696_Ch#_3.pptx Models for effective science Teaching

MODELS FOR EFFECTIVE
SCIENCE TEACHING
Unit 3
Prepared by:
ZIA ULLAH

(a) Before a Lesson or Unit (The importance of goals and
objectives)
(b) Beginning a Lesson or Unit (First, it should connect what has
been learned in the past with what is going to be learned in the
present lesson. Second, a good beginning can provide a focus or
context for the present lesson.)
(c) The Middle of a Lesson or Unit (Active participation with
materials, equipments, and audiovisual aids is a good way to
engage the learner’s attention and develop the concepts, skills,
and values of your objectives. You want to optimize the amount
of time students are engaged in learning tasks)
ELEMENTS OF EFFECTIVE SCIENCE
TEACHING

 (d) Ending a Lesson or Unit
Too often, lessons and units just stop. Plan an ending to your
lesson. There should be closure, an opportunity for you or the
learners to summarize what has been taught. At the lesson's end,
you should be able to indicate how well the objectives were met.
The students ought to leave the room with a feeling of
accomplishment and closure for the day's lesson or the unit.
Elements………

(e) After a Lesson or Unit
When a lesson or unit is over, you should have some measure of
the lesson and student achievement. The measure can be an
informal assessment of "how things went" and "what they
learned" or a formal evaluation of the lesson and a quiz or test of
student achievement. These procedures are feedback for you
and the students.
Cont……

The big idea behind Diagnostic Teaching is to illuminate and
remove barriers to student understanding. When students
have problems, you need to be able to systematically
identify and fix them. This probably isn’t a huge difference
from what you already do. There may be a slight change in
practice, however.
STUDENTS DIAGNOSTICS AND
DIAGNOSTICS TEACHING

 1. Fundamental Curricular & Unit Design
In diagnostic teaching, your first response should also
be your broadest and most powerful. In this case,
that is how you design your curriculum and
instruction map by map, unit by unit, lesson by lesson.
2. Complete all missing or incomplete assignments
The next step in Diagnostic Teaching has to do with
individual assignments. If students don’t complete
the work–the “practice”–they can’t improve.
Steps in diagnosing teaching

3. Differentiate assessments on non-mastered
standards
The next step in Diagnostic Teaching is to differentiate
the assessment based on any number of factors–
assessment format (MC vs essay, etc.), background
knowledge, etc. Same complexity, depth, etc, just a
different kind of assessment.
Steps……..

4. Isolate and prioritize standards for mastery
Whereas above you’re simply providing an alternative
form of the sam assessment, step 4 allows you to
break things down further so you can pinpoint issues
more accurately. This means you’ll take an
assignment, exam, project, etc., and change it
significantly.

 5. Choose new materials/resources that feature more
transparent illustration of standard
This one is a bit simpler. Choose a problem, diagram,
poem, novel, app, or some other resource that makes
the “lesson” or learning target as transparent as
possible. Reduce the need for the students to
analyze, evaluate, make critical judgments, etc.

You can download one example of a daily exit chart on our
Teachers Pay Teachers store. Once students get to step 6,
you’ve already responded five other ways. At
this point, you may need to involve yourself, the student, and
their family in a bit of minutiae. You need a daily snapchat
of how the student is interacting with the content. One
important goal here is to put the student “on the clock,”
so to speak. This will help you see if the issue is motivation,
organization, or something entirely academic.
Daily use of student exit chart

The next step if steps 1-6 aren’t enough is to establish individual
goals– whether these are content-related or not is up to you
and the student. But together you set goals and monitor
progress daily or weekly–and hopefully in a way that the
student and family at home can either support or handle on
their own. (Wishful thinking?)
Student goal-setting & progress
monitoring

Beyond-the-classroom support systems
If none of the above work–no amount of modification,
differentiation, personalization, or communication can help the
students successfully master content in your classroom, there
may be other issues beyond your control, including simple stuff
like organizational issues, to more complex literacy issues,
learning disabilities, etc. This is where referrals, tutoring, school
level RTI, or other functions may need to come into play.
Steps……..

The word ASSURE is acronym of six steps , each step describes a
set of tasks in which use of educational technology is central.
These steps and tasks are:
1. A-analyze Learner (Knowledge about the nature and thinking of
students)
2. S-State Objectives
3. S-Select Media and material
4. U – Utilize Technology, Media, and Material
5. R-Require Learner Participation
6. E-Evaluate and revise
The ASSURE MODEL FOR SCIENCE
TEACHING

 Using Textbooks Effectively
 Reading for conceptual change
 Overrelying on Details in the Text----Separation of Prior
Knowledge and Text Knowledge.
 Overrelying on Prior Knowledge and Ignoring Text Knowledge.
DESIGNING YOUR INSTRUCTIONAL
SEQUENCE


Textbooks typically contain numerous ideas and
vocabulary words. This situation
causes students to memorize facts and lists of words
rather than focus on
strategies that will result in conceptual change. Focusing
students on central
issues that are problematic, keeping lessons related to the
concepts, and keeping
vocabulary to a minimum will contribute to conceptual
change.
Directing Students ‘Attention to
Important Concepts

Textbooks are written from a scientist’s perspective. Seldom do textbook
authors
consider students’ perspectives as they organize textbooks. Still, students
will
interpret text material in terms of their prior knowledge. Effective teachers
identify the differences between students’ concepts and those in the
textbook. By
asking questions and challenging students’ thinking, teachers can initiate the
process of conceptual change. The questions should be stated in relation to
ideas
in the textbooks or students may not make the connections
Challenging Students’ Thinking and
Misconceptions

Questions in textbook seldom have students apply
knowledge to real world
experiences. Encouraging students to compare,
challenge, and debate each other’s
explanations are all methods that resolution conceptual
change
Asking Students to Construct
Explanations of Everyday Phenomena

 Probing Student Responses
Listen for students’ thinking rather than for right answers. Ask questions that will
have students justify and clarify their responses.

