696_Ch#_3.pptx Models for effective science Teaching

Models for effective science Teaching

1. MODELS FOR EFFECTIVE SCIENCE TEACHING Unit 3 Prepared by: ZIA ULLAH

2. Before a Lesson or Unit ( The importance of goals and objectives ) (b) Beginning a Lesson or Unit (First , it should connect what has been learned in the past with what is going to be learned in the present lesson. Second, a good beginning can provide a focus or context for the present lesson. ) (c) The Middle of a Lesson or Unit ( Active participation with materials, equipments, and audiovisual aids is a good way to engage the learner’s attention and develop the concepts, skills, and values of your objectives. You want to optimize the amount of time students are engaged in learning tasks ) ELEMENTS OF EFFECTIVE SCIENCE TEACHING

3. (d) Ending a Lesson or Unit Too often, lessons and units just stop. Plan an ending to your lesson. There should be closure, an opportunity for you or the learners to summarize what has been taught. At the lesson's end, you should be able to indicate how well the objectives were met. The students ought to leave the room with a feeling of accomplishment and closure for the day's lesson or the unit. Elements………

4. (e) After a Lesson or Unit When a lesson or unit is over, you should have some measure of the lesson and student achievement. The measure can be an informal assessment of "how things went" and "what they learned" or a formal evaluation of the lesson and a quiz or test of student achievement. These procedures are feedback for you and the students. Cont……

5. The big idea behind Diagnostic Teaching is to illuminate and remove barriers to student understanding. When students have problems, you need to be able to systematically identify and fix them. This probably isn’t a huge difference from what you already do. There may be a slight change in practice, however. STUDENTS DIAGNOSTICS AND DIAGNOSTICS TEACHING

6. 1. Fundamental Curricular & Unit Design In diagnostic teaching, your first response should also be your broadest and most powerful. In this case, that is how you design your curriculum and instruction map by map, unit by unit, lesson by lesson. 2. Complete all missing or incomplete assignments The next step in Diagnostic Teaching has to do with individual assignments. If students don’t complete the work–the “practice”–they can’t improve. Steps in diagnosing teaching

7. 3. Differentiate assessments on non-mastered standards The next step in Diagnostic Teaching is to differentiate the assessment based on any number of factors–assessment format (MC vs essay, etc.), background knowledge, etc. Same complexity, depth, etc, just a different kind of assessment. Steps……..

8. 4. Isolate and prioritize standards for mastery Whereas above you’re simply providing an alternative form of the sam assessment, step 4 allows you to break things down further so you can pinpoint issues more accurately. This means you’ll take an assignment, exam, project, etc., and change it significantly.

9. 5. Choose new materials/resources that feature more transparent illustration of standard This one is a bit simpler. Choose a problem, diagram, poem, novel, app, or some other resource that makes the “lesson” or learning target as transparent as possible. Reduce the need for the students to analyze, evaluate, make critical judgments, etc.

10. You can download one example of a daily exit chart on our Teachers Pay Teachers store. Once students get to step 6, you’ve already responded five other ways. At this point, you may need to involve yourself, the student, and their family in a bit of minutiae. You need a daily snapchat of how the student is interacting with the content. One important goal here is to put the student “on the clock,” so to speak. This will help you see if the issue is motivation, organization, or something entirely academic. Daily use of student exit chart

11. The next step if steps 1-6 aren’t enough is to establish individual goals– whether these are content-related or not is up to you and the student. But together you set goals and monitor progress daily or weekly–and hopefully in a way that the student and family at home can either support or handle on their own. (Wishful thinking?) Student goal-setting & progress monitoring

12. Beyond-the-classroom support systems If none of the above work–no amount of modification, differentiation, personalization, or communication can help the students successfully master content in your classroom, there may be other issues beyond your control, including simple stuff like organizational issues, to more complex literacy issues, learning disabilities, etc. This is where referrals, tutoring, school level RTI, or other functions may need to come into play. Steps……..

13. The word ASSURE is acronym of six steps , each step describes a set of tasks in which use of educational technology is central. These steps and tasks are: 1. A-analyze Learner (Knowledge about the nature and thinking of students) 2. S-State Objectives 3. S-Select Media and material 4. U – Utilize Technology, Media, and Material 5. R-Require Learner Participation 6. E-Evaluate and revise The ASSURE MODEL FOR SCIENCE TEACHING

14. Using Textbooks Effectively Reading for conceptual change Overrelying on Details in the Text----Separation of Prior Knowledge and Text Knowledge . Overrelying on Prior Knowledge and Ignoring Text Knowledge. DESIGNING YOUR INSTRUCTIONAL SEQUENCE

15. Textbooks typically contain numerous ideas and vocabulary words. This situation causes students to memorize facts and lists of words rather than focus on strategies that will result in conceptual change. Focusing students on central issues that are problematic, keeping lessons related to the concepts, and keeping vocabulary to a minimum will contribute to conceptual change. Directing Students ‘Attention to Important Concepts

