UN-GLOVE ME HERE

1. UN-GLOVE ME HERE Are “Hands-On” Approaches in Elementary Science Losing Their Touch?

2. UN-GLOVE ME HERE Are “Hands-On” Approaches in Elementary Science Losing Their Touch? Project Resources and Initiatives in Science and Mathematics PRISM Expanding the learning spectrum

3. Hand-Me-Down Hands-Ons [or Attack of the Killer Baking Soda Volcanoes] “Experiments” done in schools are usually of the following types: • Predetermined or “__________” investigations in which students simply _______ a set of established procedures or _______ known facts, or simply ________ expected results • Investigations that emphasize __________ laboratory skills • _________________ or modeling with little or no active engagement in the investigation • Step by step ____________ cookbook follow verify confirm following Demonstrations worksheets

4. Yes, children, molecules are dancing. Let’s do it step by step! And 1… and 2… and 3… Dancing with D. I. • Direct Instruction (DI) is an explicit, teacher-directed model of • effective instruction.* • Basic tenets: • Every child can learn if we teach • him/her carefully and all teachers • can be successful when given • effective programs and instructional • delivery techniques. 2. "If the learner hasn't learned, the teacher has not taught“. 3. “Do more in less time"- accelerating student learning by carefully controlling the features of curriculum design and instructional delivery. • * Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR • Seattle, WA: Educational Achievement Systems. • Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). • Introduction to Direct Instruction. Boston, MA: Allyn and Bacon. • Science Research Associates. (2002). Reading Mastery Plus series guide, levels K-6. Columbus, OH: • Tarver, S. (1999, Summer). Focusing on Direct Instruction. • Current Practice Alerts; Division for Learning Disabilities and Division for Research, 2, 1-4

5. Features:* • careful content analysis - promotes generalization (teaching the "big ideas" of instruction); • clear communication - the "wording of instruction" as well as how instruction is sequenced and examples are introduced; • clear instructional formats - specifies what teachers are to do/say and what responses students should produce; • sequencing of skills - prerequisites are taught before a strategy is taught; easy skills are taught before more difficult skills; strategies/information likely to be confused are separated; instances consistent with a rule are taught before exceptions; and • track organization - activity sequences are targeted that teach skills over multiple lessons to ensure firm responding).

6. The Science D.I. Classroom* • Instructional objectives are formulated and communicated to the students prior to the start of a unit of teaching. • Teachers gain attention at the start of each lesson by using • focusing behaviors and strategies. (e.g. asking questions, performing a short demonstration, etc.) • 3. Students handle, operate on, or practice with science teaching materials. This includes the full range of manipulative materials including the familiar science objects such as rocks, fossils, and plant specimens, to pictorial stimuli, as well as cardboard cutouts depicting science concepts such as crystal form, as well as the manipulation of paper products such as • cards with the names and pictures of atoms, organisms, chemical equations, and the likes. 4. Teachers alter instructional materials or classroom procedures to facilitate student learning. Rewriting activity or experiment procedures from a textbook, making audio tapes of the science textbook, and giving students directions in writing are examples of how science teacher alter instructional procedures. 5. The science teacher focuses attention on the type and placement of questions asked during lessons. 6. In effective science classrooms, teachers provide immediate as well as explanatory feedback during the instructional process, rather than waiting until a quiz or major test. *Direct Interactive Teaching Model, Roshenshire 1983

7. Common Observations* • Such activities are relatively harmless, provided that teachers eventually move beyond them. • 2. Novice and experienced teachers appear to rely heavily upon textbooks about what and how to teach. • 3. Maintenance of a smooth classroom environment should not be equated to effective teaching. • 4. Hands-on activities tend to be dominated by mechanical tasks. • 5. Step by step instructions deprive students of ownership over their investigations. • 6. Such activities terminate explorations prematurely. *Huber, R.A. and Moore, C.J, Journal of School Science and Mathematics, 2001

8. The Shift U.S. National Education Standards • Identify _________ and concepts that guide science • ______ and conduct investigations • Use __________ and _____to improve investigations and for communication. • Recognize __________ explanations and models. • ____________ and defend a scientific argument. questions Design technology math alternative Communicate U.P. NISMED “(Students learn best) through e_______, c_________, m_________ and r_______ activities.” ngaging hallenging eaningful elevant

