causal patterns in science teaching and...

NORTH CAROLINA ASSOCIATION FOR GIFTED CHILDREN 41ST ANNUAL CONFERENCE

WINSTON-SALEM MARRIOTT & EMBASSY SUITES MARCH 5 & 6, 2015

North Carolina Department of Public Instruction

Causal Patterns in Science Teaching and Learning

Introductions

Session Objectives • Understand how causal patterns are connected to

Science education and NCSCOS for Science. • Understand how causal patterns can enhance gifted

and talented education • Identify causal patterns • Examine RECAST activities that address

misconceptions related to causal patterns. • Explore how Talk Moves relates to causal patterns • Consider how formative assessment probes can be

used in conjunction with causal patterns teaching and learning

Causal patterns in the North Carolina Science Essential Standards

• Revised Bloom’s Taxonomy utilizes EXPLAIN.

• EXPLAIN is defined as students constructing a cause and effect model.

• 24% of K-5 clarifying objectives involve EXPLAIN.

• Other objectives are likely to necessitate students creating cause and effect models in order to UNDERSTAND science concepts.

Causal Patterns & RECAST Activities can be used to improve Science teaching & learning

Causal Patterns in Science • A curriculum developed by

Harvard University that emphasizes the recognition and application of major causal patterns as a way of developing scientific reasoning.

RECAST Activities • Activities that are designed

to REveal CAusal STructure and help students to RECAST their explanation by focusing their attention on the underlying causal structure.

What are the causal patterns?

Harvard’s Six Causal Patterns

The Harvard Project & Site

http://www.cfa.harvard.edu/smg/Website/UCP/index.html

Activity: Causal Patterns Show and Tell

• Count off by 6. • Join your number group. • Study the causal pattern assigned to your group. • As a group, prepare an infomercial to show and tell

the basics of the causal pattern you studied. • Be prepared to perform your infomercial for the

group.

Linear Causality • Cause precedes effect; sequential pattern • Direct link between cause and effect • Has a clear beginning and a clear ending • Effect can be traced back to one cause • One cause and one effect; additional

causes or effects turn this pattern into domino causality

Types of Causal Patterns

Domino Causality • Sequential unfolding of effects over

time • An extended linear pattern that results

in direct and indirect effects • Typically has a clear beginning and a

clear ending • Can be branching where there is more

than one effect of a cause (and these may go on to have multiple effects and so on.)

• Branching forms can be traced back to "stem" causes

• Anticipating outcomes involves deciding how far to trace effects. Short-sightedness can lead to unintended effects


Cyclic Causality • One thing impacts another which in

turn impacts the first thing (or alternatively impacts something else which then impacts something else and so on, but eventually impacts the first thing)

• Involves a repeating pattern • Involves feedback loops • May be sequential or may be

simultaneous • Typically no clear beginning or ending

(Sometimes you can look back in time to a beginning but often that results in the classic 'which came first, the chicken or the egg' problem.)


Spiraling Causality • One thing impacts another which in turn

impacts the first thing (or alternatively impacts something else which then impacts something else and so on, but eventually impacts the first thing) with amplification or de-amplification of effects

• Involves feedback loops • It is sequential as each event is a reaction

to the one before it • Often a clear beginning and ending • It is difficult to anticipate outcomes of

later feedback loops during earlier feedback loops


Relational Causality • Two things work in relation to each

other to cause an outcome • It often involves two variables in

comparison to each other • There may be a relationship of

balance, equivalence, similarity or there may be a relationship of difference

• If one thing changes, so does the relationship, therefore so does the outcome

• If two things change but keep the same relationship, the outcome doesn't change


Mutual Causality • Two things impact each other • The impact can be positive for

both, negative for both, or positive for one and negative for the other

• The causes and effects are often simultaneous, but can be sequential

• May be event-based or may be a relationship over time (such as the moss and the algae in lichen)


Can you identify Causal Patterns?

Key Questions

Did reviewing causal structures prior to viewing influence your understanding of the videos?

How might causal patterns support teaching and learning in the AIG classroom?

