3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]
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The document outlines a workshop focused on inquiry-based learning, visible thinking, and productive discussion in science education. It emphasizes the modeling cycle for student-centered learning and provides action steps for teachers to enhance classroom discourse and engagement. Key activities include discussions, whiteboarding, and the implementation of talk moves to foster deeper understanding among students.
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]
- 1. Visible Thinking, Inquiry, and Discourse in the Science Classroom Gary G. Abud, Jr. @mr_abud sagaeducators.org
- 2. Our Targets For Today • Know the framework of the modeling cycle for inquiry-based learning • Understand the goals of visible thinking and productive discussion • Be able to identify action steps for implementing more inquiry-based learning, visible thinking, and productive student discussion in the classroom
- 3. The Plan • Introductions & Pre-assessment (5min) • Modeling Cycle: The Spring Lab (30min) • Whiteboarding & Visible Thinking (30min) • Passing Time – Biggest takeaway • Talk Moves For Productive Discussion (30min) • Energy Bar & Pie Charts (30min) • Passing Time – Biggest takeaway • Practice – What Would Your Kids Say? (20min) • Classroom Action Plan (20min) • Q & A (10min) • Post-assessment & Closure (5min)
- 4. Resources • Goals & Talk Moves • Whiteboarding and Questioning Techniques • Energy Storage and Transfer Questions • The Modeling Cycle • Paint Swatch
- 5. Spring Lab Focus: The Modeling Cycle and inquiry-based learning Whiteboarding Energy Focus: Making Thinking Visible & Talk Moves For Discussion Practice | Debrief Focus: Putting your learning to work in your own classroom
- 6. Introductions & Pre-assessment ABOUT THE PRESENTER • Dad & Husband • High School Science Teacher • PreK-12 Instructional Coach • State Coordinator MI Modeling Instruction Project • 2014 MI Teacher of the Year CONTACT – Email: gary@sagaeducators.org – Blog: abud.me/blog – Twitter: @mr_abud
- 7. Laina Josephine 11 Months Old
- 8. NGSS Disclaimer! There is no NGSS…in Michigan…at least for now… But we can still incorporate the student practices!
- 9. Pre-Assessment: inquiry, visible thinking, and discourse I know of it I have tried it I use it regularly I could teach it to someone Current Level
- 10. HOW MIGHT WE TAKE IT TO THE NEXT LEVEL? Turn & Talk
- 11. Modeling Cycle: The Spring Lab What would be the sequence of a typical unit on the topic of FORCES???
- 12. Typical Unit Sequence 1st • Introductory Demonstration or Reading • Given Notes: Vocab, Formulas, laws, etc. 2nd • Reading • Guided Practice | Independent Practice 3rd • Experiment or Activity • Review and Test
- 13. Experiment – Content Connection • Experiments verify content • Kids follow steps, much like a recipe – Struggle to explain unexpected conclusions • “Lab” and “lecture” connection isn’t always explicit to kids
- 14. Modeling Cycle • Now entering “student mode” – Play the role of the typical student in your class • Note: this is not a behavior management workshop
- 15. Whiteboard Presentations Board Meeting & Volunteer Poster Talks
- 16. Let’s Debrief…With Our Neighbors • What did you notice about: –the lab? –the whiteboarding process?
- 17. Modeling Cycle • Research-based | Arizona State University (25yr) • Follows the 5E philosophy • Experiment comes first, everything follows • Development and then deployment of a “model” • Models explain or predict • Models can be modified with new evidence • Continuous and contiguous content structure • Student-centered, teacher-facilitated learning • Ongoing unobtrusive formative assessment
- 18. Relevant Resources • Modeling Cycle Handout • Whiteboarding / Questioning Handout
- 19. BREAK TIME! Break Homework: Discuss with a friend one takeaway up to this point for you
- 20. TERC Talk Science Project • Technical Education Research Centers (TERC) • Talk Moves For Productive Discussion • Actionable steps for developing student discourse
- 21. Goals of the Talk Moves Share, expand, and clarify individual thinking Listen carefully to one another Deepen reasoning Think with others
- 22. Let’s TALK About En…er…gy! List things your students know about it…
- 23. Check out this stretchy spring! • 4 Essential Energy Questions: –Where is the energy stored in a spring? –How does it get there? –How does it get out? –Where can it go?
- 24. How do we represent the energy?
- 25. Pie Charts Qualitatively represent energy transfer
- 26. Quantitatively represent energy transfer Bar Graphs
- 27. On a whiteboard, answer your Question from the handout Be prepared to explain your board, and REMEMBER…you’re in “student mode” now!
- 28. Relevant Resources • Talk Moves Handout • Physical Science Energy Situations
- 29. BREAK TIME! Break Homework: Discuss with a friend one takeaway up to this point for you
- 30. Perfect Practice Makes Perfect • Pair up your group with another group – Group A: students – Group B: teachers • Practice “interrogating” about the whiteboard – Use the Talk Moves handout to guide your practice • Switch roles and practice some more • Debrief the process
- 32. Action Planning Time: Job-Alike Groups • DISCUSS THESE QUESTIONS: – What upcoming content might lend itself most readily to these methods? – How could we restructure an existing unit to fit a ‘model-based’ design? – Where could we use whiteboarding? – Where could we use the Talk Moves? • WRITE OUT YOUR PLAN: – My next steps will be… – Where I will need resources going forward is… – My “keep me honest” partner will be…
- 33. Paint Swatch Post Assessment: What got you thinking today? •That was interesting!Oooh! •This makes sense now!Aaah! •An idea to think over…Hmmm… •A question about…Huh?
- 34. THANK YOU!