THE SCIENCE OF TEACHING SCIENCE

1. THE SCIENCE OF TEACHING SCIENCE A VIEW FROM THE TOP! Susan Kovalik, February 24, 2011 © 2009 Susan Kovalik

2. Our latest book • Susan Kovalik, founder of • The Highly Effective Teaching Model Teacher of the gifted and talented expanding their interests through science • Science teacher k-6 school of 1200 • Co-director of the MCSIP, a ten year science program for teachers in CA sponsored by the David and Lucille Packard foundation • Innovator of the ITI/HET curriculum and instruction model where teachers are encouraged to embed their standards through science content. © 2009 Susan

3. Why? How Come? Show Me! What’s that? In the Beginning….

4. Your early experiences count John Ratey “Learning and memory processes exist in a circular relationship…learning enables information to cross over the lines of perception into memory, but once stored these memories affect future learning.” © 2009 Susan Kovalik

5. IT’S WHOLE NEW WORLD! © 2009 Susan Kovalik

6. iPod iPhone iPad iTune iTot iBook i Want i Need i Have The i’s have it

7. 700,000 APPS March 2nd, Unveiling of iPad 2

8. iBrain Compatible Elements Adequate Time Movement Absence of Threat Choices Meaningful Content Collaboration Enriched Environment Immediate Feedback Being there experience MASTERY-APPLICATION Choices Meaningful Content Immediate Feedback Mastery

9. Information can be dangerous when: It has no place to go. There is no concept to which it applies. No pattern in which it fits. There is no higher purpose that it serves. (Hmmm.. the social networks????) Neil Postman, Technopoly © 2009 Susan Kovalik

10. Biology of Learning Conceptual Curriculum Instructional Strategies HIGHLY EFFECTIVE TEACHING HET RESPONSIBLIE CITIZENSHIP ©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

11. INTEGRATED LEARNING “From a very early age, we are taught to break apart problems, to fragment the world. This apparently makes complex tasks and subjects more manageable, but we pay a hidden, enormous price. We can no longer see the consequences of our actions; we lose our intrinsic sense of connection to a larger whole”. Peter Senge, The Fifth Discipline © 2009 Susan Kovalik

12. A SINGULAR ACTIVITY IS NOT SCIENCE A SINGULAR ACTIVITY IS NOT SCIENCE UNLESS THERE IS CONTEXT (CONCEPT) AND MULTIPLE OPPORTUNITIES TO BUILD A MENTAL PROGRAM FOR DEVELOPING AND USING THAT INFORMATION IN PURPOSEFUL WAYS. © 2009 Susan Kovalik

13. The light bulb battery activity… So what? It demonstrates a complete circuit and how does that work in your house? Are there batteries in your walls? Where is the energy source in your city? How does it get there? How do you pay for it? And, and, and, and……What is the concept? © 2009 Susan Kovalik

14. WHAT DO YOU WANT THEM TO UNDERSTAND? WHAT WILL THEY BE ABLE TO DO WITH THAT UNDERSTANDING? © 2009 Susan Kovalik

15. LEARNING IS A TWO STEP PROCESS • making meaning through • pattern seeking • developing a mental programfor using what we understand and wiring it into long-term memory © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.2

16. MENTAL PROGRAM “A fixed sequence for for accomplishing some intended objective.” Leslie Hart, Human Brain Human Learning © 2009 Susan Kovalik

17. PATTERN DETECTION “The brain is, by nature’s design an amazingly subtle and sensitive pattern-detecting apparatus. It detects, constructs, and elaborates patterns as a basic, built-in, natural function. It does not have to be taught or motivated to do so, any more than the heart needs to be instructed to pump blood.” © 2009 Susan Kovalik

18. CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES OBJECT ACTION PROCEDURE JUMPING SWIMMING APPS RUNNING DANCING WALKING TEAPOTHAIRBRUSHCHAIRCATDOG iPOD iPHONE GETTING DRESSEDGOING TO THE STOREDRIVING A CARSHOWERING TEXTING DOWNLOAD PATTERNSEEKING... CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES PARTY: Birthday Halloween Christmas GraduationGOING TO SCHOOLTAKING A TESTMEETING A STRANGER FAMILYCOMPUTERTRANSPORTATIONLAWPOLITICAL FACEBOOK? I ME, HOT, COLD YOU TOMORROWDADDY YESTERDAYMOMMY OLD, NEW RELATIONSHIP SITUATION SYSTEM CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.3

19. CONCEPTS FOCUS ATTENTION “There is no objective reality! In order for the brain not to be overwhelmed by the constant deluge of sensory input, some sort of filtering system must enable us to pay attention to what our bodymind deems the most important pieces of information and to ignore the others…” Candace Pert, Molecules of Emotion, 1997

20. SURROUNDED BY POSSIBILITY • Kindergarten • Farm • Flowers • Seashells • Light • Night sky • Seasons • Land/water • As the Earth Turns • This is location specific. • Have them experience all of the above standards in relation to where they live, and what occurs in that environment as the seasons change © 2009 Susan Kovalik

21. EVERYTHING WE DO MATTERS • Third Grade • Plants • How animals change • Matter • Forces • Machines • Energy • Changes in Earth • Sun, Moon, Planets • Welcome to My Habitat A study of the specific location where they live divided by native plants and animals. The building of buildings, including houses and schools, using machines, energy, and the effect of the climate on construction. © 2009 Susan Kovalik

