South African Extraordinary Schools Coalition Preparing Science Teachers for Diverse Classrooms John Gilmour & Zonke Mpotulo 17 March 2015
Dec 25, 2015
South African Extraordinary Schools Coalition
Preparing Science Teachers for Diverse Classrooms
John Gilmour & Zonke Mpotulo17 March 2015
A Science teacher at your school asks you for advice.
How important is teaching the vocabulary of Science to my students.
How and when should I do this?
PDN
SAESC 17 March 2015
Bryan A. Brown, Ph.D. Stanford University
Preparing Science Teachers For Diverse Communities
Borrowing principles and ideas from:
SAESC 27/3/15
The basis of the BIG IDEA
Teaching is a People Business ; Students do the work of learning; Teachers create learning situations
Wrong answers are necessary, learning is process, Mistakes create sparks in the synapses
Content is best learned when situated in students lives – context must be real
Learning Science can be as difficult as learning a new language; Science is a language on its own
Two types of resources – resources that help to:
Understand Content Create Context
Developing effective instruction relies on teachers rethinking content in relevant
contexts.
Science Lesson Planning(1) Establish a Problem – We should never teach in the abstract. All of our teaching should occur in the pursuit of a real problem in a real context. Therefore, teachers should begin their planning by identifying a problem that will serve as an umbrella under which the concept will exist.
(2) Modelling – This section is the teacher centred portion of a lesson or series of lessons. During this time, the teacher MODELS the idea to be learned. This can be through analogy, demonstration, lecture, explanation, or activity. The idea is that the teacher is central in introducing the student to the primary idea.
Science Lesson Planning(3) Coaching – This stage is student-centred, as the teacher selects activities where the students are central in explanation, model building, and describing phenomenon.
(4) Fading - This phase assumes that students need several opportunities to apply, extend, and explain. As a result, students will need several opportunities to explain the big ideas of the lesson. This section involves a series of activities where the students explain their ideas and are assessed on how well they understand the ideas.
Photosynthesis Task:What would be a good context in which to
ground the teaching and learning?
What are the challenges that need to be addressed in teaching this concept
Key Ideas: 1. Photons, 2. Chloroplasts, 3. Leaves, 4. Oxygen, 5. Carbon Dioxide, 6. Energy, 7. Glucose
When plants make their own food they release good air which all animals and humans need in order to breathe.
Teaching Academic LanguageTeaching does not always reflect
language learning approaches. The Language- Identity Dilemma
a) Language is a symbol of cultural affiliation and conflict. “Language can make me feel uncomfortable”
b) Language make the concept difficult to understand. “ I don’t understand what is being communicated.”
Theoretical Framework to use in diagnosing blocks to learning
Cognitive Affective
I do not understand I don’t feel comfortable
Failure to understand
Failure to be understood
The core of the BIG IDEA
Does the use of complex science language in instruction have an affective impact on students?
Students taught Science Language and Everyday Language simultaneously
Students taught Science Everyday Language and Science Language added later
RESEARCH
Unequivocal Research Conclusion
When Science concepts are taught in Everyday Language in contexts in which children can relate, children’s learning is more effective and concepts are more likely to be understood.
Science Language should be added to the process after the concept has been taught and understood in Everyday Language.
So what is the Science methodology in your school?
Can apply to:Science; Life Science; Geography;Maths in many areas; Accounting in some areas;Business Economics in many areas;IT in many areas.