resolve

I believe:that a life can be changed in the briefest of moments – for better or for worse.

I believeI believe::that even when you think you have little or nothing to give…that even when you think you have little or nothing to give…when a student cries out to you… when a student cries out to you… you will find the words and the strength to help. you will find the words and the strength to help. 

I believe:that all the great mysterious of the world are contained in the imagination of a child

I believe:I can and do make a difference.

Keri: I will be honest...I was questioning what the text had to do with teaching Science last week (the chapter on SSR kind of threw me for a loop). This week it was clearly shown to me the importance of explicitly teaching background knowledge and direct vocabulary instruction is important for every subject we teach....even science. I understand now that this book is teaching us the big picture of how to effectively teach our students

questions, commentsand ideas

Tina: I have been in and out of the schools for 20 years. 20 years ago I was a long term sub in a Junior High School. The teacher walked out and they were stuck with me. I had no training and so I went to other teachers to help me. I struggled through the year doing the best I could. About 7 years later one of my students came to the school where I was working. He sought me out and gave me a big hug. He told me I had made a difference in his life and thanked me. I thought and I thought, "What had I done?" to this day I have no idea what I did that had an impact. Now his children attend the school where I work.

questions, commentsand ideas

Tina: We don't need teachers who can't leave the pattern.

I think of hte teachers that I had and that my children have had. I also think of the teachers that I work with now. The ones that stand out tome are the ones that had their own pattern. My high school history teacher that dressed up like Washington, Lincoln, etc. and wheeled around on his cart talking like Paul Harvey. He was tough, he had high expectations but I requested his class because he made learning fun and interesting. He was a Craftsman.

questions, commentsand ideas

Kristy: …problem children do not exist, only children who have problems so big, they don't know how to deal with it.

questions, commentsand ideas

questions, commentsand ideas

Glenna: I did enjoy using magnifying glasses to burn ants, hay (oops), and burned my name in my gloves once. Who knew that there was science behind it!

questions, commentsand ideas

Chari: It’s easier to teach when your students forget they are learning and think that they are only having fun!

Cody: New words should mean new discoveries and feelings of accomplishment.

creating a fun classroom (creating an inquiry based classroom)

creating a fun classroom (creating an inquiry based classroom)

Kids love to have fun, and they love to feel smart. Science has the potential (more easily than any other subject) to let kids have fun and feel smart. (science’s big vocabulary words can be a teacher’s best friend)

Kids love to have fun, and they love to feel smart. Science has the potential (more easily than any other subject) to let kids have fun and feel smart. (science’s big vocabulary words can be a teacher’s best friend)

questions, commentsand ideas

Glenna asked Chelsey,This sounds like a really fun lesson. I still do not get the rotation and movement of the planets. Maybe I could ask our teacher to show me a way that I can understand. What I have been told and shown is not concrete enough for me.

questions, commentsand ideas

Anonymous thought: As a student this is one of the reasons why I hate to raise my hand. I do not want others to hear my answer if it is wrong. I would rather have someone else look bad. And I don’t like to admit this, but I still feel this way as a college student. Most of this comes from bad experiences in grade school when others made fun of me as I was reading aloud.

creating a safe classroom (creating an inquiry based

classroom)

creating a safe classroom (creating an inquiry based

classroom) Establishing an atmosphere of safety and inquiry

Class rules - keep them positive (Discovery Creed)

Establishing an atmosphere of safety and inquiry

Class rules - keep them positive (Discovery Creed)

Discovery CreedDiscovery CreedDiscovery CreedDiscovery CreedWe are Discovery!

We are committed to success through persistence, practice and

patience.

We listen for understanding.

We respect differences.

We speak carefully.

We are united in friendship.

We are Discovery!

We are committed to success through persistence, practice and

patience.

We listen for understanding.

We respect differences.

We speak carefully.

We are united in friendship.

creating a safe classroom (creating an inquiry based

classroom)

creating a safe classroom (creating an inquiry based

classroom) Establishing an atmosphere of safety and inquiry

Class rules - keep them positive (Discovery Creed)

Safe, positive questioning/inquiry

Establishing an atmosphere of safety and inquiry

Class rules - keep them positive (Discovery Creed)

Safe, positive questioning/inquiry

questions, commentsand ideas

Danyel: I understand that research is important however, so many of the studies contradict each other so how are we as teachers supposed to sift through them and find the truth?

