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Similar to Gr 4 Sci Test Whats K 2 To Do!
Similar to Gr 4 Sci Test Whats K 2 To Do! (20)
Gr 4 Sci Test Whats K 2 To Do!
- 1. Grade 4 Elementary Level Science Test WHAT’S K-2 GOT TO DO WITH IT?! Jim Reeverts Fairbanks Road Elementary Churchville-Chili Central School District STANYS- CWS
- 2. A Case of poor planning
- 3. “ It is most valuable to give purposeful thought to how science, math & ELA converge” -Donna Horn Science coordinator Rush-Henrietta School District
- 5. Irina Lyublinskaya Dept of Education College of Staten Island, CUNY Staten Island, NY “… perspectives and attitudes of pre-service teachers strongly depend on the intensity and length of experience they have with the use of graphing calculators and calculator-based data collection devices. More experience and practice provides students with better understanding of the benefits of this type of technology for their future students as well as for their own learning.” STANYS The Science Teachers Bulletin FALL 2008 P28
- 6. Attitudes, Philosophy & Point of View
- 11. “… a fundamental tenet of scientific literacy: an accurate portrayal of the nature of science – the idea that science is a human endeavor, a process based much more on creativity and imagination than many of us feel comfortable admitting, and doing it utilizes strategies that will also help build literacy skills within students.” from “ Two Birds…One Stone” A conversation about the importance of the nature of science and how it parallels literacy in the science classroom . By Rebecca Remis & Glenn Dolphin STANYS The Science Teachers Bulletin Spring 2008, pg 5
- 12. Science Literacy= Literacy with an attitude
- 16. Key Components
- 17. EXPERIENCE
- 18. REFLECTION
- 20. TEACHER ATTITUDE
- 21. “ It is not necessary that [the teacher] become a scientist… He goes as far as he knows, and then says to the pupil that he cannot answer the questions that he cannot. This at once raises him in the estimation of the pupil, for the pupil is convinced of his truthfulness, and is made to feel…that knowledge is not the peculiar property of the teacher but is the right of any one who seeks it.” LH Bailey from “What is Nature Study? 1898
- 23. “ The best teacher is the one whose pupils the farthest outrun him.” LH Bailey, father of modern horticulture
Editor's Notes
- Introduction by emcee Jim is an 18 year veteran of the Churchville-Chili Central School District. With degrees in philosophy, sociology, literature and education, he spent 11 years as a middle school science instructor, and the last 7 years teaching second grade. Jim has served as evening Mission Commander for the Rochester Challenger Center for Space Science Education, as director for Cornell Cooperative Extension’s Science fun camp for 11-14 year olds, and for Camp Invention- of the National Inventor’s Hall of Fame. He also served 4 years as adjunct professor, teaching elementary science methods for Roberts Wesleyan College’s graduate & undergraduate teacher education program. Jim volunteers with three local agencies: a therapeutic horse-riding center; a science & faith collaborative known as Reasons To Believe ; and is an elder at his church. Jim has two sons: Tom is a science teacher for Genesee Valley BOCES in Mt. Morris, and Kevin, a former student of St. John Fisher College, currently attends Florida International University in Miami. Jim lives in the district where he serves, in Churchville, with his wife Karen.
- INTRO: Read “The Accident Report” as told by John DeBrine on Songtime ; Bridge – Given the constraints we must live with in each and every setting, strategic planning provides opportunities for effective sciencing among children within early childhood. Read the audience: Who’s here? K-2? 3-6? Admin? Welcome each group & invite to engage both in point & counter-point conversation throughout the session.
- It’s a plain statement that reveals the basic tenet of the elementary education model: If its going to be done, science must be thoughtfully integrated across the curriculum.
- OVERVIEW This session will begin with a look at the big ideas that influence effective childhood science education, particularly with reference to the results of testing at grade 4 (and peripherally at grade 8): Specifically how science is perceived by educators, the nature of childhood, setting and of science itself. We will investigate what is involved in science literacy and identify how it contributes to the overall literacy program at the K-2 level. We will look at implications that impact both direct instruction and residual retention up to the 4 th grade level. Finally – and mostly – we will extend our conversation into the essential aspects of a K-2 science program that will positively influence children and result in better assimilation into the test prep of grade 4.
- A study of pre-service teachers during their methods instruction suggested a concern for science, math and technology. Particularly, this study emphasized the acquaintance with the apparatus or technology associated with math instruction. The conclusions drawn from this study reveal a concern generalized throughout the departments of education: that pre-service teachers need more association with science, math and technology throughout their education at the college level in order to be comfortable utilizing equipment and fulfilling responsibilities of standards in these domains. This assertion is not unfamiliar among the veterans either. There is a large concern that unless teachers have had experience with science ideas and equipment, there will be a reticence to immerse themselves into a science education program. And if a district has indicated a minimum commitment to accounting for science education, the resultant deficit in preparation will be evident by the time the children hit fourth grade.
- Part One: What are the points of view? NYS accountability- test in G4 cumulative; Admin/ structural: constraints of the school day, legal, social and contractual issues; Classroom teacher perspectives all have a bearing on the idea that science in the early childhood classroom has a chance at being successful.
- Our global acceleration of knowledge – is fueled by scientific understandings. Our age/culture – while embroiled occasionally by controversies over finer points – fundamentally recognizes the value and the power of science. “We’re not in Kansas anymore…” We will look at three significant factors that are held in tension when addressing a K-2 science program that builds toward success at the 4 th grade level: the nature of early childhood; the influence of environment; the true nature of science and thus, science education.
- There are fundamental realities about the nature of childhood that impinge upon this question. Studies by Jean Piaget – remembering from college days – suggest childhood perspectives on the world begin to change from the ‘magical’ to the ‘concrete operational.’ Studies in neurology suggest (even here at the conference) there can be specific ways to elevate the brain power of the child through strategic experiences coupled with reading/writing- and there is a definite sequencing that can be positive and one that can ‘kill’ learning. What does this suggest about our expectations for retention of science ideas throughout the duration of time until the 4 th grade test? We have to be careful not to suggest that there is a silver bullet to solve this concern. But we DO want to investigate critical opportunities and strategies that, given input at this level, will produce lasting results. Principle number one: childhood curiosity for the natural, the living thing, the world around them. Principle number two: a deficit of understanding (vaccuum) Principle number three: Principle 1 & 2 create a powerful combination for experience, learning and retention The Question is how to capitalize on this within the context of our education system.
- The Environment:
- The true nature of science – NOT textbook driven – not ANSWER driven – rather: QUESTION driven Developing models of reality based upon experimental data – and testing those models in order to work out the kinks and be able to suggest an explanation of reality – THAT’S what science is – and THAT’S why it has so many parallels to sound pedagogy in critical thinking, active listening, and reading comprehension strategies. The Structure of Scientific Revolutions – by Thomas Kuhn: comment on the paradigm shift necessary to excel in science education. Emphasize the counter-intuitive posture that acts as a questioner and a fellow learner in the science process, rather than an ‘answer guru.’ Engender conversation over examples of valuable science moments – when something went right – and de-construct those moments to draw parallels with critical thinking, reading comprehension and writing skills
- Conclusion to Philosophy segment: When it comes to the big ideas – there has to be an understanding that approaching this issue requires the evaluation of a host of variables, not the least of which involve perceptions of the science process and knowledge base.