This document summarizes a gallery walk activity. Students are invited to explore student work around the room, notice what they observe and wonder about the work, and share their comments and thoughts by writing them on sticky notes to post near the student pieces. The purpose is for students to wonder, discover, and share about what they see.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
Doug Baker's presentation at EMWP's 2/9/2011 "Reading and Writing in a Decade of Standards" Professional Development Series. This was the first of three.
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
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.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
Doug Baker's presentation at EMWP's 2/9/2011 "Reading and Writing in a Decade of Standards" Professional Development Series. This was the first of three.
The PowerPoint presentation that accompanies Elizabeth Birr Moje's keynote speech at the 2010 National Reading Initiative Conference, hosted by the National Writing Project.
Related websites:
http://www-personal.umich.edu/~moje
http://www.nwp.org
a day long workshop of elements of argument, building a culture of argument in the classroom, task and learning progressions and effective argument task design
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.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
Historian Edward J. Larson has argued that “[i]n science, a theory never stands still. It either evolves with use and new findings or withers away through disuse or in the face of better
scientific explanations.” No theory emerges fully formed, like Athena from Zeus’s head, and remains unaltered over time. New contexts, discoveries, perspectives, tools, ideas, or people – to name but a few possible catalysts— prompt change or further development. In short, everything has a history, even theories. Part of the value of the study of history is understanding the degree to which things have changed and what caused things to change. The historical problem in this Investigation focuses on how a well-articulated and quite important theory – Darwin’s
theory of evolution by natural selection – has changed over time and the various reasons for those changes.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
What does literacy mean in my discipline: Making meaning makersDavid Cain
Secondary teachers often encounter significant challenges as they have students grapple with text. We will explore the distinctions of content literacy and disciplinary literacy, as well as research-based practiced to help students become receptive and productive meaning makers.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Interdisciplinary Literacy - Science
1. Welcome. Please enjoy a Gallery Walk.
Explore the student work around the room
• What do you notice about the student
work?
• What do you wonder?
Share your comments – jot your thoughts
on sticky notes and post them on or near
student work.
4. • Doug Baker, EMU, EMWP
• douglas.baker@emich.edu
• Julie King, Livonia Public Schools
• jak15@earthlink.net
• Jeffrey Taylor, Ann Arbor Public Schools
• taylorje@aaps.k12.mi.us
• Julie Blomquist, Livonia Public Schools
• julie@blomquistweb.com
• Lauren Luedtke, International Academy Bloomfield Hills
◦ lauren.e.luedtke@gmail.com
5. How do real-world, professional scientists
use writing?
Who are the “consumers”, or the audiences,
of scientific writing?
What are the “genres” of scientific thinking?
How is writing connected to scientific
thinking?
What do our students need to know and be
able to do?
How can we prepare them for future literacy
demands while increasing science learning?
6. Why Write? How writing both shapes and shows
learning. – Julie King, Emerson Middle School, Livonia
Science Literacy and the Wonder Wall: Capturing
Curiosity the „Write‟ Way – Jeffrey Taylor, Clague
Middle School, Ann Arbor
Scientific Discoveries: Incorporating Writing
To Think Like a Scientist – Julie Blomquist, Emerson
Middle School, Livonia
Science and Literacy Standards – Lauren
Luedtke, International Academy, Bloomfield Hills
7. Writing forces the brain to slow down
and search more deeply for meaning.
“The act of putting pen to paper encourages
pause for thought, this in turn makes us think
more deeply about life, which helps us regain
our equilibrium.”
~Norbet Platt
8. Writing is generative.
“How can I know what I think until I see
what I say?”
E.M. Forster
9. Writing increases “time on task”
“Writing, I think, is not apart from
living. Writing is a kind of double living.
The writer experiences everything
twice. Once in reality and once in that mirror
which waits always before or behind.”
~Catherine Drinker
Bowen, Atlantic, December 1957
10. Writing increases vocabulary
acquisition. Scientific thinking requires
language precision.
“The difference between the almost right word
and the right word is really a large matter - it's
the difference between the lightning bug and
the lightning. ”
~Mark Twain
12. With a group of 3 or 4, write down questions
about energy.
◦ What are you curious about?
◦ Is there anything in the news that makes you
wonder?
Mrs. Taylor Octane story
Share with large group
13. Before we began our session I had posters
on the wall from my 8th grade physical
science class
Take 3 minutes to discuss the questions
below with people at your table
What did you notice about what the
students wrote?
Do you think that they were intrinsically
motivated?
What questions caught your attention?
14. Science investigation is being curious about
our surroundings and finding truths about
the physical World
Simply working through the curriculum
often fails to give students a chance to
investigate and research
Students need an opportunity to think
about how the “real world” relates to what
they are learning in class
Wondering idea came from 1st grade
teacher
Why do we stop wondering?
15. Students develop questions individually or
as a group
Can occur before or after a unit of study
Teachers choose common questions and
place them on a “Wonder Wall” or present
them in another way
Students can use their own questions if
approved by teacher
Students share what they learned through a
simple one page paper-Show on ELMO
16. Share examples of what students have
produced based on what they learned
Follow-up questions or further curiosities
How to share with others?