Research/ExperienceResearch/Experience Good teachers are always learning -

they learn from research and from their experiences - they pour over the research / apply it where possible and tweak it as needed. It is an ongoing process and really makes the profession grow and makes our lives fresh and exciting

Good teachers are always learning - they learn from research and from their experiences - they pour over the research / apply it where possible and tweak it as needed. It is an ongoing process and really makes the profession grow and makes our lives fresh and exciting

Research/ExperienceResearch/Experience Take workshops:

Utah State Office of Education sponsored – Math Academy or Science Academy

Project Wild, Project Learning Tree, Project Wet (Utah Division of Wildlife Resources)

Take workshops: Utah State Office of Education

sponsored – Math Academy or Science Academy

Project Wild, Project Learning Tree, Project Wet (Utah Division of Wildlife Resources)

Research/ExperienceResearch/Experience I had been teaching this way instinctively

for 20 years when someone told me I was following the constructivist model - I had to go look up what it meant.

Good teaching is a combination of theory, research, a lot of hard work and creativity - but mainly going with your instincts.

I had been teaching this way instinctively for 20 years when someone told me I was following the constructivist model - I had to go look up what it meant.

Good teaching is a combination of theory, research, a lot of hard work and creativity - but mainly going with your instincts.

questions, commentsand ideas

Melissa: “this child wants to learn… I just have to find a connection.”

questions, commentsand ideas

Megan: I really liked these chapters, and I especially liked how this reading is perfect for our teaching overall, not just one subject.

I don’t pick vocabulary up from text very well. In fact if I don’t know a word I generally just skip it, terrible I know.

When do you fit teaching vocabulary into the day? And how long is recommended? In a class last semester we learned that we should only teach 7-9 new words a week, so is the rest of the time just spent on giving them multiple exposures? I guess I am just more confused on the logistics of the process, rather than why.

questions, commentsand ideas

Danyel: What are some of the best ways to help our students grasp a new word and remember it years down the road?

Marylou: using words more as a description rather than a definition

Vocabulary BuildingVocabulary Building Vocabulary should be a key

consideration in looking at Enduring Understanding… What is the vocabulary we want them to retain and comfortably use 10 years from now

Vocabulary should be a key consideration in looking at Enduring Understanding… What is the vocabulary we want them to retain and comfortably use 10 years from now

questions, commentsand ideas

Chari: . As a teacher my questions and concern is how do we build off the background knowledge? Isn’t every student’s background knowledge so different? How do we even know where to start when our kids come from such a wide spectrum of backgrounds? It makes me nervous!

Chari: I wonder if this is best taught when we do it continually throughout the day or if we should set aside specific time in the day for it? I know the first grade teacher I work with often stops in the middle of any subject to discuss meaning of a word and then has the students make connections with it before putting it up as a dollar word. I just wonder what would be best?

Word WallsWord Walls Dollar Words Word of the day/week

Dollar Words Word of the day/week

vocabulary• Direct instruction vs. content based

shanty

shanty• an old run-down house or shack

shanty

inertia

cat

tree

aspen ginkgo

treejuniper

???How many senses am I stimulating???

questions, commentsand ideas

You can’t do different strategies in one day- but as you’re planning a unit plan different activities to appeal to different styles of learning (this seems really good- but how do I apply it? I want to. It’s perfect, but how?)

Stars in the night sky lesson (Kaitlin)

Powerful LearningPowerful Learning Build Background Knowledge Enduring Understanding Mix it up – art, music, movement,

fun Backward Design

Build Background Knowledge Enduring Understanding Mix it up – art, music, movement,

fun Backward Design

Backward Design• Covey: “Begin with the end in mind.”

Backward Design• What do you want the students to

learn? (Enduring Understanding)

Backward Design1) What do you want the students to

learn? (Enduring Understanding)

2) How are you going to assess what the students have learned?

Backward Design1) What do you want the students to learn?

(Enduring Understanding)

2) How are you going to assess what the students have learned?

3) What are the lessons and activities you are going to use to lead the students through the learning process?

Textbook Science

Students read the chapter answer the

questions and do a worksheet.

“Hands-on” Science

•Teachers demonstrate

or students do labs with

known outcomes. (“gee-whiz science”)

“Real-world” Practical Science

•Students have the opportunity to conduct real

experiments with no known outcome.

(Students are the scientists.)

“Real-world” Integrated Science

•Students see that science does not

exist in isolation. Science is taught

in conjunction with English,

history, art, math, technology, music,

reading, etc. (Science becomes

part of the students other

school work and their everyday

world.)

Powerful Learning

Project Based Learning(Constructivist Learning / I-Search)

• How good an insulator is your coat?