Providing Accurate Feedback to Students
Teachers typically respond to student answers by praising correct answers and
ignoring incorrect answers. The greatest concern is the later. While teachers
think
this approach helps students, in actuality it does not. Giving positive feedback
for
any answer encourages students to maintain their current conceptions and to
use
ineffective strategies to find correct answers. Effective teachers give clear and
accurate feedback about the strengths and limitations of student responses.

MODELS FOR EFFECTIVE
SCIENCE TEACHING

cooperative approach where students are arranged in pairs or small groups to
help each other learn the assigned material.
Here are some suggestions to help the initial formation of cooperative groups.
1. Move into groups without undue noise and unnecessary interaction with
other students.
2. Students should stay in their groups.
3. Students should speak softly.
4. Students should encourage each other to participate.
5. Use name and look at each other during discussions.
6. Avoid sarcastic remarks or “ put down” of other pupil.

Concept Exploration
Concept Introduction
Concept Application
The Learning Cycle

Concept Exploration
1. Identify interesting objects, events, or situations that
students can observe.
2. Allow students time to explore the objects, events or
situations.
3. Have students think about concepts associated with
the lesson

 Concept Introduction
4. The teacher directs the students toward specific aspects of
the exploration experience. Concepts are presented in a
clear, simple and direct manner.
 Concept Application
5. Identify activities in which students extend the concepts in
new and different situations. Encourage students to
discover patterns and relationships among the variables
and to reason through new problems.

Pre-lesson Assessment
Lesson Planning and Sequencing
 Anticipatory Set (Anticipatory set is an activity conducted
early in the lesson to capture the attention of the students.)
Objective and Purpose (day's objectives are communicated to
the students)
 Instructional Input This step includes the actual teaching of
the lesson.
 Modeling
 The teacher provides examples of the science content and
processes included in the objectives
The Madeline Hunter Model

 Monitoring Student Understanding
Student understanding is monitored periodically by
sampling, signaling and explaining.
 Practice Students should be provided opportunities
to practice the content and processes they have
learned.
 Post-lesson Assessment

The 5E model has five phases, each
beginning
with the letter "e".
Engagement
Exploration
Explanation
Elaboration
Evaluation
.
The 5E Instructional Model


Orientation
The beginning of the instructional task. The activity should make
connections
with previously learned material and anticipate activities and orient
the students
toward the learning outcomes of the current activities.

Students
Establish an interest in the current task.

Teachers
Identify the instructional task.
Engagement


Orientation
Students are provided with a common base of experiences within which current
concepts, processes, and skills may be identified and developed.

Students
Complete activities directed toward learning outcomes.

Teachers
Facilitate and monitor interaction between students and instructional situations,
materials, and/or courseware.

Activities
Provide experiences relative to the learning outcomes. These activities will
provide the students' initial explanations.

Learning
Directed by objects, events or situations.
Exploration


Orientation
Student attention is focused on aspects of their experiences with the lesson and
provides opportunities to demonstrate their conceptual understanding, process
skills or behaviors.

Students
Students describe their understanding, use of skills, and express their attitudes.
Teachers
Clarify student misconceptions, provide vocabulary for concepts, give examples
of skills, and suggest further learning experiences.

Activities
Provide opportunities to identify student knowledge, skills and values, and to
introduce language, and/or behaviors related to the learning outcomes.

Learning
Directed by teacher and instructional courseware or materials.
Explanation


Orientation
A phase that challenges and extends student conceptual understanding and skills.
Students
Students present and defend their explanations and engage in experiences related
to the learning task.
Teachers
Provide the occasion for students to cooperate on activities, discuss their current
understanding, and demonstrate their skills.
Activities
Activities provide challenges, repetition, new experiences, and practice.
Learning
Learning is encouraged through challenges, repetition, new experiences and
practice.
Elaboration


Orientation
Students are encouraged to assess their understandings and abilities. Teachers are
provided opportunities to evaluate student progress toward achieving the
educational objectives.

Students
Students examine the adequacy of their explanations, behaviors, and attitudes.
Teachers
Teaches use formal and informal procedures for assessing student understanding.

Activities
Evaluate concepts, attitudes, and skills of the students.
Learning
Repeat different phases of the teaching model to improve conceptual
understanding and/or skills
Evaluation

696_Ch#_3.pptx Models for effective science Teaching

More Related Content

Similar to 696_Ch#_3.pptx Models for effective science Teaching (20)

Recently uploaded (20)

696_Ch#_3.pptx Models for effective science Teaching