Training for trainer "Teaching Science in English language"
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This document summarizes a two-day teacher training workshop on teaching science in English held in Bangkok, Thailand. On the first day, teachers participated in hands-on science activities and discussed strategies for teaching science through inquiry to English language learners. The activities focused on developing lesson plans and considering how to support ELL students. The second day focused on analyzing curriculum goals, designing instructional objectives and learning activities, and using strategies like grouping students to encourage English use. The workshop aimed to help teachers gain confidence in teaching science in English and design lessons engaging ELL students through hands-on learning and collaboration with peers.
Training for trainer "Teaching Science in English language"
- 1. 1 “Train the Teachers” workshop series sponsored by the IPST (Institute for the Promotion of Teaching Science and Technology) 9-10 March 2013, At Ambassador Bangkok Reported by Kamonrat Chimpalee Thanonhakpittayakom School The Secondary Educational Service Area Office 32 Office of the Ministry of Education
- 2. 2 “Train the Teachers” workshop series sponsored by the IPST (Institute for the Promotion of Teaching Science and Technology) 9-10 March 2013, At Ambassador Bangkok Science High School Expert Teacher David Byrum began teaching in 1972, He have experience Teaching in Chemistry, Physic, Earth Science Mathematic and programmer in high school and University of Education and Science faculty. Now a day, He is head staff of Science Department and Science Teacher at Ruamrudee International School Thailand. Reported by I’m Kamonrat Chimpalee, Biology Teacher at High School, I have been teaching since 2009. Now, I’m Ph.D. Candidate in Curriculum and Instruction at Mahasarakham University. Before join in Workshop series Teacher David send email for us about record our classroom and school for sharing with all participant.
- 3. 3 “Training for Trainer: Teaching Science in English Language” Saturday 9, March at Peony Room Activity 1 : Demonstrate Science Inquiry 1 1. After Teacher David greet and told his profile, we got Outline for today acitivity. We were doing activity with partner. This Outline : Workshop #1 Workshop Objectives 1-1 Introduction of workshop leader and overall plan for the eight workshops 1-2 Compare and Contrast the benefits and rational for using Two inquiry activities to introduce students to a science class. 1-3 Introduction of participants and individual goal setting for these workshops. Workshop Agenda 1. Introduction of instructor including background, teaching experience, and expectation for this workshop series. 2. Activity: Front wheel drive vs. Rear wheel drive-which is most efficient? 3. Discussion of the results of the activity. 4. Activity: Penny Lab-Can you explain the data? 5. Discussion of the results of the activity. 6. Comparing these two activities with an emphasis on what pitfalls an ELL might have, the teachers’ role, and how to teach these activities. 7. Lunch with time for informal discussion about the morning’s activities. 8. Introductions: Individual participants show their video of their classroom and describe what their goals are for their students and for themselves, and what they need to achieve these goal. 9. Participants learn how to access, setup and use the workshop Edmodo website. 10. Participants start their personal journal.
- 4. 4 1. Material 2. Problem 3. Every group (2 people) design experiment and record data on newsprint paper. Explain answer from you data. 4. Every group learns from others group for sharing knowledge. 3. Everyone answer 4 questions. Item 2 : Everyone share on newsprint paper in front of class.
- 5. 5 My Answer. My Answer. 1. I’m very enjoy when I do activity. I want 2. Speed/Factor of distance to find method, data for the problem, not fear about right or wrong answer. I plan to experiment with friend and think about how to explain by data. My Answer. My Answer. 3. I’ll show a map of town for them, 4. This activity based on curiosity, begin choose start point and end point. Let with question, set of situation and them think “how to go place by Model equipment. Thinking plan to experiment, car” condition: distance about 1.5 m., car find data to support your answer. This must to stop when arrived end point. activity let me think about inquiry.
- 6. 6 Activity 2 : Demonstrate Science Inquiry 2 1. Material 1. Different years of Penny 2. Digital scale 2. Problem Example : recording data 2. Present data by hand writing graph : drawing graph upon your design. You must learn how to organize data.
