Interesting article in the Toronto Star about the need for schools to make greater use of technology in the classroom. Students feel they need to "power down" when they come to school because schools aren't integrating the use of technology in their classrooms.
Cheers
Wednesday, April 29, 2009
Monday, April 27, 2009
Paper Bridges Video
Monday morning and the sun is shining. Looks like spring weather might finally be here.
I just wanted to post a link today to the first draft of a video about the Paper Bridges activity that I posted last week. The video shows the materials, procedure and results for the activity. Part way through the video students are asked to stop and make a prediction of what they think is going to happen. Right now that is voluntary, but I will work on some way to prevent students from viewing the rest of the video until they make and record a prediction.
For now any feedback is welcome.
Coming Soon... "The Explanation"
I just wanted to post a link today to the first draft of a video about the Paper Bridges activity that I posted last week. The video shows the materials, procedure and results for the activity. Part way through the video students are asked to stop and make a prediction of what they think is going to happen. Right now that is voluntary, but I will work on some way to prevent students from viewing the rest of the video until they make and record a prediction.
For now any feedback is welcome.
Coming Soon... "The Explanation"
Friday, April 24, 2009
Coming Soon!
Okay... need a little more time to get this next idea ready. I am working on a format for a video laboratory presentation. I want to set up a video that will show teachers and students a lab activity, but give them a chance to predict and respond to what they are viewing. I should have a draft of the video ready latter today, but some of the interactivity that I want won't be there until I move everything into flash this weekend. I will post the description of the activity for now, and get the video uploaded ASAP.
Should leave something more than that for you though... why don't I suggest that you check out another science site called "Lab Out Loud".
Back soon
Should leave something more than that for you though... why don't I suggest that you check out another science site called "Lab Out Loud".
Back soon
Wednesday, April 22, 2009
A little more about 5E Lessons
The 5E instructional model in a research-based instructional model that can help students learn the big ideas found in the science curriculum. Each phase of the model has a specific function designed to facilitate a constructivist approach to the learning process. The phases of the model are engage, explore, explain, elaborate, and evaluate. Following these phases creates a learning environment that promotes opportunities that encourage and support the building of understanding.
The Engage Phase is an introduction to the lesson that motivates or hooks the students’ interest in the learning to follow. Activities in this phase are used to tap into prior knowledge about the concepts, engage the students’ curiosity, and uncover what students know and think about the concept or topic. Possible engage activities include demonstration (e.g. P.E.O.E.), reading, free write, K.L.E.W. chart, or brainstorming.
The goals of this phase of lesson planning are to create interest in the topic, generate curiosity, encourage “I wonder…” questions, and to allow students to share what students know or think they know about a concept (e.g. asking questions, discussions, cooperative activities).
The Explore Phase allows students to have experiences with the concepts and big ideas of the lesson. Students begin to construct their own understanding as they work together without direct instruction from the teacher to observe, question, and investigate the concepts. As students puzzle through problems, test predictions & hypotheses, and try alternative solutions they develop fundamental awareness of the nature of the materials and ideas involved in the concepts being studied. Possible Explore activities include investigations, read authentic resources to collect information, solve a problem, or construct a model.
The goals of this phase of lesson planning are to allow students to begin to construct their own understanding, develop the skills of scientific investigation, student discussion of concepts, activation of prior knowledge and provision of experiences that students can draw from later. Studies have shown student attitudes toward science instruction are more positive when they are allowed to explore concepts through experimentation or other activities before discussing them (p. 7, 5E Origins BSCS.pdf).
The Explain Phase allows students to explain concepts and definitions in their own words asked to justify and clarify their ideas, make use of their previous experiences (engage, explore) as a basis for explaining concepts, provide justification (evidence) and clarification of ideas, and hear alternative explanations for what they have observed. Possible explain activities include supporting ideas with evidence, structured questioning, reading and discussion, teacher explanation. chalk-talks, films, formal definitions.
The goals of this phase of lesson planning are to promote student discussion of concepts, allow students to test out their personal hypotheses and seek confirmation of their understanding, provide accepted explanation of phenomena, and correct misconceptions that may have been developed during the engage and explore phases.
The Elaborate Phase allows students to apply their new labels, definitions, explanations and skills in new, but similar situations. Students may be asked to take action on a local or global problem (e.g. anti-idling campaign, save the rainforest) or to use previous information to ask questions, propose solutions, make decisions and self-design and carry out experiments. Possible elaborate activities are experimental inquiry, investigative projects, problem solving and decision making, taking action on an issue.
