Science and Literacy—A Natural Fit Program Goals · Gradual Release of Responsibility •...
Transcript of Science and Literacy—A Natural Fit Program Goals · Gradual Release of Responsibility •...
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-1
Science and Literacy—A Natural Fit Program Goals
Goals • to develop an understanding of the role of literacy in science
inquiry
• to develop an understanding of the critical role of literacy in the science thinking and reasoning that leads to understanding
• to develop a repertoire of instructional strategies that support the role of literacy in science inquiry
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-2
Module Goals
• to develop a common understanding of inquiry science
• to identify and define the role of literacy in science inquiry
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-3
Take-Home Messages
• Science inquiry can be described as a four-part process: engaging, designing and conducting investigations, drawing conclusions, and communicating.
• The development of the ability to think and reason scientifically depends on discussion, writing, and reading skills as well as direct investigation.
• Student use of discussion, writing, and reading skills in science requires explicit instruction.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-4
The Inquiry Learning Cycle
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-5
The Purposes of the Four Stages of the Inquiry Learning Cycle
• Engage: to provoke curiosity, questions, connections to prior experience, and ideas
• Design and Conduct Investigations: to focus on a question, plan and implement investigations
• Draw Conclusions: to analyze and synthesize data, make claims based on evidence, and explain
• Communicate: to convey what has been done and learned to others
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-6
Balanced Literacy
Components
• reading
• writing
• word study (study of phonics and vocabulary)
Overall Instructional Approach: Gradual Release of Responsibility
• whole-group explicit instruction (mini-lessons)
• small-group or individual guided instruction
• sustained independent work
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-7
Balanced Literacy: Important Beliefs
• Talk and writing support development of student thinking skills and help students clarify ideas.
• Talk and writing are intimately connected.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-8
Commonalities Between Science Inquiry and Balanced Literacy
• Learning is constructed by the student and guided by the teacher using a balance of direct and guided instruction.
• Students must take on growing responsibility for their own learning as they develop skills and strategies of learning.
• Formative assessment is used to adapt instruction to individual needs.
• Learning takes place in a culture in which ideas are respected and collaboration, risk taking, and questioning are valued.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-9
Notebook Entries
Basics The date, the focus, and the following elements (as appropriate).
Engage Stage • initial ideas • questions Design and Conduct Investigations Stage • question or purpose • predictions • procedures • data • reflections Draw Conclusions Stage • conclusion • new questions • next steps
Formats • text • bulleted list • diagrams • graphs • labeled drawings • charts
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-10
Discussion Prompt: Gathering-Ideas Discussion
With a partner, discuss the following:
• What do you think was the purpose of the discussion?
• How did the facilitator support active participation and science reasoning?
• What literacy skills were you aware of using?
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-11
Gathering-Ideas Discussions
Purposes • to elicit and activate prior knowledge
• to generate and share experiences, ideas, questions, and wonderings
• to provoke curiosity
• to prepare for the investigation at hand
Key Characteristics • are open-ended
• focus on a science topic or idea
• begin with a statement or productive question
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-12
Investigation Question
What physical properties of water drops do you observe?
The Investigation Process
• do
• observe
• discuss
• record
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-13
Physical Properties of Water Drops: The Notebook Entry
Record your data, including the following:
• drawings of drops from top and side
• descriptions of shape and size
• descriptions of movement
• surprises, confirmations, questions
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-14
Second Investigation Question
In what ways is the behavior of drops different on different surfaces?
The Investigation Process
• Discuss what might happen.
• Write predictions and reasoning.
• Do.
• Discuss, record, discuss.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-15
Water Drops on Different Surfaces: The Notebook Entry
Record your data, including the following:
• drawings of drops from top and side
• descriptions of shape and size: contrasts
• descriptions of movement: contrasts
• surprises, confirmations, questions
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-16
Discussion Prompt: Literacy Skills in Science Inquiry
With a partner, discuss the following:
As you worked, how did the talk among you and the writing in your notebook contribute to your thinking about the physical properties of water drops? Give specific examples.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-17
Drawing Conclusions: Some Definitions
Conclusion: Includes a claim with the supporting evidence, followed by a possible explanation, new question, speculation, and/or idea for next steps.
• Claim: A brief concise statement about the phenomenon that can be supported by evidence from the collected data.
• Evidence: Selected data that can support a claim.
• Explanation: An investigator’s current thinking (may be very tentative) that explains why something might happen the way it does.
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-18
Discussion Prompt: Making-Meaning Discussion
With a partner, discuss the following:
• What do you think was the purpose of the discussion?
• How did the facilitator support active participation and science reasoning?
• What literacy skills were you aware of using?
• How was this discussion different from the gathering-ideas discussion we had at the beginning of this investigation?
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-19
Making-Meaning Discussions
Purposes • to share claims based on
evidence
• to consider findings, claims, evidence, and explanations of others
• to analyze, question, and debate ideas
• to arrive at tentative conclusions
• to raise new questions
Key Characteristics • focus on the investigation
question
• statements are supported by evidence
• student-to-student debate
• debate and argument based on evidence
• emphasis on synthesis and making generalizations
©2009 by Worth et al. from Science and Literacy—A Natural Fit. Portsmouth, NH: Heinemann 1-20
Drawing Conclusions: Reviewing the Process
• wrote thoughts individually in notebooks
• discussed in small group
• developed group claim with evidence
• presented and debated in whole-group making-meaning discussion
• wrote final conclusion and explanation