Transcript LAYING NEW TRACKS: - The Center for Effective Learning

THE SCIENCE OF
TEACHING SCIENCE
A VIEW FROM THE TOP!
Susan Kovalik, February 24, 2011
© 2009 Susan Kovalik
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Our latest book
• Susan Kovalik, founder of
• The Highly Effective Teaching Model
Teacher of the gifted and talented
expanding their interests through science
• Science teacher k-6 school of 1200
• Co-director of the MCSIP, a ten year science
program for teachers in CA sponsored by
the David and Lucille Packard foundation
• Innovator of the ITI/HET curriculum and
instruction model where teachers are
encouraged to embed their standards
through science content.
© 2009 Susan
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In the Beginning….
• Why?
• How Come?
• Show Me!
• What’s that?
Your early experiences count
“Learning and memory
processes exist in a circular
relationship…learning enables
information to cross over the lines
of perception into memory, but once
stored these memories affect future
learning.”
John Ratey
© 2009 Susan Kovalik
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IT’S WHOLE NEW WORLD!
© 2009 Susan Kovalik
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The i’s have it
• iPod
• i Want
• iPhone
• i Need
• iPad
• iTune
• iBook
iTot
• i Have
700,000 APPS
March 2nd, Unveiling of iPad 2
iBrain Compatible Elements
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Adequate Time
Movement
Absence of Threat
Choices
Meaningful Content
Collaboration
Enriched Environment
Immediate Feedback
Being there experience
MASTERY-APPLICATION
Information can be dangerous
when:
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It has no place to go.
There is no concept to which it applies.
No pattern in which it fits.
There is no higher purpose that it serves.
(Hmmm.. the social networks????)
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Neil Postman, Technopoly
© 2009 Susan Kovalik
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HIGHLY EFFECTIVE TEACHING
Biology of
Learning
HET
Instructional
Strategies
Conceptual
Curriculum
RESPONSIBLIE CITIZENSHIP
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©2008 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
INTEGRATED LEARNING
• “From a very early age, we are taught to break
apart problems, to fragment the world. This
apparently makes complex tasks and subjects
more manageable, but we pay a hidden,
enormous price. We can no longer see the
consequences of our actions; we lose our
intrinsic sense of connection to a
larger whole”.
• Peter Senge, The Fifth Discipline
© 2009 Susan Kovalik
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A SINGULAR ACTIVITY IS NOT
SCIENCE
• A SINGULAR ACTIVITY IS NOT SCIENCE
UNLESS
• THERE IS CONTEXT (CONCEPT)
• AND MULTIPLE OPPORTUNITIES TO
• BUILD A MENTAL PROGRAM FOR
• DEVELOPING AND USING THAT
• INFORMATION IN PURPOSEFUL WAYS.
© 2009 Susan Kovalik
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The light bulb battery activity…
• So what?
• It demonstrates a complete circuit and how does
that work in your house?
• Are there batteries in your walls?
• Where is the energy source in your city?
• How does it get there?
• How do you pay for it?
• And, and, and, and……What is the concept?
© 2009 Susan Kovalik
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WHAT DO YOU WANT THEM TO
UNDERSTAND?
WHAT WILL THEY BE ABLE TO
DO WITH THAT
UNDERSTANDING?
© 2009 Susan Kovalik
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LEARNING IS A TWO STEP PROCESS
• making meaning through
pattern seeking
• developing a mental program
for using what we understand
and wiring it into long-term
memory
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.2
MENTAL PROGRAM
• “A fixed sequence for for
accomplishing some intended
objective.”
• Leslie Hart, Human Brain Human Learning
© 2009 Susan Kovalik
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PATTERN DETECTION
• “The brain is, by nature’s design an amazingly
subtle and sensitive pattern-detecting
apparatus. It detects, constructs, and
elaborates patterns as a basic, built-in, natural
function.
• It does not have to be taught or motivated to
do so, any more than the heart needs to be
instructed to pump blood.”
© 2009 Susan Kovalik
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OBJECT
TEAPOT
HAIRBRUSH
CHAIR
CAT
DOG
iPOD
iPHONE
FAMILY
COMPUTER
TRANSPORTATION
LAW
POLITICAL
SYSTEM
ACTION
PROCEDURE
JUMPING
SWIMMING
APPS
RUNNING
DANCING
WALKING
GETTING DRESSED
GOING TO THE STORE
DRIVING A CAR
SHOWERING
PATTERN
SEEKING...
FACEBOOK?
I ME,
YOU
DADDY
MOMMY
HOT, COLD
TOMORROW
YESTERDAY
OLD, NEW
RELATIONSHIP
TEXTING
DOWNLOAD
PARTY:
Birthday
Halloween
Christmas
Graduation
GOING TO SCHOOL
TAKING A TEST
MEETING A STRANGER
SITUATION
CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES
CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES
CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES
CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES • CLUES
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p.4.3
CONCEPTS FOCUS ATTENTION
“There is no objective reality!
In order for the
brain not to be overwhelmed by the constant
deluge of sensory input, some sort of filtering
system must enable us to pay attention to
what our bodymind deems the most important
pieces of information and to ignore the
others…”
Candace Pert, Molecules of Emotion, 1997
SURROUNDED BY POSSIBILITY
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Kindergarten
Farm
Flowers
Seashells
Light
Night sky
Seasons
Land/water
• As the Earth Turns
• This is location specific.