22. PROTECTING YOUR ENVIRONMENT • Fifth Grade • Compare Living Things • Ecology • Reproduction • Matter • Forms of energy • Climate • Astronomy • Changing Earth • FROM HERE TO THERE • The flora and fauna of your location as compared to one completely opposite. • How nature’s energy, human energy, machine energy change the earth in visible ways © 2009 Susan Kovalik

23. TAKING PERSONAL RESPONSIBILITY • Sixth Grade • Function of Cells • Structure • Eco Systems/biomes • Technology • The Universe • Conservation • Body Systems • Molecules • The Body of Knowledge • Know thyself • Know the community • Know the nation • Know the world • Expand your thinking © 2009 Susan Kovalik

24. A Sequence of Steps or Actions Intended to Achieve Some GOAL... MENTAL PROGRAMS USING WHAT WE’VE LEARNED USING WHAT WE’VE LEARNED Evaluate Situation Select Implement Identify Pattern Most Appropriate Response from Those Stored Take Action!

25. The Program Implementation Cycle 1. Evaluatethe situation or need (detect and identify the pattern or patterns being dealt with). 2. Selectthe most appropriate program from those stored. 3. Implementthe program selected.

26. WE ARE NOT BORN INTELLIGENT ONLY WITH A CAPACITY TO BE SO. © 2009 Susan Kovalik

27. EVERYDAY OUR EXPERIENCES CAN: — ENHANCE —stifle or diminish our intellectual, social and/or emotional capacity. © 2009 Susan Kovalik

28. Learning is a result of real, observable physiological growth in the brain that occurs as a result of sensory input and the processing, organizing, and pruning it promotes.

29. TEACHING WITH THE BRAIN AS A GUIDE © 2009 Susan Kovalik

30. Intelligence is a function of experience.

31. INTELLIGENCE IS THE ABILITY TO: Solve problems Produce products See connections Predict outcomes Plan ahead Adapt to the unexpected © 2009 Susan Kovalik

32. “Predictions are the Essence of Intelligence”Jack Hawkins, inventor

33. All regions of your neocortex are simultaneously trying to predict what their next experience will be.

34. CONCEPTUAL UNDERSTANDING The more experiences you have the more able you are to see connections and to predict the past, present and future. © 2009 Susan Kovalik

35. Concepts are a mental construct in which to house knowledge Cycles Habitat Form/Function Energy Survival Diversity Balance Structure • Adaptation • Change • Ecology • Cause and Effect • Systems • Interdependence • Dependence • Relationships © 2009 Susan Kovalik

36. Understanding standards requires ongoing FORMATIVE ASSESSMENT MEANINGFUL CONTENT ADEQUATE TIME IMMEDIATE FEEDBACK MOVEMENT TO ENHANCE CHOICES MULTIPLE RESOURCES COLLABORATION © 2009 Susan Kovalik

37. INPUT PATHWAYS TO UNDERSTANDING • BEING THERE • IMMERSION • HANDS ON REAL THINGS • HANDS ON REPRESENTATIONAL • SECOND HAND • SYMBOLIC

38. OUR 20 SENSES Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomernasal Proximal Electrical Barometric Geogravimetric Proprioception Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences Our Limbs in Space R. Rivlin and K. Gravelle, Deciphering Your Senses 2.9 © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

39. FAULT LINESOctober 17, 1989Santa Cruz, CA “I have a fear in my heart. I am still recovering from the everlasting pain that throbs. I still tremble when I hear a rumble or tumble. I fear the great quake.” Grade 5 PEOPLE SAY “People say it’s over but everyone knows it’s not. In our consciousness the rumble still goes on and on and you are still afraid.” Grade 5 “A monster truck thundered over the earth leaving demolished buildings behind.” Grade 1 FOUR WEEKS LATER “I heard a rumble noise outside, But it was just kids running in the hall. I heard my house shake, but it was just my sister jumping. I felt my bunk bed shake, it was my sister too. I think everything is an earthquake. What should I do?” Grade 3 © 2009 Susan Kovalik

40. His thinking remained concrete, as does all thinking that does not first involve lived emotional experience. —Greenspan, The Growth of the Mind, 1997

41. BEING THERE-outside Barometric Geogravimetric Ionic Ultraviolet Infrared Magnetic Electrical Proximal Vestibular Balance Vomernasal Pain Temperature Smell Taste Proprioception Touch Eidetic Imagery Hearing Sight

42. And the concept is…. Adaptation Cause and Effect Ecology Survival Relationships Systems Change Diversity Dependence Cycles Change © 2009 Susan Kovalik

43. Electrical Proximal Vestibular Balance Vomernasal Pain Temperature Smell Taste Proprioception Touch Eidetic Imagery Hearing Sight IMMERSION-recreating an environment © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

44. Pattern Identification Fishing pole Rod and Reel Bait Probable catch Locations Fishing basket Fresh water Salt water © 2009 Susan Kovalik

45. Pattern Recognition Structure Systems Interior Exterior Relative size Species © 2009 Susan Kovalik

46. Proprioception Touch Hearing Sight HANDS-ON REPRESENTATIONAL models, manipulatives © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

47. Vomernasal Pain Temperature Smell Taste Proprioception Touch Eidetic Imagery Hearing Sight HANDS-ON of the “real thing” © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

48. Pattern Identification Systems: same or different from ours? How? Textures Comparative size Structure © 2009 Susan Kovalik

49. Eidetic Imagery Hearing Sight 2ND HAND – print, video, lecture © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10

50. Pattern recognition Identify the exterior and characteristics and explain their function Translate these exterior characteristics to other fish: salt water, deep water, river, cold water, warm water © 2009 Susan Kovalik