9. The Inquiry Approach Hmmm… much like how I work! questions Inquiry • more than just asking __________ • a process in which students* (a) ______ a productive question; (b) _______ an investigation directed toward answering that question; (c) carry-out the investigation, gathering the applicable _____ in the process; (d) ________ and __________ their findings; and (e) ________ or _______ their findings in an open forum pose design data interpret document publish present *National Research Council, 1996

10. Implications • Individuals _________ much of their understanding of the natural and human-designed worlds. • There is a “____________________" premise • It is not so much about seeking the right answer -- but rather seeking appropriate ___________ to questions and issues • 4. There is an emphasis on the development of inquiry_____,________ and _______ of mind for life-long learning. construct need or want to know resolutions skills attitudes habits Gusto ko lang makita kung mas malaki din ang tingin ng ants sa akin. Trip ko lang. Uwi na tayo. Kelangan ba kasi sa school yan?

11. Let The Babble Begin: Instruction vs. Exploration

12. Revenge of the Nerds and Nerdettes • Constructivist approaches appears to run disagreement with the • domains of knowledge that try to be objective, math and science • in particular.* • The face of constructivism which says all knowledge is • subjective pushes aside or turns upside down the empirical method for discovery and verification, independent of the learner and the teacher.* • After a half century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance during the instruction of novice to intermediate learners.* *Selby, A., Mathematics Curriculum Notes Vol. 1

13. Implications* 1. Students should first learn via trial, error and reason to give teachers what the teacher or syllabus wants before or besides demonstrating their creative skills. 2. There is a common body of rules and patterns to be met and mastered, directly or not. (demand mastery of a common body of knowledge) 3. Education based on constructivism research (or more generally, peer reviewed and approved conjectures) need to be tried and tested in schools before wide implementation. 4. You can’t get away with standards. C’mon. It’s just a fish. And that’s called swimming. You, constructivist-schooled kid! Oh, look at how his body writhes. How he glides in the dance of life! *Selby, A., Mathematics Curriculum Notes Vol. 1

14. And The Debate Continues… • Learned equally well in an • immediate posttest. • Students in the discovery teaching • condition outperformed their direct • instruction counterparts on a • retention test • Learning disabled students in the • discovery condition performed better • on a performance-based measure • designed to assess generalization. • Science Instruction for the Mildly Handicapped: Direct Instruction versus Discovery Teaching. • Bay, M., Center for Science Education, Kansas State University, 1990 Recent psychological research calls "discovery learning" into question. Controlled studies demonstrate that, at least for many of the multi-step procedures used in science, direct instruction works and generalizes better. - Khlar, Z., Psychological Science 2004 Time management presents the greatest difficulty in inquiry-based instruction…but dividends are worth the energy and time investment… - The Elementary School Journal Vol. 94, No. 1, 1994 • Predicting urban middle school students’ achievement and motivation: • 7 –year study in Detroit public schools • Significant pre/post test gains, increased • scores in standardized tests, increased • motivation • Krajick, J. , et al. University of Michigan, 2004

15. Dynamics Student Students’ needs Open-ended TOPIC QUESTIONS Teacher Teacher Curriculum Directed Instructivist Convergent Science Teaching & Learning Dynamics PARADIGM FOCUS Constructivist Divergent Student Student Interactive Student rubric ASSESSMENT PRESENTATION Teacher rubric Unilateral Teacher FRAMEWORK CHEMISTRY SYSTEMS STRUCTURE & FUNCTION BIOLOGY PHYSICS SCIENCE & SOCIETY MODEL & SCALE Science Buddies SCIENTIFIC INQUIRY I Can Be A Good Friend ENERGY DIVERSITY CHANGE THROUGH TIME PATTERNS & CYCLES EARTH & SPACE ENVIRONMENTAL SCIENCE INTERACTIONS GUIDE: CLASS THEME SCIENCE CONNECTION UNIFYING SCIENCE THEMES DISCIPLINARY STRANDS DISCIPL ENGINEERING/ TECHNOLOGY

16. Unifying Themes in Science • System • Structure and function • Model and scale • Energy • Diversity • Interactions • Patterns and cycles • Change Through time • Scientific inquiry • Science and society

