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Inquiry, Literacy, and the Learning Cycle Webinar 090910

This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.

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Inquiry, Literacy, and the Learning Cycle Webinar 090910

  1. 1. Inquiry, Literacy, and the Learning Cycle September 9, 2010 Jessica Fries-Gaither Terry Shiverdecker Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
  2. 2. <ul><li>A – Classroom Teacher </li></ul><ul><li>B – Librarian </li></ul><ul><li>C – Administrator </li></ul><ul><li>D – Higher Education </li></ul><ul><li>E - Other </li></ul>What best describes your professional position? Answer using the poll buttons underneath the participant window!
  3. 3. What grade(s) do you teach? <ul><li>A – Grades K-2 </li></ul><ul><li>B – Grades 3-5 </li></ul><ul><li>C – Grades 6-8 </li></ul><ul><li>D – Grades 9-12 </li></ul><ul><li>E - Other </li></ul>Answer using the poll buttons underneath the participant window!
  4. 4. From where are you joining us today? Answer using the stamping tool to the left of the whiteboard!
  5. 5. Inquiry, Literacy, and the Learning Cycle Download these slides at:
  6. 6. Today’s presenters Jessica Fries-Gaither Education Resource Specialist The Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address] Terry Shiverdecker Science Content Specialist Ohio Resource Center Ohio State University College of Education and Human Ecology School of Teaching and Learning [email_address]
  7. 7. About Beyond Penguins and Polar Bears <ul><li>Online magazine </li></ul><ul><li>Professional and instructional resources </li></ul><ul><li>Science and literacy integration </li></ul><ul><li>Aligned to national standards </li></ul><ul><li>Multimedia </li></ul>
  8. 8. Today’s Agenda <ul><li>Inquiry: an overview </li></ul><ul><li>The Learning Cycle </li></ul><ul><li>Integrating science and literacy through an inquiry-based learning cycle </li></ul>
  9. 9. What do you think about inquiry? Answer using the stamping tool to the left of the whiteboard! AGREE DISAGREE Inquiry is asking the students a lot of questions. Doing hands-on science is the same as doing inquiry. Inquiry teaching is not chaotic – It is a carefully choreographed activity.
  10. 10. Testable questions 257/365 Future Scientist Kcolwell, Flickr Question Characteristics <ul><li>encourage investigation </li></ul><ul><li>examine natural phenomena </li></ul><ul><li>rely on evidence-based </li></ul><ul><li>responses </li></ul><ul><li>relevant </li></ul><ul><li>open-ended </li></ul>
  11. 11. Testable questions Question Types Meal Worm Examples Attention-focusing What do you notice about the meal worm? Measuring and counting How many legs does the meal worm have? Comparison How is the adult beetle different from the meal worm? How is it alike? Action What happens when the meal worm is moved into the light? Problem-posing Can you find a way to illustrate the life cycle of a meal worm? Reasoning How do insects benefit from having different life cycle stages?
  12. 12. Role of evid ence <ul><li>You know it is inquiry if. . . </li></ul><ul><ul><li>Evidence is given priority when answering questions </li></ul></ul><ul><ul><li>Explanations are evidence-based </li></ul></ul><ul><ul><li>Evidence is used to in logical arguments to communicate findings </li></ul></ul><ul><li>Evidence is an essential feature of inquiry! </li></ul>
  13. 13. Inquiry continuum
  14. 14. Inquiry and literacy <ul><li>“ Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations…proposing answers, explanations , and predictions; and communicating the results .” </li></ul>National Science Education Standards . National Research Council, 1996 Get back to work! Robotkiss, Flickr
  15. 15. Let’s pause for questions from the audience….
  16. 16. How familiar are you with the learning cycle? Answer using the stamping tool to the left of the whiteboard! I can explain what it is to someone else. I’ve heard or seen the term. I have no idea!
  17. 17. The 5E Learning Cycle Robert Karplus, 3 stage learning cycle, Science Curriculum Improvement Study (SCIS) Roger Bybee, 5 E learning cycle model, Biological Sciences Curriculum Study (BSCS) Additional models: 4E, 7E
  18. 18. Engage <ul><li>Set up motivating circumstances </li></ul><ul><li>Access prior knowledge </li></ul><ul><li>Capture attention, stimulate thinking </li></ul><ul><li>Instill a “need to know” </li></ul>
  19. 19. Explore <ul><li>Active involvement with science content </li></ul><ul><li>Ask and investigate questions </li></ul><ul><ul><li>Manipulate materials </li></ul></ul><ul><ul><li>Make observations </li></ul></ul><ul><ul><li>Keep records </li></ul></ul><ul><li>Science process standards </li></ul>
  20. 20. Explain <ul><li>Uncovering content </li></ul><ul><ul><li>Guiding questions </li></ul></ul><ul><ul><li>Preconceptions  scientifically accurate conceptions </li></ul></ul><ul><li>Expertise emerging </li></ul><ul><ul><li>Debriefing </li></ul></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Reading & reflective writing </li></ul></ul>