17. Multiple age levels and topics
Can happen at any point during a unit of
study
Scaffolds students to become self-starters
and take control of their learning
Students write to demonstrate what they
learned and to construct meaning
18. Please take 5 minutes to write down answers to
the following questions
How can students use a multitude of genres
to present their findings?
What form of sharing makes sense in your
classroom?
How could you adapt this to fit your
curriculum?
19. Incorporating Writing to Think Like a Scientist
Julie Blomquist
julie@blomquistweb.com
7th/8th Grade Science
Emerson Middle School
Livonia Public Schools
20. A 7th grade unit supporting the
Michigan Science K-7 Content Expectations
Created by Battle Creek Area Mathematics &
Science Center
21.
22. The prescribed units are designed as whole
class inquiry, sharing, and discussion, but do
not promote enough individual
accountability.
Kids may be new to the inquiry approach
(versus a teacher-delivery model)
Weaknesses in language, thinking skills, and
expression – which limits class discussion
23. WHY use Scientific Journals?
◦ Authentic piece of writing (scientists use journals)
◦ An expanded format that required more
information for students to “think” about
◦ forced students to collect more data and name the
details (use language – more expression)
24. Objective: prove that sound travels and learn to
describe; how sound transfers energy
Activity: Use Scientific Discovery Journals
throughout the course of the unit
25. What do we know about Sound?
◦ Groups share knowledge about sound with class
What do we wonder about Sound?
◦ Groups were given time to ask QUESTIONS about
sound
26.
27.
28.
29. Quickwrite:
What did you experience when you heard the
singing rod?
Write for 1 minute about your experience.
SHARE!
What did you feel? Hear?
30. Importance of being specific and detailed in
our observations
◦ One person experiences a sound differently than
another person.
Emphasized the use of descriptive words
31. 1. Refer to the Journal “sample” page – Write a
hypothesis about if and how sound will travel
through a meter stick and an aluminum foil
strip. These are two different types of solids.
2. Using two types of sound, (Tuning Fork &
Timer), experiment with different ways to allow
sound to travel through each solid.
3. Write down your observations in the
“Observation Chart.” Be descriptive! What do you
hear, feel, see?
32. Groups share experiences and how they
described what they observed about sound
traveling through a solid.
33. Write a Claim, Evidence, Scientific Reasoning Paragraph using data/observations from
the sound activities.
Refer to the Sound Travels Through Different Media ASSESSMENT Handout
Write a conclusion or scientific explanation for the investigation into how sound
travels through different media (types of matter – solids, liquids and gases). Include a
claim,evidence, and scientific reasoning in your response. Your response should be at
least one paragraph, five to six sentences. You response MUST include the following:
◦ Claim: A clear and concise statement of what you found out.
This is a statement that is stating a fact about how sound travels through different media.
◦ Evidence: Data and observations from the three activities to support your claim.
Your evidence is what you observed in your “Scientific Discovery” Booklets.
You tested three types of media: solid, liquid and gas. You need to provide evidence of what you
observed in all THREE of these media.
◦ Reasoning: Scientific principles that support your claim and evidence.
The reasoning is the science behind what you observed. What allowed sound to travel through
different media? You are explaining HOW and WHY sound traveled through all media.
Think about the molecule arrangement in matter, and how the particles in solids, liquids and
gases are arranged differently.
Consider the importance of vibration which allows sound to transfer its energy through different
material.
34. View Student “Scientific Discovery” Journals and
Claim/Evidence/Reasoning Paragraphs
What do you notice about the student writing?
How did Scientific Discovery Journals enhance
the students‟ writing?
What science principles or processes have
students gained?
35. Lauren Luedtke
International Academy
Bloomfield Hills, MI
Lluedtke@bloomfield.org
37. NSTA report on Next Generation Science Standards:
http://www.nsta.org/publications/news/story.aspx
?id=58847
ACHIEVE will use this document to create new
standards in science
According to these standards our teaching
practices should be based on three dimensions
◦ Cross-cutting concepts
◦ Scientific and engineering practices
◦ Core ideas in four disciplinary areas (physical science, life
science, earth/space science, and engineering/technology)
38. a. scientific method
b. observation/inference
c. measurement
d. categorizing
information
e. real-life applications of
science
f. looking for patterns
g. cause and effect
h. systems, cycles, flow of
energy/matter
40. Reading Standard 1: “[Students will be able to] cite
specific textual evidence to support analysis of
science and technical subjects”
Common Core on Writing: “[Students] have to
become adept at…reporting findings from their
research and analysis of sources in a clear and
cogent manner”
This is just like scientific thinking and just like how
scientists communicate their ideas!
43. The Common Core prescribes three kinds of writing in the sciences
Writing to persuade
Writing to explain
How could I describe
that sound? Writing to convey real
or imagined
experience
◦ “The Standards require
that students be able to
incorporate narrative
elements [description]
effectively into arguments
and
informative/explanatory
texts.”
45. “…they become self-directed learners, effectively
seeking out and using resources to assist
them, including teachers, peers, and print and
digital reference materials”
[Students] build strong content knowledge
“Students establish a base of knowledge across a wide
range of subject matter”
[Students] value evidence
“[Students] use relevant evidence when supporting their
own points in writing and speaking, making their reasoning
clear to the reader or listener….”