Science Teaching in Secondary Special Education - Nikolaos Nerantzis and Katerina Riviou - #OCCAthens

Science Teaching

in Secondar

ySpecial

Education

Nikolaos NerantzisPhysicist in Special Education(Greece)

EDEN OPEN CLASSROOM 2015ODS CONFERENCETRANSFORMING SCHOOLS INTO INNOVATIVE LEARNING ORGANISATIONS

19.Sep.2015Ellinogermaniki Agogi, Athens

https://twitter.com/UNICEFLive/status/https://twitter.com/UNICEFLive/status/642796487701696512/photo/1642796487701696512/photo/1EDUCATIO

N

EDUCATION

https://twitter.com/UNICEFLive/status/https://twitter.com/UNICEFLive/status/642796487701696512/photo/1642796487701696512/photo/1

SECONDARY

EDUCATION

SECONDARY

https://speduser2.wordpress.com/2014/12/26/panoramic-photos/https://speduser2.wordpress.com/2014/12/26/panoramic-photos/

12-1415-17

12-14…17+15-17…20+

>> autonomous special schools

>> inclusion classes

mild difficulties severe difficulties

SPECIAL

A learning disability is a A learning disability is a neurological condition that neurological condition that interferes with an individual’s interferes with an individual’s ability to store, process, or ability to store, process, or produce informationproduce information..

EDUCATION

SPECIALSECONDA

RY

Learning Disabilities Definition

Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity.

EDUCATION

SPECIALSECONDA

RY

Learning Disabilities Learning Disabilities Definition Definition

……whilst excluding other whilst excluding other causes such as causes such as incomplete schooling, incomplete schooling, cultural deprivation, cultural deprivation, mental retardation, mental retardation, autism spectrum disor- autism spectrum disor- der, visual impairment, der, visual impairment, hearing impairment, etc.hearing impairment, etc.

EDUCATION

SPECIALSECONDA

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core scientific ideas

student‘s ideas are universal

mathematics

…& not easy to be modified*

difficulties in memoryX

(short term / working / long term)

* …“old ideas stay alive in particular contexts. Usually the best that could be achieved was a peripheral conceptual change”

tt – – aɪaɪ – – ɡɡ – – əə – – (r)(r)

titi – – gerger

tigertiger

phonems phonems

syllablessyllables

the word as a the word as a wholewhole

tigtigerer

DyslexiaDyslexia /dɪsˈlɛksɪə//dɪsˈlɛksɪə/

analytical thoughtlanguage

sciencelogic

mathematics

creativityintuitionmusicartholistic thought

DyslexiaDyslexia /dɪsˈlɛksɪə//dɪsˈlɛksɪə/

EDUCATION

SPECIALSECONDA

RY

Learning Difficulties & Disabilities & typical class’ Teacher

>> Discrepancy Component

school performance general intelligence

>> Response to academic interventions

EDUCATION

SPECIALSECONDA

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Learning Difficulties& typical class’ Teacher’s judgments

…91 % of the LD group, …100% of the Low IQ group, …95% of the LA group.

…can help to early, valid & reliable diagnosis…

EDUCATION

SPECIALSECONDA

RY

Learning Difficulties& typical class’ Teacher’s judgments…Difficulties in Learning…Difficulties in School Performance

…Difficulties in Behavior

mental retardation, autism, brain damage

specific learning disorders (in writing, in reading, in arithmetic/math)

psychological, emotional, social

EDUCATION

SPECIALSECONDA

RY

SCIENCETEACHINGdiscussunderstandcollaborate

repeatsupport

• Inquiry Based Science Inquiry Based Science Education - Education - extend extend phase phase

http://4myfiles.wordpress.com/

SCIENCETEACHING

• Inquiry Based Science Education - extend phase


SCIENCETEACHING

• International Educational Practices



SCIENCETEACHING

• International Educational Practices• Repositories /

Connections



SCIENCETEACHING

• International Educational Practices• Repositories /

Connections• Metacognition / Metamemory• Brain Networks in

Learning

• Inquiry Based Science Education – “7E model”

SCIENCETEACHING

elicitengagement

explorationexplanationelaborationevaluationextend

• Inquiry Based Science Education

SCIENCETEACHING

…a very important phase for

- for deep understanding of core scientific ideas, - for knowledge transfer and - the development of everyday life skills.