- 7. 7 Example of drawing graph 3 years of record and different 0.5 weight 3. Answer 4 Questions. My Answer. My Answer. 1. This activity based on collect data, 2. relation/explanation/prediction/Trend to analyze data, try to explain and find relationship between data. It’s motivating us to think about way to present data. My Answer. My Answer. 3. 4. It’s very important when we must to Give situation “Year and weight present data and explain data. In science have relation of penny” always present data in graph, concept Give different penny and digital mapping, diagram. scale
- 9. 9 Teacher David introduce : Edmodo => http://www.edmodo.com/home#/ which create group for communicating between us. Poll maker at => http://www.polleverywhere.com *****Finish this day by Watch our Video****** Picture
- 10. 10 Sunday 10 March at Peony Room Activity 3 : Demonstrate Science Inquiry 3 Outline: Workshop #2 Workshop Objectives 2-1 Discuss the differences between Curriculum Goals and Instructional Objectives and Demonstrate their ability to organize a body of curriculum into short instructional units with the appropriate instructional objectives. 2-2 Describe how to teach a set of objectives in multiple ways. Workshop Agenda 1. Activity: Deciding what should be taught in one semester. 2. Activity: Deciding how the semester’s work should be broken up into 6-10 day segments. 3. Discussion about how these two activities impact ELL. 4. Activity: Use Thai National Science curriculum and decide what should be taught in one semester. 5. Discussion about strategies that can be used to help ELL with their learning. 6. Lunch with time for informal discussions about the morning’s activities. 7. Activity: Search for learning activities that will help ELL master the curriculum in several of the 6-10 day segments. 8. Discussion about how different learning activities impact ELL. 9. Participants work on their personal journal.
- 11. 11 1. Material 1. Different dimester of 4 Penny (26.3 mm, 24.1 mm, 21.0 mm และ 17.8 mm) 2. Dropper 3. glass of water 4. tissue paper 2. Problem Report data This activity try to explian your data/evident.
- 12. 12 Brain storming “Way for students to Learn concept, vocabulary anything” 3. Answer 4 questions.
- 13. 13 My Answer. My Answer. 1. This activity must to be carefully 2. variable/tension because the experiment contains validity and reliability. My Answer. My Answer. 3. 4. This activity can teach basic skill of Give Problem “what are factor of scientist. Design experimental, control dropping on surface of penny” extraneous variable and interpret data and make conclusion.
- 14. 14 Activity 4 : Analyze aim of curriculum and design learning activities 1. Material 1. Course Outline 2. Unit plan 3. lesson plan 4. Paper of Teacher English Language 1. Corse Outline
- 20. 20 BIOLOGY Grade 12 : Course Outline and Due Dates 1St and 2nd Semester Unit Description Due Date 1 Heredity of Human (Sc 1.2 and Sc 8.1) 10 hours 2 Mendel’s Model (Sc 1.2 and Sc 8.1) 10 hours 3 Crossing principles (Sc 1.2 and Sc 8.1) 12 hours 4 Many human traits (Sc 1.2 and Sc 8.1) 12 hours 5 Chromosomal Basics of Inheritance 12 hours (Sc 1.2 and Sc 8.1) 6 Review of Units 1-5 2 hours 7 Testing 2 hours End of 1st Quarter : Oct. Unit Description Due Date 8 Molecular genetics (Sc 1.2 and Sc 8.1) 9 hours 9 Protein synthesis (Sc 1.2 and Sc 8.1) 9 hours 10 Mutant (Sc 1.2 and Sc 8.1) 3 hours 11 Application of Biotechnology 6 hours (Sc 1.2 and Sc 8.1) 12 Review of Units 8-11 2 hours 13 Theories Evolution 6 hours 14 Evidences of evolution 9 hours 15 The process of evolution 6 hours 16 The evolution of human 6 hours 17 Review of Units 13-16 2 hours 18 Test 2 hours End of 1st Quarter : Oct.