The goals of this phase of lesson planning are to expand what they have learned by making connections to their everyday lives, allow students to explore their own questions related to the unit of study, and to encourage students to make decisions and take action.
As you can see there are a variety of activities that can be incorporated into the 5E instructional framework. Research shows that the instructional model is most effective if all three phases of the model are included in instruction, and the exploration phase must precede the explain phase. The specific instructional format may be less important than including all phases of the model, but laboratory work (typical in the exploration phase) is more effective for many students, provided it is followed by discussion (explanation) (p. 7, BSCS Origin.pdf).
Coming next... ENGAGE/EXPLORE Activities
The Engage Phase is an introduction to the lesson that motivates or hooks the students’ interest in the learning to follow. Activities in this phase are used to tap into prior knowledge about the concepts, engage the students’ curiosity, and uncover what students know and think about the concept or topic. Possible engage activities include demonstration (e.g. P.E.O.E.), reading, free write, K.L.E.W. chart, or brainstorming.
The goals of this phase of lesson planning are to create interest in the topic, generate curiosity, encourage “I wonder…” questions, and to allow students to share what students know or think they know about a concept (e.g. asking questions, discussions, cooperative activities).
The Explore Phase allows students to have experiences with the concepts and big ideas of the lesson. Students begin to construct their own understanding as they work together without direct instruction from the teacher to observe, question, and investigate the concepts. As students puzzle through problems, test predictions & hypotheses, and try alternative solutions they develop fundamental awareness of the nature of the materials and ideas involved in the concepts being studied. Possible Explore activities include investigations, read authentic resources to collect information, solve a problem, or construct a model.
The goals of this phase of lesson planning are to allow students to begin to construct their own understanding, develop the skills of scientific investigation, student discussion of concepts, activation of prior knowledge and provision of experiences that students can draw from later. Studies have shown student attitudes toward science instruction are more positive when they are allowed to explore concepts through experimentation or other activities before discussing them (p. 7, 5E Origins BSCS.pdf).
The Explain Phase allows students to explain concepts and definitions in their own words asked to justify and clarify their ideas, make use of their previous experiences (engage, explore) as a basis for explaining concepts, provide justification (evidence) and clarification of ideas, and hear alternative explanations for what they have observed. Possible explain activities include supporting ideas with evidence, structured questioning, reading and discussion, teacher explanation. chalk-talks, films, formal definitions.
The goals of this phase of lesson planning are to promote student discussion of concepts, allow students to test out their personal hypotheses and seek confirmation of their understanding, provide accepted explanation of phenomena, and correct misconceptions that may have been developed during the engage and explore phases.
The Elaborate Phase allows students to apply their new labels, definitions, explanations and skills in new, but similar situations. Students may be asked to take action on a local or global problem (e.g. anti-idling campaign, save the rainforest) or to use previous information to ask questions, propose solutions, make decisions and self-design and carry out experiments. Possible elaborate activities are experimental inquiry, investigative projects, problem solving and decision making, taking action on an issue.
The goals of this phase of lesson planning are to expand what they have learned by making connections to their everyday lives, allow students to explore their own questions related to the unit of study, and to encourage students to make decisions and take action.
As you can see there are a variety of activities that can be incorporated into the 5E instructional framework. Research shows that the instructional model is most effective if all three phases of the model are included in instruction, and the exploration phase must precede the explain phase. The specific instructional format may be less important than including all phases of the model, but laboratory work (typical in the exploration phase) is more effective for many students, provided it is followed by discussion (explanation) (p. 7, BSCS Origin.pdf).
Coming next... ENGAGE/EXPLORE Activities
Tuesday, April 21, 2009
5E Approach to Science & Technology
As science teachers we all want to be able to make science education more than just a collection of facts to memorized and restated on a test. Science should be viewed as a way of creating knowledge, not just a body of knowledge. It should also be viewed as a way of generating knowledge in which all of us can participate. Students in our classes need to feel empowered to use science as a way of finding out about the world around them. Students can develop their own ideas of how the world works (hypothesis) and then test their ideas by making predictions and seeking to verify their hypotheses with observations.
Unfortunately science as a way of knowing is often viewed as being very logical and intellectually demanding area of study. We communicate this misconception to students, many times unintentionally, with our portrayal of scientists as devoid of emotion, lacking in personal passions, and driven only by the need to understand. We fail to show our students that scientists are also creative, driven by their passions and that their work has everyday impacts on all of our lives.