17. Wilhelm, J. , Strategic Reading: Guiding Students to Lifelong Literacy, 2001

19. Vygotsky in A Nutshell

20. Because the dominant models of teaching and learning in our culture are linear, one-sided models, it's been typical to consider students responsible for learning: in the curriculum/teacher-centred model the teacher is an adult who runs the show and transmits information to students, whose job it is to ‘get it.’ In this transmission model the teacher provides an information conduit to the student, who is solely responsible for receiving and later retrieving this data. This model is referred to variously as a teacher-centred, presentational, curriculum-centred, or an industrial model of education. Others argue that education should be ‘student-run’. Proponents of this view often cite constructivist notions by arguing that learning is the province of learners, who must necessarily construct their own understandings. Knowledge is acquired by learners in the process of their self-initiated inquiries and personal investigations. Again, it is the student who is responsible. No one else can ‘do’ learning for them and their achievement of new knowledge requires active involvement and personal exploration. This progressive model is often seen in workshop types of settings in which teachers provide an environment full of opportunities and materials with which students may choose to engage. This model is often referred to as student-centred, participatory, exploratory, or natural-process learning.

21. The ‘community of learners’ model (Rogoff, Matusov, and White (1996) • Principal influences: Vygotsky-Bahktinian blend • more expert/capable others (teachers, peers, etc.) provide leadership and • assistance to the other less skilled members (learners) as they engage • together in a community of practice. • The teacher is responsible for students’ learning, or their failure to learn. • Communities of practice attempt to create meaning and solve problems in • a real context. • Learning is not about ‘transmitting’ or ‘acquiring’ knowledge, but is about • ‘transformation’, namely about transforming the nature of one's • participation in a collaborative endeavour (for both the learner and the • teacher) • It is not a compromise or a ‘balance’ of the adult-run and children-run • models

22. Project-Based Learning in Science • Theoretical groundwork: • - cognitive development that resulted from • project work • 2. - schools should reflect society • 3. - learning takes place through meaningful • interaction with more capable peers or teachers • - participatory education, empower • disenfranchised learners • 5. - cognitive developmental stages Kilpatrick Dewey Vygotsky Freire Piaget

23. Features of PBS • Situated  • Relates to Prior Knowledge • Active Construction  • Community of Learners  • Cognitive Tools • The Process • 1. Pursue solution to a driving question • 2. Explore the driving question by participating in authentic, • situated  inquiry • 3. Engage in collaborative activities to find solutions • 4. Use learning technologies that help students participate in • activities normally beyond their ability • 5. Create set of artifacts, tangible products, that address the • driving question.

24. Factors to consider in formulating questions in inquiry approaches • a context for questions • a framework for questions • a focus for questions • different levels of questions • Inquiry questions: • The questions must be answerable. • The answer cannot be a simple fact. • The answer can't already be known. • The questions must have some objective basis for an answer. • Variations of inquiry activities • Structured inquiry: a hands-on problem is investigated by giving • students a procedure and materials but • students are not informed of the expected • outcomes. • Guided inquiry: materials and problem to investigate is provided • but students devise their own procedure. • Open inquiry: similar to guided inquiry but students develop their • own problem to investigate.

25. Keys to a good inquiry based activity: • Hands on, with simple materials • Pairs or small groups • Questioning checkpoints for longer activities • Well structured handout with lots of place for students to • write their answers • Lots of questions asking students to describe what they see • and explain it in their own words • Answer questions with questions (point out things that don’t • make sense, try to identify misconceptions, ask whether each • observation fits their theory), try not to tell them anything! • Flexible, allow students to investigate things they are • interested in, even if it strays from the worksheets or topic • Lots of time • Aim to convey scientific concepts (the big picture) not details. Inquiry based activities are hands on but hands on activities are not necessarily inquiry based.

