writing in science in action - 1. group norms do homework. arrive on time with wisia. be...
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Group Norms
Do homework. Arrive on time with WISIA. Be Respectful. Be Positive. Be Active, Attentive and Focused. Have an Open Mind and Take Risks. Care for and Support Each Other.
Purpose
1. Reflect on reading Introduction and Chapter 1.
2. Analyze attributes of classroom that support the teaching of science.
3. Develop one scaffolding strategy – because and I think this because.
Which of the following is not considered one of Fulwiler’s “three elements?”
A. Science content
B. Scientific thinking
C. Scientific writing
D. Science skills
Foundation of Science Writing Approach
Three Key Elements
Science Content
Scientific ThinkingScience
Skills
True or False.
Students should devote most of their time to procedural writing – writing about what the did in an experiment.
A. True
B. False
True or False.
The teaching of science and teaching of writing should be treated separately.
A. True
B. False
Which of the following is not a phase of the science session?
A. Engagement
B. Active Investigation
C. Shared Reflection
D. Independent Writing
E. Application
Which is not an example of visual scaffolding?
A. Venn diagrams
B. Organized vocabulary in a Word Bank
C. Labeled diagrams
D. Written phrases and sentences used in modeling
E. T charts
Practicum Team Assignments
First Name Last Name Clinical Instr Grade TimeJacqueline Landry Cynthia McDonnell 1 10:50-11:50Melissa Mason Cynthia McDonnell 1 10:50-11:50Frances Rivard Cynthia McDonnell 1 10:50-11:50Nicolette Ogden Jill Patrie 1 10:50-11:50Elyssa Renzi Jill Patrie 1 10:50-11:50Dana Mazzone Kim Lupino 1 10:50-11:50Elizabeth Tipple Kim Lupino 1 10:50-11:50Elizabeth Allen Melissa Bibeault 1 10:50-11:50Bethany Melo Melissa Bibeault 1 10:50-11:50Caitlyn Valletta Melissa Bibeault 1 10:50-11:50Jessica Hill Janet Conti 3 9:15-10:15Katie Larsh Janet Conti 3 9:15-10:15Stacy Pokora Janet Conti 3 9:15-10:15Elizabeth Creta Michelle Gallagher 3 10:30-11:30Nicole Robinson Michelle Gallagher 3 10:30-11:30Brittany D'Amico Jen Almeida 4 11:00-12:00Julie Pichette Jen Almeida 4 11:00-12:00Holly St. Pere Jen Almeida 4 11:00-12:00
Structure of Science- Writing Approach
Science Lesson
Engagement
Active Investigation
Shared Reflection
Application
Writing Lesson
Shared Review
Shared Writing
Scaffolding
Independent Writing
Science Notebooks
Types of Science Writing
Scientific observations
Scientific illustrations
and diagrams
Comparisons
Cause and effect
Predictions with
reasoning
Data tables and graphs
Claims and evidence – reasoning
It takes three years….
Begin by applying a few scaffolding strategies
Because and I think this because
List Attributes that Support Learning of Science and Scientific Thinking
1. Teacher Behavior
2. Student Behavior
3. Physical Environment in Classroom
Reflection on Soils Video1. How does the teacher use modeling and scaffolding in
the science session and in the writing session?
2. What modeling and scaffolding do you think helped the students learn the behaviors they demonstrate during the sessions (e.g., talking with each other about their observations and thinking, making and using data tables, talking and writing about evidence)?
3. How does the physical setup of the classroom contribute to the students’ learning of science and science writing?
4. What revisions, if any, would you make to the group’s list of attributes that you think support students’ learning of science and scientific thinking?
Critiquing Notebooks (15 min) Mar’Jon’s data table and conclusion in
Chapter 2 (Figures 2–1 and 2–2) Jonah’s data table and conclusion in
Chapter 2 (Figures 2–3 and 2–4)
Considering Next Steps
What one or two things could you do with your students during the practicum to help them learn to use the scaffolding strategy - because and I think this because?