Scaffolding in Science Proficient Primary Workshop 10 3 rd April, 2012

SCAFFOLDING IN SCIENCE PROFICIENT PRIMARY

WORKSHOP 10 3RD APRIL, 2012

AGENDA Scaffolding In Science

10:05 - 10: 15 am Starter Activity

10: 15 - 11:00 am What is Scaffolding?

11:00 – 12:15 am Scaffolding Strategies and Tools in Science

Investigation and Eliciting Scaffolds

12:15 - 12:30 pm Prayer Break

12:30- 1:15 pm Teachers presentations

1:15- 1: 30 pm Feed back

STARTER Watch the video http://www.youtube.com/watch?v=HeUUJ7SrMVg

Scaffolding is not just about catering for students with learning needs – difficulties, second language or gifted and talented. It applies to ALL learners.

WHAT IS SCAFFOLDING? Specialised teaching

strategies that support learning when students are first introduced to a new subject.

LET VYGOTSKY (1896-1934)

Most noted for his contribution to educational psychology and theory of the zone of proximal development.

The Zone of Proximal Development refers to the distance between what a child can do with assistance and what the child can accomplish without assistance.

Let Vygotsky

What student CAN do

What student CANT do

What student can do

with help

Zone of Proximal

Development

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

ACTIVITY 1 Group Brainstorm – 5-10 minutes You will need – A3 paper, textas/ pencils What to do:

Draw three concentric circles like ZPD model on a A3 piece of paper.

In centre circle write what student may already know or can do.

In middle circle write what scaffolding (knowledge, tools, strategies, practice or demos) students will need to achieve successful completion of project below.

9.5 Design your own creative packaging that will protect an egg from cracking when it is dropped from a 2m height.

STRATEGIES, TECHNIQUES AND TOOLS Activating prior knowledge Modelling an activity/ demonstration ** Motivational activities Breaking a task into smaller tasks ** Class grouping/ peer to peer ** Encouraging questioning ** Visual and verbal cues Graphic organisers, mind maps, timelines, mnemonics

** Teaching vocabulary and key terms Rubrics (designed for student) ICT – Information Communication Technologies

TAP INTO PRIOR KNOWLEDGE Ask students to share their own experiences,

hunchesتخمينات , and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes teacher may have to offer hints and suggestions, leading them to the connections a bit.

SHOW AND TELL Modeling for students is a cornerstone الزاوية of حجر

scaffolding.

fish bowl activity, where a small group in the center are circled by the class as the group in the middle, or fishbowl, engage in an activity, modeling how it’s done for the larger group.

Always show students the outcome or product before they do it. If a teacher assigns an inquiry-based science project, a model should be presented side-by-side with a criteria chart or rubric. You can guide students through each step of the process, model in-hand of the finished product.

Use think alouds, which will allow student to model their thought process as they: read a text, solve a problem, or design a project.

GIVE TIME TO TALK All learners need time to process new ideas and

information. They also need time to verbally make sense of and articulate بوضح their learning withيعبرthe community of learners who are also engaged in the same experience and journey.

structured discussions really work best with students regardless of their level of maturation.  think-pair-share, turn-and-talk, triad teams

الثالثية or some other structured talkingالمجموعاتtime throughout the lesson, are crucial strategy on a regular basis.

PAUSE, ASK QUESTIONS, PAUSE, REVIEW.This is a wonderful way to check for

understanding. 1) a new idea from discussion or the

reading is shared, 2) pause (providing think time), 3) ask a strategic question, 4)pausing again.

USE VISUAL AIDES

Graphic organizers, pictures, and charts can all serve as scaffolding tools. Graphic organizers are very specific in that they help students visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect.

A graphic organizer shouldn’t be The Product, but rather it’s a scaffolding tool that helps guide and shape the student’s thinking so that they can apply it.

GRAPHIC ORGANIZERS According to Dr. Max Thompson, “ The

average student studying with the aide of organizers learns as much as the 90th percentile student studying the same content without the assistance of organizers.”

GRAPHIC ORGANIZERS Used for thinking, writing, discussion,

and reporting/presentation tools. Examples

Concept MapVenn DiagramWebsCompare and ContrastPlanningVocabularyNote-TakingGuided Reading

Click Here

Word Web

PRE-TEACH VOCABULARY

Pre-teaching vocabulary doesn’t mean pulling a dozen words from the chapter and having kids look up definitions and write them out. Instead, introduce the words to students in photos, and in context to things they know and are interested in. create a symbol or drawing for each word and give time for discussion of the words (small and whole groups).