16. Textbooks are written from a scientist’s perspective. Seldom do textbook authors consider students’ perspectives as they organize textbooks. Still, students will interpret text material in terms of their prior knowledge. Effective teachers identify the differences between students’ concepts and those in the textbook. By asking questions and challenging students’ thinking, teachers can initiate the process of conceptual change. The questions should be stated in relation to ideas in the textbooks or students may not make the connections Challenging Students’ Thinking and Misconceptions

17. Questions in textbook seldom have students apply knowledge to real world experiences. Encouraging students to compare, challenge, and debate each other’s explanations are all methods that resolution conceptual change Asking Students to Construct Explanations of Everyday Phenomena

18. Probing Student Responses Listen for students’ thinking rather than for right answers. Ask questions that will have students justify and clarify their responses . Providing Accurate Feedback to Students Teachers typically respond to student answers by praising correct answers and ignoring incorrect answers. The greatest concern is the later. While teachers think this approach helps students, in actuality it does not. Giving positive feedback for any answer encourages students to maintain their current conceptions and to use ineffective strategies to find correct answers. Effective teachers give clear and accurate feedback about the strengths and limitations of student responses.

19. MODELS FOR EFFECTIVE SCIENCE TEACHING

20. CO-OPERATIVE LEARNING MODEL

21. cooperative approach where students are arranged in pairs or small groups to help each other learn the assigned material. Here are some suggestions to help the initial formation of cooperative groups. 1. Move into groups without undue noise and unnecessary interaction with other students. 2. Students should stay in their groups. 3. Students should speak softly. 4. Students should encourage each other to participate. 5. Use name and look at each other during discussions. 6. Avoid sarcastic remarks or “ put down” of other pupil.

22. Concept Exploration Concept Introduction Concept Application The Learning Cycle

23. Concept Exploration 1 . Identify interesting objects, events, or situations that students can observe. 2. Allow students time to explore the objects, events or situations. 3. Have students think about concepts associated with the lesson

24. Concept Introduction 4. The teacher directs the students toward specific aspects of the exploration experience. Concepts are presented in a clear, simple and direct manner. Concept Application 5. Identify activities in which students extend the concepts in new and different situations. Encourage students to discover patterns and relationships among the variables and to reason through new problems.

25. Pre-lesson Assessment Lesson Planning and Sequencing Anticipatory Set ( Anticipatory set is an activity conducted early in the lesson to capture the attention of the students. ) Objective and Purpose ( day's objectives are communicated to the students ) Instructional Input This step includes the actual teaching of the lesson. Modeling The teacher provides examples of the science content and processes included in the objectives The Madeline Hunter Model

26. Monitoring Student Understanding Student understanding is monitored periodically by sampling, signaling and explaining. Practice Students should be provided opportunities to practice the content and processes they have learned. Post-lesson Assessment

27. The 5E model has five phases, each beginning with the letter "e". Engagement Exploration Explanation Elaboration Evaluation . The 5E Instructional Model

28. Orientation The beginning of the instructional task. The activity should make connections with previously learned material and anticipate activities and orient the students toward the learning outcomes of the current activities . Students Establish an interest in the current task . Teachers Identify the instructional task. Engagement

29. Orientation Students are provided with a common base of experiences within which current concepts, processes, and skills may be identified and developed . Students Complete activities directed toward learning outcomes . Teachers Facilitate and monitor interaction between students and instructional situations, materials, and/or courseware . Activities Provide experiences relative to the learning outcomes. These activities will provide the students' initial explanations . Learning Directed by objects, events or situations. Exploration

30. Orientation Student attention is focused on aspects of their experiences with the lesson and provides opportunities to demonstrate their conceptual understanding, process skills or behaviors . Students Students describe their understanding, use of skills, and express their attitudes. Teachers Clarify student misconceptions, provide vocabulary for concepts, give examples of skills, and suggest further learning experiences . Activities Provide opportunities to identify student knowledge, skills and values, and to introduce language, and/or behaviors related to the learning outcomes . Learning Directed by teacher and instructional courseware or materials. Explanation

31. Orientation A phase that challenges and extends student conceptual understanding and skills. Students Students present and defend their explanations and engage in experiences related to the learning task. Teachers Provide the occasion for students to cooperate on activities, discuss their current understanding, and demonstrate their skills. Activities Activities provide challenges, repetition, new experiences, and practice. Learning Learning is encouraged through challenges, repetition, new experiences and practice. Elaboration

32. Orientation Students are encouraged to assess their understandings and abilities. Teachers are provided opportunities to evaluate student progress toward achieving the educational objectives . Students Students examine the adequacy of their explanations, behaviors, and attitudes. Teachers Teaches use formal and informal procedures for assessing student understanding . Activities Evaluate concepts, attitudes, and skills of the students. Learning Repeat different phases of the teaching model to improve conceptual understanding and/or skills Evaluation

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