• Moldy bread

• Brine shrimp

• Bird watching

• Sun dial

• Nature area

• Butterfly garden

Classroom Setup• Bulletin boards

• Displays

• Whole class

Instructional Model

Objective Objective

(macro)(macro)

Logical-MathematicalHow can I bring in

numbers, calculations, logic, classifications, or critical thinking skills?

Spatial MechanicalHow can I use visual

aids, visualization, color, art, or metaphor?

Verbal LinguisticHow can I use the spoken

or written word?

NaturalistHow can I incorporate living things, natural

phenomena, or ecological awareness?

MusicalHow can I bring in music or environmental sounds,

or set key points in a rhythmic or melodic

framework?

InterpersonalHow can I engage

students in peer sharing, cooperative learning, or large group simulation?

IntrapersonalHow can I evoke

personal feelings or memories, or give students choices?

Bodily-KinestheticHow can I involve the

whole body or use hands-on experiences?

Instructional Model

Objective Objective

(micro)(micro)

Logical-MathematicalHow can I bring in

numbers, calculations, logic, classifications, or critical thinking skills?

Spatial MechanicalHow can I use visual

aids, visualization, color, art, or metaphor?

Verbal LinguisticHow can I use the spoken

or written word?

NaturalistHow can I incorporate living things, natural

phenomena, or ecological awareness?

MusicalHow can I bring in music or environmental sounds,

or set key points in a rhythmic or melodic

framework?

InterpersonalHow can I engage

students in peer sharing, cooperative learning, or large group simulation?

IntrapersonalHow can I evoke

personal feelings or memories, or give students choices?

Bodily-KinestheticHow can I involve the

whole body or use hands-on experiences?

Scientific MethodScientific Method Science is a way of looking at the

world… and figuring stuff out.

Science is a way of looking at the world…

and figuring stuff out.

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”

1) Question – “I wonder why…?” “I wonder what would happen if…?”

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”

2) Hypothesis – (more than just an educated guess)

1) Question – “I wonder why…?” “I wonder what would happen if…?”

2) Hypothesis – (more than just an educated guess)

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”

2) Hypothesis – IF (I do this...)

THEN (I think this will happen)

1) Question – “I wonder why…?” “I wonder what would happen if…?”

2) Hypothesis – IF (I do this...)

THEN (I think this will happen)

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”

2) Hypothesis – if… then…3) Set up an experiment (recipe)

1) Question – “I wonder why…?” “I wonder what would happen if…?”

2) Hypothesis – if… then…3) Set up an experiment (recipe)

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”

2) Hypothesis – if… then…3) Set up an experiment (recipe)4) Collect data

1) Question – “I wonder why…?” “I wonder what would happen if…?”

2) Hypothesis – if… then…3) Set up an experiment (recipe)4) Collect data

Scientific MethodScientific Method1) Question – “I wonder why…?”

“I wonder what would happen if…?”2) Hypothesis – if… then…3) Set up an experiment (recipe)4) Collect data5) Conclusion – What did we learn?

1) Question – “I wonder why…?” “I wonder what would happen if…?”

2) Hypothesis – if… then…3) Set up an experiment (recipe)4) Collect data5) Conclusion – What did we learn?

A Crack in the A Crack in the NightNight

by Marcy Skinner

A Crack in the A Crack in the NightNight

by Marcy Skinner

Textbook Science

Students read the chapter answer the

questions and do a worksheet.

“Hands-on” Science

•Teachers demonstrate

or students do labs with

known outcomes. (“gee-whiz science”)

“Real-world” Practical Science

•Students have the opportunity to conduct real

experiments with no known outcome.

(Students are the scientists.)

“Real-world” Integrated Science

•Students see that science does not

exist in isolation. Science is taught

in conjunction with English,

history, art, math, technology, music,

reading, etc. (Science becomes

part of the students other

school work and their everyday

world.)

Powerful Learning

vocabulary

inquiry

safe classroom

multiple intelligences

enduring understanding

?backgroundknowledge

backward design

Bloom’sTaxonomy

Putting the Pieces Together

vocabulary

inquiry

safe classroom

multiple intelligences

enduring understanding

integration

backgroundknowledge

backward design

Bloom’sTaxonomy

Putting the Pieces Together

4th Grade Integrated LessonWorth 100 pointsDevelop a 4th grade (Utah) science

lessonSpecify what your enduring

understanding isShow at least 3 integration components

(art, music, reading, writing, math, social studies etc.)

Phases of the MoonPhases of the Moon