extend


SCIENCETEACHING

Shadow

extend

Shadow Economy

Shadow Puppetry


SCIENCETEACHING

Light

extend

Art

Planets’ (only?) Auroras

STEMSTEM STESTEAAMM

http://portal.opendiscoveryspace.eu/edu-object/aurora-borealis-13547

http://portal.discoverthecosmos.eu/node/107349

https://youtu.be/hC7QroiDVQw

SCIENCETEACHING

• International Educational Practices

Educational Practices SeriesInternational Bureau of Education

• Teaching as a purposeful means to an end• Core scientific ideas• Deep scientific understanding• Complexity of learning• Active construction of scientific knowledge• Science content and students’ interests• Expectations for learning• Students’ anxieties and conflicts

http://www.ibe.unesco.org/en/services/online-materials/publications/educational-practices.html

• Repositories / Repositories / ConnectionsConnections

SCIENCETEACHING

A didactic proposal to introduce the concepts of A didactic proposal to introduce the concepts of “energy flow”, “wave”, “oscillation” and “energy flow”, “wave”, “oscillation” and “disturbance”“disturbance” (Nerantzis, Bezergiannidou, Mandiliotis, 2013)

SCIENCETEACHING

3rd prize at IEP’s / PATHWAY’s on IBSE contest: “The Pathway to Inquiry Based Science Teaching” (266624/SiS-CT-2010)

>> The scenario includes the “water cycle DC electrical circuit” & the “matter energy” analogies, energy chains, storyline, posters, ICTs…

…scientific questions and experimental inquiries with experimental setups and 1D, 2D and 3D pendulums,

* The activities proposal can be found also on UDLnet inventory.

On simple DC circuits (Nerantzis, 2014)

•1st prize to 2014 GoLab’s national teacher contest

SCIENCETEACHING

* The initial idea was to emphasize the dialogue of reality (experiments) and models (virtual laboratory)

>> The scenario Includes (in the ILS) virtual lab & hands-on experiments with “low cost” materials, the use of smartphone/ tablet for initial and final wireless recording students' responses, energy chains, comics, posters… CIRCUIT’s POLYGON

Experimental (open) inquiry with low-cost materials, on the simultaneous freefall of two different bodies bodies from the same height (Nerantzis, Mandiliotis, 2015)

SCIENCETEACHING

1st prize to 2015’s GoLab’s national teacher contest

Big Ideas of Science

>> This, IBSE proposal, aims students with disabilities and/or special educational needs (SEN), in order to investigate whether two bodies arrive simultaneously or not at the ground, using “low-cost” materials, posters, interactive whiteboard (IWB), photo and video editing software via a GoLab’s Inquiry Learning Space (ILS).

Environment & STEM Education from (Nerantzis, Mpezergiannidou,

Tozakidis, Mandiliotis, 2015)

SCIENCETEACHING

a highly commented entry at GreeNET’s “How to shape environmental education for young people, so that their interest in the environment sector of the economy rises?” competition

>> As a starting point we set citizenship and we constructed a didactic proposal with three ILS (on watersheds, on waste & on wetlands) aimed at active learning, "framing" the concept of environment with the knowledge of European and Greek law.

>> We tend to provide teaching tools and good teaching practices (e.g. posters, comics, video from Educational Television, GoLab/Graasp, metamnemonic questions, outside the classroom" activities etc.) based on STEM education, while integrating principles of inquiry learning and ICTs.

Lasers & Bubbles (Nerantzis, Mandiliotis 2014)

•Top-5 at ISE “Learning with Light” 2015 Competition

SCIENCETEACHING

* “We repeat the activities with the same five students, whom also carried out the experiments two years ago”

Big Ideas of ScienceThe project has the following

Phases Phase I (pre-activities)

Remembering 2013’s experiments. Atoms River Stones analogy or How light …jumps! Activities at the Laboratory Center of Science - LCS (Serres) lasers, total reflection, fiber optics, Morse code, bending light with sugar, …

Phase II (main activity)

Experimentation - playing Main activity at LCS

Phase III (post-activities) LCS’ activities (red-cyan 3D, eye doctor) Visit to “Heraclitus” science museum.

* The activities proposal can be found also on UDLnet inventory.

Phase IV (discussion/conclusions/extend)

>>…ancient philosophers on nature of light”,

>> GoLab’s remote lab The color of the light,

>> Eye resource & “Eyes' hidden secrets”,

>> Aurora Borealis & Aurora Australis colours,

>> Light pollution, >>Newton’s mistake.

aetherairfire

waterearth

http://www.golabz.eu

SCIENCETEACHING

• Brain Networks in Learning• Metacognition /

Metamemory

after after 20 20 minminof sittingof sitting

20 20 minutesminutesafter a walkafter a walk

Metacognition

elicitengagement

explorationexplanationelaborationextendevaluation

>> What I did liked in this research?>> What was difficult for me in this research?>> How did I worked?>> Am I satisfied with my performance?>> Am I satisfied with my group’s performance?

evaluation

Metamemory

Ease of LearningJudgments of

LearningFeeling of Knowing

EOLJOLFOK

TASK

prior

after

What do you think, is this an easy TASK ?