Quick Share your thoughts with another participant.

A Summary of the Study Results

• Students frame causality differently than scientists do.

• Opportunities to learn underlying causal patterns improves students understanding of science concepts.

• Explicit unpacking helps all students; however, low achievers improve the most.

• Learning causal patterns in one topical area tends to generalize with minimal intervention.

RECAST Lessons Activity: Looking at lessons…

• Join a table group based on your grade band or interests. • Study the lesson plan at your table. Consider and discuss how this plan might be useful to you.

RECAST Lessons Activity: Looking at lessons (part 2)

• Rotate to a different table. • Study the lesson plan at your table. Consider and discuss how this plan might be useful to you.

Implementing RECAST Some things to consider…

• Develop a solid grasp of causal patterns. • STUDY the RECAST site and activities

thoroughly, giving special attention to the teacher notes and characteristic misconceptions.

• Engage in purposeful planning – use RECAST as a well-integrated segment of your overall instructional unit planning.

RECAST Music MASH

• Move to the music & circulate through the room.

• When the music stops, find a partner who you haven’t talked with and share something you will ‘take back’ from this workshop.

How could a FA Probe be used with Causal Factors?

Several friends argued about why an apple on the ground eventually rots away and disappears. This is what they said: Anna: I think it is just something that happens over time. Selma: I think small organisms use it for energy and building material. Felicia: I think the atoms and molecules in the apple just break apart. Logan: I think wind and water soften it, and it dissolves into the soil. Eli: I think water and air rot it, then small animals come up and eat the rest. Jack: I think it gets old and breaks apart into pieces too small to see. Which person do you most agree with? Why? Describe your thinking. Provide an explanation for your answer.

EP WORKSHOP: SCIENCE TALK IN RECAST

• Makes thinking visible. • Deepens understanding of the role of talk and

argument in science. • Facilitates productive science talk in ways that

will move students’ thinking forward and help them clarify and expand their reasoning.

TALK MOVES STRATEGIES

• Revoicing • Asking students to restate someone else’s

reasoning. • Asking student to apply their own reasoning

to someone else's reasoning. • Prompting students for further participation. • Asking students to explicate their reasoning. • Using wait time (both teacher and students).


• Revoicing • Provides clarity for the students and

listeners. • “Let me see if I understand. You are saying…?”

TALK MOVES STRATEGIES • Asking students to restate someone else’s

reasoning • This has the student reword or repeat what

other students share. • “Can you repeat what Latisha just said about why she agrees with Jamal?” …”Is that right Latisha? Is that what you said?”

TALK MOVES STRATEGIES • Asking student to apply their own reasoning

to someone else's reasoning • Helps students to compare their thinking to someone else’s in the process making their own reasoning more explicit.

• “Can you tell us why you agree with what Sam said? What is your reasoning?


• Prompting students for further participation • Students can agree, disagree or add to what was

shared which encourages them to evaluate the strength of each other’s argument.

• “What about others- what would you like to add to these ideas so far?”


• Asking students to explicate their reasoning • It allows them to focus on evidence that best

supports their claim and build on reasoning of others.

• “Why do you agree with Penelope?”

TALK MOVES STRATEGIES • Using wait time (both teacher and students) • Wait for 5 seconds after posing a question and

wait 5 seconds before commenting. • Provides more time for them to construct an

explanation or evaluate the arguments. • “I want everyone to think first and then we will share your thinking.”

ACTIVITY: TALK MOVES STRATEGIES IN RECAST

• Read the Picture of Practice. • Identify the Talk Moves strategies you are

able to find in the Picture of Practice from the RECAST lessons.

• Share and discuss your ideas with others with the same Picture.

• How does RECAST lend well to Talk Moves Strategies?

EP Workshop: A Closer Look at the Site

Evaluations

• On the index card provided provide your name and email address to be added to our list serve.

• On the back of the card, create a plus/delta t-chart.

• Please share your feedback about the workshop on the plus delta chart.

THANK YOU! QUESTIONS? CONTACT US: [email protected] [email protected]

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