  21. 21. Expand <ul><li>Deepen understanding </li></ul><ul><ul><li>Real-world application </li></ul></ul><ul><ul><li>Unique situations </li></ul></ul><ul><ul><li>Identify new questions for additional investigation </li></ul></ul><ul><li>Connect, apply, evaluate </li></ul>
  22. 22. Assess <ul><li>Ongoing </li></ul><ul><li>Embedded </li></ul><ul><li>Varied </li></ul><ul><li>Informs teacher and students </li></ul>
  23. 23. 5Es in the Classroom <ul><li>Learning within units </li></ul><ul><ul><li>Flexibility </li></ul></ul><ul><ul><li>connecting content </li></ul></ul><ul><ul><li>building process skills </li></ul></ul><ul><li>making real-world </li></ul><ul><li>connections </li></ul><ul><li>supports interdisciplinary </li></ul><ul><li>learning </li></ul><ul><li>works well with students </li></ul><ul><li>with diverse abilities </li></ul>Doing Science Ruthieki, Flickr
  24. 24. Let’s pause for questions from the audience….
  25. 25. Where do you see the potential for literacy integration? Answer using the stamping tool to the left of the whiteboard!
  26. 26. <ul><ul><li>Connect text to hands-on experiences </li></ul></ul><ul><ul><li>Use academic vocabulary </li></ul></ul><ul><ul><li>Authentic context </li></ul></ul><ul><ul><li>Focus on informational text </li></ul></ul><ul><ul><li>Teach literacy skills </li></ul></ul>Why integrate science and literacy? Research shows that integrating science and literacy improves student achievement in both areas!
  27. 27. Integration through the learning cycle <ul><li>Reading multigenre nonfiction text </li></ul><ul><li>Writing in science notebooks </li></ul><ul><li>Participating in scientific conversations </li></ul>DSC_3761 Alexandratx, Flickr
  28. 28. Text in an inquiry learning cycle Engage <ul><ul><li>Generate interest </li></ul></ul><ul><ul><li>Build or activate prior knowledge </li></ul></ul><ul><ul><li>Spark questions </li></ul></ul><ul><li>Narrative expository </li></ul><ul><li>Journal </li></ul><ul><li>Biography </li></ul>Explore <ul><li>Guide students in designing investigations </li></ul><ul><li>Classify organisms </li></ul><ul><li>How-To </li></ul><ul><li>Field Guides </li></ul>
  29. 29. Text in an inquiry learning cycle Explain <ul><li>Develop understandings gained in inquiry </li></ul><ul><ul><li>Mentor texts for representing data and communicating results </li></ul></ul><ul><li>Reference </li></ul><ul><li>Explanation </li></ul>Expand <ul><li>Generate new questions </li></ul><ul><li>Apply knowledge to real world situations </li></ul><ul><li>Connect knowledge </li></ul>All genres
  30. 30. Science notebooks <ul><li>Seven essential components: </li></ul><ul><li>Question, problem, purpose </li></ul><ul><li>Prediction </li></ul><ul><li>Plan </li></ul><ul><li>Observations, Data, Charts, Graphs, Drawings, and Illustrations </li></ul><ul><li>Claims and Evidence </li></ul><ul><li>Conclusions </li></ul><ul><li>Reflection – Next Steps and New Questions </li></ul>
  31. 31. Scientific Discourse <ul><li>What is scientific discourse? </li></ul><ul><ul><li>Facilitates the use of scientific language </li></ul></ul><ul><ul><li>Present an evidence-based argument </li></ul></ul><ul><ul><li>Consider alternative explanations </li></ul></ul><ul><ul><li>Ask clarifying questions </li></ul></ul><ul><ul><li>Challenge evidence-based claims </li></ul></ul><ul><ul><li>Active listening </li></ul></ul>
  32. 32. Scientific Discourse <ul><li>How do I promote it in my classroom? </li></ul><ul><ul><li>Modeling and teacher think-alouds </li></ul></ul><ul><ul><li>Sentence starters/prompts </li></ul></ul><ul><ul><li>Questioning prompts </li></ul></ul><ul><ul><li>Adequate time </li></ul></ul><ul><ul><li>Formative assessment and feedback loop </li></ul></ul>Like all skills, learning to communicate scientifically takes time to develop. Be patient and scaffold for success!
  33. 33. For More Information <ul><li>The Learning Cycle </li></ul><ul><li> </li></ul><ul><li>Productive Questions </li></ul><ul><li> </li></ul><ul><li>Klentschy, Michael. Using Science Notebooks in Elementary Classrooms . Arlington, VA: NSTA Press, 2008. </li></ul>
  34. 34. Coming Soon! <ul><li>Thursday, October 14, 2010: Beaks and Biomes: Integrating Science and Literacy </li></ul><ul><li>This life science unit uses scientific inquiry, literacy instruction, and a multigenre text set to examine adaptations, migration, and ecosystems. Leave with a unit framework you can directly incorporate into your classroom!  </li></ul><ul><li>Presenters: Jessica Fries-Gaither and Terry Shiverdecker </li></ul>
  35. 35. Thank you! <ul><li>Jessica Fries-Gaither: [email_address] </li></ul><ul><li>Terry Shiverdecker: [email_address] </li></ul><ul><li>Today’s slides available at: </li></ul><ul><li>Archived recording at: </li></ul>