27. Do all my students know how to manipulate information in the form I want them to? Do all my students know how to produce information in the format I am requiring? Do all my students know how to make sense of this source of information? Transformation Scaffolding Reception Scaffolding Reception Scaffolding INPUT TRANSFORMATION PRODUCT

28. Scaffolding • essential in construction work: for building structures • a temporary structure that assists students at specific points in the learning process. • How to scaffold • by providing guides, outlines, templates • by guiding students to think by visual or graphic means Compare/Contrast Matrix

30. Reception scaffolds • given to learners to help them gather information from sources • direct attention to what is important, help them organize and record • what they perceive • e.g. interview guide, concept map, etc. • Transformation scaffolds • help learners transform information they have collected or gathered • into some other form • impose structure on the info • e.g. Venn diagram, causal loop • Production scaffolds • help learners produce something observable that conveys what they • have already learned • useful when the form of what is to be produced follows the • convention of a genre, publication, presentation format • - eg. story guide, presentation template, outline, play structure

31. Key characteristics of good scaffolds - available for just-in-time learning - blends content and structure - can be skipped by those who are already adept - fades in time • Why scaffold? • help learners make progress and avoid getting left • behind • - provide just-in-time assistance or help • help learners focus on content rather than on • mechanics of technology use • direct students to good resources and help them form • insights

35. PROJECT JOURNALENTRY No. 5 Name _____________________________________ Date ______________________ Team members _____________________________ Teacher ____________________ __________________________________________ HOW OUR PROJECT WILL LOOK LIKE

36. PROJECT JOURNAL Name __________________________________________________ Team members __________________________________________ __________________________________________ QUESTIONS ABOUT THE PROJECT Title of the Project: _________________________________________

38. PROJECT JOURNAL ENTRY No. 9b Name __________________________________________________ Date ______________________ Team members __________________________________________ Teacher ___________________ __________________________________________ PROJECT REPORT FORMAT (for Construction Projects) I. Challenge: _______________________________________________________________________________ II. Title of the Project: ________________________________________________________________________ III. Summary What is our project about? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ IV. Problem What did we try to build or make? What is it for? What problem did our project try to solve? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ V. Background Information What ideas did we pick up before making this project? Where did we get these ideas? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ (You may use extra sheets of paper to include more information.)

39. VI. Building The Project A. Materials What materials did we use? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ B. Procedure What steps did we follow in doing the project? (Include drawings/pictures of the steps followed.) (You may use extra sheets of paper to include more information.)

40. C. Results What results did we get from the experiment? (Include charts and graphs. Use separate papers if more space is needed) D. Drawing /Pictures of results (You may use extra sheets of paper to include more information.)

41. VI. Building The Project A. Materials What materials did we use? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ B. Procedure What steps did we follow in doing the project? (Include drawings/pictures of the steps followed.) (You may use extra sheets of paper to include more information.)

42. Degrees of scaffolding • Strike a balance between spoon-feeding and • allowing students to sink or swim • Do not scaffold everything. Pick only 20% of the • 80% that will solve your problems • Do not let scaffolds stifle creativity • Over time when your students have internalized • structures and skills you want them to have , • scaffold less

43. “What I Need To Do” Further Explorations Reception Scaffolding - SMILE Lab - Science Class - Co-curricular Links Production Scaffolding - SMILE Lab - Science Class - Co-curricular Links The Driving Question “What I Need To Know” Concepts Brainstorming THE SCIENCE PROJECT INPUT OUTPUT Planning Concepts Concepts Presentation Peer Review Concepts Research Transformation Scaffolding - SMILE Lab - Science Class - Co-curricular Links Construction/ Revision Peer Review TRANSFORMATION

44. The Burning Question So, which one works better? “This reminds me another experience, this time as a parent. My elder child has had two very different teachers. The first one, in an old fashion style (he even dressed like a teacher of the beginning of the XX° century) did ask a lot of efforts from the students with a strict discipline, but paid a great attention to their results and difficulties. The outcomes were beyond our expectations. The second one, in a very modern way at the time, used to stimulate collaborations and to organise open workshops instead of formal lessons. Again the outcomes have been great.. Indeed, it was not possible to ascribe the success to a style, so what? Eventually, both teachers did understand the needs and specificities of what they had to teach. Both of them were able to introduce pupils to the mystery and beauty of what they wanted them to learn. Their styles were not the secret; the essential was in their understanding of the best conditions to introduce the learning stake, to challenge the students, what implied a very precise understanding of the content to be taught from a learning perspective.” * *Balacheff, N. Edtech Blogsphere