So, at the end, it was an easy TASK ?

elicitengagement

explorationexplanationelaborationevaluationextend

So, in the future, how difficult it would be something like this TASK ?

evaluation

Three major brain networks involved in learning… •the recognition network

•the strategic network

•the affective network

http://live.v1.udesa.edu.ar/files/programas/NEUROCIENCIAS/Brainresearch_learning_and_emotions_Hinton.pdf

…receives sensory information from the environment and transforms it into knowledge …identifies and categorizes what we see, hear or read.…is recruited for planning and coordinating goal-oriented actions.

…is involved in emotional dimensions of learning such as interest, motivation and stress.

https://4myfiles.wordpress.com/2015/04/05/hmerida-01-apr-2015/

recognitionnetwork

strategicnetwork

affectivenetwork

CAST

How

What

Why

UDL Guidelin

es

• The educational activities presented here, involve SEN students working in teams and as researchers;

SO…

• The educational outcomes (among others) are: >> knowledge on the core scientific ideas, >> better relationships (teachers & students), >> boost of students’ self-esteem;

SO…

•…integrated the emotion component in learning._

SO…

• The first pillar is to remove any “obstacles” and to offer students educational activities in order

>> to facilitate their learning and >> to provide them the experiences for life necessary.

AND…

• The second pillar has been the design of innovative educational activities…

AND…

…a process that has been facilitated with the participation in networks, such as GoLab, ODS, ISE and UDLnet…

AND…

…(and) the participation in teachers’ contests, face to face trainings (such as workshops and summer schools) and teachers’ exchange of resources, practices & expe-rience._

AND…

• All the above are objectives to an effort for an inclusive education and they were developed with use of “open access scholarships and open educational resources” (UN 2014).

AND…FINALLY

My dream is (at least!) one of my students

will go to

…and (at least!) one of my students will

stand for human life – like r.L.Gen. Romeo Dallaire

Mars

4myfiles.wordpress.com [email protected]

Thank you

ReferencesSlide 3: https://twitter.com/UNICEFLive/status/642796487701696512/photo/1

Slide 5: https://speduser2.wordpress.com/2014/12/26/panoramic-photos

Slide 6 & 7: http://ldaamerica.org/

Slide 8: D. Heywood, J. Parker, The Pedagogy of Physical Science, pg.12, ISBN 978-1-4020-5270-5, Springer, 2010, freepik.com,

Slide 9 & 10: freepik.com, el.wikipedia.org, www.dyslexia-goneis.gr, http://goo.gl/hjA88j, www.dyslexia-goneis.gr, www.dsm5.org, http://ldaamerica.org, https://youtu.be/3Pk2wroNrkg,

Slide 11: www.dsm.org

Slide 12: http://psycnet.apa.org/psycinfo/1997-04328-003

Slide 20: www.pathwayuk.org.uk/what-is-ibse.html

Slide 23: visau.ly

Slide 26: http://wp.me/p3oRiZ-h9

Slide 27: https://goo.gl/mxw1vX

Slide 29: www.ibe.unesco.org/en/services/online-materials/publications/educational-practices.html

Slide 32Slide 32: : http://wp.me/p3oRiZ-1R

Slide 35Slide 35: : http://wp.me/p3oRiZ-80

Slide 37Slide 37::http://wp.me/s3oRiZ-gal

Slide 40Slide 40: : http://wp.me/p3oRiZ-fo

Slide 45Slide 45: : http://wp.me/p3oRiZ-h9

Slide 46: http://wp.me/p3oRiZ-hu

Slide 48: www.grouporigin.com/clients/qatarfoundation/chapter2_4.htm, http://portal.opendiscoveryspace.eu/edu-object/properties-rainbow-419701, http://graasp.eu/applications/54d8764917cf888ac8d59765, www.inspiring-science-education.net/sites/default/files/1_14_Eye.pdf, www.golabz.euhttp://portal.opendiscoveryspace.eu/el/edu-object/eyes-hidden-secrets-675434, http://portal.opendiscoveryspace.eu/edu-object/aurora-borealis-13547, http://portal.discoverthecosmos.eu/node/107194, www.opendiscoveryspace.eu, http://portal.discoverthecosmos.eu/node/132277, www.discoverthecosmos.eu, https://en.wikipedia.org/wiki/Aristotle

Slide 58: www.pegem.net/dosyalar/dokuman/138486-2014010414591-3.pdf

Slide 60, 61 & 62: http://goo.gl/sTHcpn, www.cast.org, www.udlnet-project.eu

Slide 72: freepik.com, www.childsoldiers.org