RUBRICS Scoring Tools Lists the criteria for a piece of work, or "what counts" Articulates gradations of quality for each criterion, from

excellent to poor.

Instructional RubricsWhy ?

Guide Instruction Clear Expectations Objective Form of Assessment Backward Design Ownership Eliminates Surprises

TEACHING WITH THE WEB Inputs

Skills required Transformations

Skills required Outputs

Types

EXAMPLES OF SCAFFOLDING WEBQUESTS Process Clearly Outlined Motivating Authentic Assessment Provides Directions and Examples

TECHNOLOGY INTEGRATION Connecting Technology to the Content

Technology Integration-http://oktechmasters.org/terris/technology_integration.htm

Technology PowerPoint GamesCreate a Game PowerPoint$10.000 PyramidWho Wants to Be a MillionaireJeopardy

SCAFFOLDING IN SCIENCE Inquiry – Process and planning (reporting worksheet)

Question – (the question algorithm)

Variables Table – (example grid)

Equipment – ie. camera/ probe/ microscope / ruler, thermometer etc (demonstration or peer to peer)

Graphs and tables – Choosing and drawing

OTHERS – Note-book journal, Word Walls/ Loops, Rubrics, Group Roles/ co-operative learning

INQUIRY Planning and reporting sheets assist students who are at

different levels of understanding the scientific investigation process.

3 planning sheet examples (Handouts 1-3): Each planning sheet is structured around statements and questions that scaffold the student with skills for planning an investigation.

What ages (approx.) are appropriate for each planning sheet? What questions students could complete independently? What questions could be answered in groups/ pairs? What questions will need whole class/ small group instruction?

QUESTION A scientific inquiry generally begins with a

question. Most students (of any age) need additional

support to write a suitable/ researchable question for an investigation.

The researchable-questions algorithm

What happens to ……………..

when we change ..……………

(DV)

(IV) ?

VARIABLES TABLE Variables tables are useful tools for helping students to plan

controlled experiments and develop an understanding of the 3 types of variables to consider when planning (Handout 4)

What I will keep the same

What I will change

Dependent variable

Independent variable

Controlled variables

What I will measure

Research Question: How does the amount of light affect the growth of seedlings?

Type of seedsType of soilAmount of waterAmount of fertiliserSize of container

DarkPartial shadeFull sun

The height of seedlings

ACTIVITY 2 – WHOLE CLASS (HANDOUT 4)

What I will measure –

Dependent Variable

Elicit Variables: What things might affect?.................................

Focus Question: What happens to?........................................... When we change……………………………………

All other variables:Write in boxes around outside

EQUIPMENT It mustn’t be assumed that all students know how to use the required equipment or tools to conduct an experiment or investigation.

In every group there will be varying levels of experience in using equipment ie. operating a camera, microscope etc

Small scaffolding teacher episodes such as demonstrations or peer to peer instruction can ensure that all students are competent at using equipment safely, accurately and appropriately.

You can then check student understanding/ operation by asking for demonstration – any finer teaching points can be provided and refined at this stage.

GRAPHS AND TABLES Are a vital component of representing data for an investigation.

There are several ways to represent the data – choosing the most suitable way is a skill.

The graph or table shows the relationship between two variables: The independent variable is usually placed on the X-axis and the dependent variable is placed on the Y-axis.

The title should reflect the purpose of the experiment and include the dependent and independent variable.

Unit measurements should be represented on each axis (for graphs) or heading (for a table).

Activity 3 - Practice Activity - 10 mins Choosing the best graphical representation of your data and graphing

data. (Handout 5 and 6)

MORNING TEA/ SALAH 15 minutes to recharge batteries

PLANNING AN INVESTIGATION Activity 4 – 45 minutes 1. Guided Investigation – Thirsty Rocks (Handout 7)

2. Use the scaffold tools discussed during the workshop to elicit following points from your “thirsty rocks” investigation:

Scaffold tools: 1. Planning Sheet 2. Research Question Algorithm 3. Variables Grid 4. Graphing Type

321: RIQ Please use 3 sticky notes to add to the

corresponding flip chart around the room

3 Recalls: List three facts that you can recall from today’s workshop

2 Insights: What was relevant for your teaching practice? Any new information/ learning from the workshop

1 Question: About the workshop.

REFLECTION Please complete feedback sheets before

leaving