- 21. 21 Unit Description Due Date 19 Ecology and Environmental Issue 12 hours (Sc 2.1 and Sc 8.1) 20 Global Climate (Sc 2.1 and Sc 8.1) 12 hours 21 Biomes (Sc 2.1 and Sc 8.1) 9 hours 22 Ecological succession 9 hours (Sc 2.1 Sc 5.1 and Sc 8.1) 23 Ecosystems (Sc 2.1 and Sc 8.1) 9 hours 24 The Cycling of matter through ecosystems 5 hours (Sc 2.1 Sc 5.1 and Sc 8.1) 25 Review of Units 19-24 2 hours 26 Testing 2 hours End of 3rd Quarter: Mar. 27 Introduction Population (Sc 1.2 and Sc 8.1) 10 hours 28 Human population (Sc 2.1 and Sc 8.1) 6 hours 29 Community (Sc 2.1 and Sc 8.1) 15 hours 30 Energy Transfer (Sc 2.1 Sc 5.1 and Sc 8.1) 8 hours 31 Conversation of Ecology 12 hours 32 Conversation of population 6 hours 33 Review of Units 19-22 2 hours 34 Testing 2 hours End of second Semester: May
- 22. 22 20 Global Climate: Thanonhakpittayakom School Leading Question: What is the evidence of Global Warming? Topic Title Strand Core content 1. Climate Change 2 2.2 2. The Greenhouse Effect 8 8/3 Search and collect data, talking into 3. Human actions and Climate consideration important factors or Change variables, including factors that may 4. Global Warming affect other factors that are uncontrollable, and the number of repeats in an investigation, to ensure reliable and sufficient data. Instructional Objectives 20-1 Identify evidence of Climate Change 20-2 Explanation effect of climate Change 20-3 Communication: They can communicate with their friend, family how to prevent Global worming. 20-4 Application: They can understand and interpret news or information about Climate change and Global worming. Worksheet 1-Monthly Tropopause Temperature 3 – Black bag 2- Chages in Sea 4 – Human Actions Instructional Activities 1. Key Question 7. Global Climate 1 2. Activity: Management data 8. Global Climate 2 3. Gallery walk 9. The atmospheric heat budget 4. Argumentation 10. Greenhouse Gases 5. Lec : Video : Global Climate 11. Pollutants 6. Simulation: Global Warming 12. How to prevent Global warming Concept Map Unit Review Unit Test________________ Test Date Vocabulary- Unit 20 Climate - the long-term weather conditions for a region, generally determined by 30 or more years of records. Global warming an increase of Earth’s average temperature which could lead to climate change. Scientists are concerned that human activities are altering the concentration of greenhouse gases and might cause such global warming. See definition of greenhouse effect.
- 23. 23 Reflective Journal of Teaching Science to English Language Kru PUM I’m (KruPum) a Biology teacher at Thanonhakpittayakom, Thanonhak Sub- district, Nangrong District, Burriram Province. I was really nervous about my English. I decided writing mail to David, He’s very kindness teacher who cheer up me to confident to learn. In 1st workshop, ฺI study how to engage student in inquiry way. The activities change role of teacher who not talk and chalk but teacher must to design how to learn by inquiry. David teaches me to know principle of Teaching Science in English Language; I must to give their student opportunity to use English. I imagine about my classroom, begin with powerful activity, learn vocabulary, let student use English. How to help student to do that? They should study partner or group. A Study partner can share and help each other in hard time; sometimes one can’t communicate in English or ones can’t understand science, partner can help you. I very impressed with workshop reasons by: 1. I have opportunity to use English with teacher David and all participants 2. I love to learn how to design Science activities; Teacher can demonstrate good activities in inquiry, Science clip and any media. 3. I believe Teacher David can develop my skill. 4. I learn how to improve my English: Just speak, write and listen more and more. Picture