Teaching Knowledge and Teaching Knowledge and Promoting UnderstandingPromoting Understanding

Interactive Teaching Interactive Teaching MethodologiesMethodologies

OutlineOutline

Look at the purposes of science teachingLook at the purposes of science teaching Look at different methods for delivering Look at different methods for delivering

knowledge with understandingknowledge with understanding Drawbacks of lecturingDrawbacks of lecturing The importance of language in science The importance of language in science

teachingteaching Interactive activitiesInteractive activities Scientific WritingScientific Writing Activity 1 - StarterActivity 1 - Starter

Why do we teach science?Why do we teach science?

To provide students with the tools to To provide students with the tools to understand the worldunderstand the world

To know information about the worldTo know information about the world To become the next generation of To become the next generation of

scientistsscientists To pass exams and get into universityTo pass exams and get into university To be able to use the scientific methodTo be able to use the scientific method To have the skills to work in scienceTo have the skills to work in science

According to the syllabusAccording to the syllabus The aims of a course based on this syllabus should be to: 1.1 become confident citizens in a technological world and able to

take or develop an informed interest in matters of scientific import;

1.2 recognise the usefulness, and limitations, of scientific method 1.3 be suitably prepared for studies beyond in further or higher

education and for professional courses. 2. develop abilities and skills 3. develop attitudes relevant to biological science such as 3.1 concern for accuracy and precision; 3.2 objectivity; 3.3 integrity; 3.4 the skills of enquiry; 3.5 initiative; 3.6 inventiveness. 4. stimulate interest in, and care for, the local and global

environment, and understand the need for conservation.

Breakdown of AssessmentBreakdown of Assessment

Knowledge with understanding 45%Knowledge with understanding 45% Problem solving 32%Problem solving 32% Practical skills 23%Practical skills 23%

I would like to focus on how we teach I would like to focus on how we teach

UNDERSTANDINGUNDERSTANDING Activity 2Activity 2

Bloom’s TaxonomyBloom’s Taxonomy

Model A – The LectureModel A – The Lecture

TeacherTeacher Learner Learner

I must ‘teach’ everything on the syllabusI must ‘teach’ everything on the syllabus

Group work is for primary.Group work is for primary.

University lecturers lecture.University lecturers lecture.

Fully Fully Formed Formed ConcepConceptt

What is wrong with lecturing?What is wrong with lecturing? It ignores some basic concepts from cognitive science:It ignores some basic concepts from cognitive science: STM: Short term memory – there are limits to how STM: Short term memory – there are limits to how

much information we can handle in one gomuch information we can handle in one go Attention Span: attention is under biological control in Attention Span: attention is under biological control in

our brain and can only be maintained for limited timeour brain and can only be maintained for limited time Schemata: While knowledge may be absorbed, Schemata: While knowledge may be absorbed,

understanding has to be constructed within the understanding has to be constructed within the learners mind. Existing ideas may interfere with new learners mind. Existing ideas may interfere with new ideas.ideas.

Scaffolding: The process which teachers and parents Scaffolding: The process which teachers and parents use to breakdown knowledge into chunks and use to breakdown knowledge into chunks and sequences which can be handled more easilysequences which can be handled more easily

Semantic processing: Improves recallSemantic processing: Improves recall

Model B – Student-centred tasksModel B – Student-centred tasks

Activity 3

Student-centred tasks: Student-centred tasks: Pros and ConsPros and Cons

AdvantagesAdvantages DisadvantagesDisadvantages

Students have a chance to Students have a chance to semantically process semantically process information by handling it and information by handling it and so provide better recallso provide better recall

Use of language – English vs Use of language – English vs ChineseChinese

Students can receive Students can receive scaffolding for difficult scaffolding for difficult conceptsconcepts

It takes time to prepare the It takes time to prepare the materialsmaterials

Students may learn other Students may learn other skills e.g. teamwork, skills e.g. teamwork, leadershipleadership

Students may not be on taskStudents may not be on task

Students get to use language Students get to use language skills other than listeningskills other than listening

Students may be more used Students may be more used to listening to lecturesto listening to lectures

Weaker students may learn Weaker students may learn more easily from other more more easily from other more able student than from the able student than from the teacherteacher

Teacher has to give up control Teacher has to give up control of what is going on in the of what is going on in the lesson to the students. Scary!lesson to the students. Scary!

In the Context of Our CollegeIn the Context of Our College

What are the most important type of What are the most important type of student-centred activities?student-centred activities?

