight is a forces caused by the gravitational attraction of the Earth.
      Thrust is a mechanical forces generated by the engines to move the aircraft through the air.
    • Balloons Rocket
      Attach a string to the ceiling or wall on the far side of the room.
      Anchor the string across the room so that it stretches as far as possible.
      Feed the string through the straw.
      Blow the balloon up but do not tie it off, and attach it to the straw using the tape.
      Release the balloon.
      Record the distance it travels.
    • Balloons Rocket
      Newton's Third Law of Motion
      For every action,
      there is an equal and opposite reaction;
      The forces of two bodies on each other
      are always equal and
      are directed in opposite directions.
    • 3. Select and Design Lesson Activities
      Introduction to the lessons
      • Designed to engage the students in an activity or lesson. (Engage in 5E)
      Discrepant events
      • A scientific phenomenon that has a surprising or unusual outcome for students to consider.
      • May be a teacher demonstration, video or embedded within activities.
      • Reveal the alternative conceptions held by learners.
      • Try your hand at figuring out this discrepant event…
    • 3. Select and Design Lesson Activities
      Use a variety of lesson activities
      • Learning experiences should be aligned with objectives.
      • Should be designed to develop students’ conceptual understanding and inquiry abilities.
      • Include a variety of teaching and learning approaches.
      Activities to develop inquiry abilities
      • 3 types of Investigations
      Open inquiry activities
      • Students are given the problem and materials, and have time and freedom to explore.
    • 3. Select and Design Lesson Activities
      Science learning centers
      • Created by the teacher for independent activities of students.
      • Motivate, guide, and support students’ learning.
      • Allow teachers to meet individual needs.
      • Provide students with self-directed learning opportunities.
      • Various types (e.g., guided discovery learning center)
      Field trips
      • Create interest and rich learning experiences.
      • Key: the advance preparation
    • 4. Designing Assessment Experiences
      Chapter 6
      • Use both formative and summative assessments
    • Managing Inquiry Instruction and Learning
      Grouping students for learning
      • Diverse structures
      • Whole class structure
      • Cooperative group structure
      • Pair structure
      • Individual structure
      • Building “communities of learners”
      Safety in the science classroom
      Managing classroom behavior
      • Establish rules, monitor students’ activates, enforce disciplinary consequences
    • Implementing Learning Activities
      Teacher preparation
      Pre-activity teacher/student activities
      Distribution and collection of science materials
      Beginning the activity
      During the activity
      After the activity