Much of our energy in science and technology education is spent helping students to memorize other people’s constructions of knowledge. While it is important to learn the foundational knowledge of the discipline, students also need to learn the skills of investigation that generated that knowledge and learn strategies to help them construct their own understanding.
To achieve these goals educators need science and technology lessons that engage students in meaningful explorations and explanations of science concepts that extend into their everyday world, encouraging students to take action within their own community. The revised curriculum in Ontario directs educators to provide numerous hands-on opportunities for students to develop and refine their investigation skills, including problem-solving skills, critical and creative thinking skills, and communication skills, while discovering fundamental concepts through inquiry, exploration, observation, and research and to ensure that students are actively engaged in the process of constructing new learning.
The 5E approach to science and technology is a constructivist lesson planning framework that empowers students to explore science concepts, verifying their results against accepted scientific knowledge and applying newly constructed understanding to solve problems in their lives. The 5E Instructional model was developed by the Biological Sciences Curriculum(BSCS). BSCS is a nonprofit corporation that endeavors to improve all students’ understanding of science and technology by developing curricular materials. The 5E instructional model in a research-based instructional model that can help students learn the big ideas found in the science curriculum.
More to come...
Unfortunately science as a way of knowing is often viewed as being very logical and intellectually demanding area of study. We communicate this misconception to students, many times unintentionally, with our portrayal of scientists as devoid of emotion, lacking in personal passions, and driven only by the need to understand. We fail to show our students that scientists are also creative, driven by their passions and that their work has everyday impacts on all of our lives.
Much of our energy in science and technology education is spent helping students to memorize other people’s constructions of knowledge. While it is important to learn the foundational knowledge of the discipline, students also need to learn the skills of investigation that generated that knowledge and learn strategies to help them construct their own understanding.
To achieve these goals educators need science and technology lessons that engage students in meaningful explorations and explanations of science concepts that extend into their everyday world, encouraging students to take action within their own community. The revised curriculum in Ontario directs educators to provide numerous hands-on opportunities for students to develop and refine their investigation skills, including problem-solving skills, critical and creative thinking skills, and communication skills, while discovering fundamental concepts through inquiry, exploration, observation, and research and to ensure that students are actively engaged in the process of constructing new learning.
The 5E approach to science and technology is a constructivist lesson planning framework that empowers students to explore science concepts, verifying their results against accepted scientific knowledge and applying newly constructed understanding to solve problems in their lives. The 5E Instructional model was developed by the Biological Sciences Curriculum(BSCS). BSCS is a nonprofit corporation that endeavors to improve all students’ understanding of science and technology by developing curricular materials. The 5E instructional model in a research-based instructional model that can help students learn the big ideas found in the science curriculum.
More to come...
What will I do with a blog?
Okay, I will admit right from the start that blogging is not going to be easy for me. I can commit to drinking at least one cup of coffee each day, I can even remember to brush my teeth, but sitting down to write is going to take some will power to accomplish. Hopefully as we (because I am going to need some help with this...) move forward the ideas will flow and the blog will grow.
I want to use this forum to post ideas about teaching science and technology in an engaging way for students and for teachers. My most recent experience has been with the revised grade 7 & 8 Science & Technology curriculum in Ontario, so that is where we are going to start to play.
If there is some interest, we can certainly look at K-6 material as well, but its a big curriculum and we need to start somewhere. I teach a K-6 course for pre-service teachers so maybe I can post some of that material in another spot (are you impressed... 5 minutes into blogging and I am already suggesting a second blog... I must still need that first coffee of the day!)
Anyway - stay tuned and see what happens. If you have a science topic you want to explore please shout it out.
Cheers
I want to use this forum to post ideas about teaching science and technology in an engaging way for students and for teachers. My most recent experience has been with the revised grade 7 & 8 Science & Technology curriculum in Ontario, so that is where we are going to start to play.
If there is some interest, we can certainly look at K-6 material as well, but its a big curriculum and we need to start somewhere. I teach a K-6 course for pre-service teachers so maybe I can post some of that material in another spot (are you impressed... 5 minutes into blogging and I am already suggesting a second blog... I must still need that first coffee of the day!)
Anyway - stay tuned and see what happens. If you have a science topic you want to explore please shout it out.
Cheers
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