Language promoting activities – DARTSLanguage promoting activities – DARTS Why does science need to teach Why does science need to teach

language specifically?language specifically? Specific Usage; Scientific Vocabulary; Specific Usage; Scientific Vocabulary;

Scientific Writing Styles; Lexical Density; Scientific Writing Styles; Lexical Density; Report and essay writing styleReport and essay writing style

DARTS – Directed Activities DARTS – Directed Activities Related to TextsRelated to Texts

Activities based around written text – e.g. Activities based around written text – e.g. text books – which encourage text books – which encourage understandingunderstanding

Use different sources of text to Use different sources of text to demonstrate how different registers can demonstrate how different registers can apply to different audiences, e.g. exam apply to different audiences, e.g. exam answer versus information posteranswer versus information poster

Restructuring DARTS: CLOZE; Sequencing; Restructuring DARTS: CLOZE; Sequencing; Completion; Matching; Converting texts to Completion; Matching; Converting texts to flow charts or diagrams; flow charts or diagrams;

Analysis DARTS: Underlining/Highlighting; Analysis DARTS: Underlining/Highlighting; Text Annotation; TabulatingText Annotation; Tabulating

Can’t We Just Let The English Can’t We Just Let The English Teachers Teach This?Teachers Teach This?

There may be specific forms of There may be specific forms of presentation which are subject specific presentation which are subject specific e.g. science practical, science essaye.g. science practical, science essay

English teachers may not be familiar English teachers may not be familiar with the way writing is done in sciencewith the way writing is done in science

It is our responsibility as science It is our responsibility as science teachers to teach the skills required teachers to teach the skills required for the course, linguistic as well as for the course, linguistic as well as practicalpractical

Activity 4 + 5 Plus DART examplesActivity 4 + 5 Plus DART examples

Lexical Density TaskLexical Density Task

Common EnglishCommon English We never did anything very much about We never did anything very much about

sciencescience in our in our schoolschool My My mothermother was madly in was madly in lovelove with my with my

fatherfatherScientific EnglishScientific English TheThe atomic nucleus absorbsatomic nucleus absorbs and and emits emits

energyenergy in in quantaquanta or or discrete unitsdiscrete units.. These These glandsglands secretesecrete the the enzyme maltaseenzyme maltase

which which hydrolyseshydrolyses maltosemaltose to to glucoseglucose, , thereby finishing off the thereby finishing off the digestion of starchdigestion of starch

Text Books (and Powerpoint)Text Books (and Powerpoint) Highly simplified languageHighly simplified language Short sentencesShort sentences Removal of logical connectives: therefore; Removal of logical connectives: therefore;

however, moreover, at the same timehowever, moreover, at the same time Often fail to provide correct examples of Often fail to provide correct examples of

how writing should be structuredhow writing should be structured Poor examples of real scientific textsPoor examples of real scientific texts Powerpoints are often even worse. Powerpoints are often even worse. Look at this slide, does it give you any Look at this slide, does it give you any

instruction as to how these ideas should instruction as to how these ideas should be presented.be presented.

Other Language TasksOther Language Tasks

Word WallWord Wall Mind mappingMind mapping BrainstormingBrainstorming Skimming and Skimming and

scanningscanning Rereading for Rereading for

detaildetail Text predictionText prediction SummarySummary

DebateDebate Role playRole play Barrier activitiesBarrier activities Hot seatingHot seating Jigsaw activitiesJigsaw activities InterviewsInterviews PresentationsPresentations

Scientific WritingScientific Writing Particularly important for second language Particularly important for second language

usersusers Uses different vocabularyUses different vocabulary Uses normal words but gives them specific Uses normal words but gives them specific

meaningsmeanings Uses a specific registerUses a specific register Requires writing frames (e.g. PEE – Point, Requires writing frames (e.g. PEE – Point,

Explanation, Evidence or SEX – Statement, Explanation, Evidence or SEX – Statement, Explanation, eXample for essay paragraphs)Explanation, eXample for essay paragraphs)

We need to actively explain the correct way We need to actively explain the correct way to use these to studentsto use these to students

Activity 7Activity 7

However…… - CaveatsHowever…… - Caveats

Activity 8Activity 8 Some ‘Comprehension’ exercises can be Some ‘Comprehension’ exercises can be

answered without comprehensionanswered without comprehension Our students are used to a very didactic Our students are used to a very didactic

pedagogy and may take some training to pedagogy and may take some training to become adjusted to these kinds of taskbecome adjusted to these kinds of task

Students must understand that scrambled Students must understand that scrambled terms must be unscrambled otherwise terms must be unscrambled otherwise they will be learning the wrong informationthey will be learning the wrong information

In conclusionIn conclusion Lesson planning is important to make sure that we Lesson planning is important to make sure that we

meet the students’ cognitive needsmeet the students’ cognitive needs Good practice is something to share. Ask your Good practice is something to share. Ask your

colleagues, share your schemes of work and colleagues, share your schemes of work and resources, observe each others lessonsresources, observe each others lessons

Make your lessons more interactive. Your students Make your lessons more interactive. Your students will get more out of them and find them more will get more out of them and find them more enjoyable and in turn you will too.enjoyable and in turn you will too.

Remember language is important for scientists and Remember language is important for scientists and especially our students as second language especially our students as second language speakers.speakers.

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