• Have them experience
all of the above
standards in relation to
where they live, and
what occurs in that
environment as the
seasons change
© 2009 Susan Kovalik
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EVERYTHING WE DO MATTERS
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Third Grade
Plants
How animals change
Matter
Forces
Machines
Energy
Changes in Earth
Sun, Moon, Planets
• Welcome to My Habitat
A study of the specific
location where they live
divided by native plants and
animals.
The building of buildings,
including houses and
schools, using machines,
energy, and the effect of
the climate on
construction.
© 2009 Susan Kovalik
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PROTECTING YOUR ENVIRONMENT
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Fifth Grade
Compare Living Things
Ecology
Reproduction
Matter
Forms of energy
Climate
Astronomy
Changing Earth
• FROM HERE TO THERE
• The flora and fauna of
your location as
compared to one
completely opposite.
• How nature’s energy,
human energy, machine
energy change the
earth in visible ways
© 2009 Susan Kovalik
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TAKING PERSONAL RESPONSIBILITY
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Sixth Grade
Function of Cells
Structure
Eco Systems/biomes
Technology
The Universe
Conservation
Body Systems
Molecules
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The Body of Knowledge
Know thyself
Know the community
Know the nation
Know the world
Expand your thinking
© 2009 Susan Kovalik
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USING WHAT WE’VE LEARNED
MENTAL
PROGRAMS
Evaluate Situation
Select
Implement
Identify Pattern
Most Appropriate Response
from Those Stored
Take Action!
USING WHAT WE’VE LEARNED
A Sequence of Steps or Actions Intended
to Achieve Some GOAL...
The Program Implementation Cycle
1. Evaluate the situation or need
(detect and identify the pattern or
patterns being dealt with).
2. Select the most appropriate program
from those stored.
3. Implement the program selected.
•WE ARE NOT BORN
INTELLIGENT ONLY WITH
A CAPACITY TO BE SO.
© 2009 Susan Kovalik
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EVERYDAY OUR
EXPERIENCES CAN:
— ENHANCE
— stifle
or diminish
our intellectual, social and/or
emotional capacity.
© 2009 Susan Kovalik
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• Learning is a result of real, observable
physiological growth in the brain that occurs
as a result of sensory input and the
processing, organizing, and pruning it
promotes.
TEACHING WITH THE BRAIN AS A GUIDE
© 2009 Susan Kovalik
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• Intelligence is
a function of
experience.
INTELLIGENCE IS THE ABILITY
TO:
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Solve problems
Produce products
See connections
Predict outcomes
Plan ahead
• Adapt to the unexpected
© 2009 Susan Kovalik
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“Predictions are the Essence
of Intelligence” Jack Hawkins, inventor
• All regions of your neocortex
are simultaneously trying to
predict what their next
experience will be.
CONCEPTUAL
UNDERSTANDING
• The more experiences you have
the more able you are to see
connections and to predict the
past, present and future.
© 2009 Susan Kovalik
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Concepts are a mental construct in
which to house knowledge
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Adaptation
Change
Ecology
Cause and Effect
Systems
Interdependence
Dependence
Relationships
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Cycles
Habitat
Form/Function
Energy
Survival
Diversity
Balance
Structure
© 2009 Susan Kovalik
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Understanding standards
requires ongoing FORMATIVE
ASSESSMENT
1. MEANINGFUL CONTENT
2. ADEQUATE TIME
3. IMMEDIATE FEEDBACK
4. MOVEMENT TO ENHANCE
5. CHOICES
6. MULTIPLE RESOURCES
7. COLLABORATION
© 2009 Susan Kovalik
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INPUT PATHWAYS
TO UNDERSTANDING
BEING THERE
IMMERSION
HANDS ON REAL THINGS
HANDS ON
REPRESENTATIONAL
• SECOND HAND
• SYMBOLIC
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OUR 20 SENSES
Sight
Hearing
Touch
Taste
Smell
Balance-Movement
Vestibular
Temperature
Pain
Eidetic Imagery
Magnetic
Infrared
Ultraviolet
Ionic
Vomernasal
Proximal
Electrical
Barometric
Geogravimetric
Proprioception
Visible Light
Vibrations in Air
Tactile Contact
Chemical Molecular
Olfactory Molecular
Kinesthetic Geotropic
Repetitious Movement
Molecular Motion
Nociception
Neuroelectrical Image Retention
Ferromagnetic Orientation
Long Electromagnetic Waves
Short Electromagnetic Waves
Airborne Ionic Charge
Pheromonic Sensing
Physical Closeness
Surface Charge
Atmospheric Pressure
Sensing Mass Differences
Our Limbs in Space
R. Rivlin and K. Gravelle, Deciphering Your Senses
2.9
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
“I have a fear in my heart.
I am still recovering from the
everlasting pain that throbs.
I still tremble when I hear a rumble or
tumble.
I fear the great quake.”
Grade 5
FAULT LINES
October 17, 1989
Santa Cruz, CA
“A monster truck thundered over the
earth leaving demolished buildings
behind.”
Grade 1
FOUR WEEKS LATER
“I heard a rumble noise outside,
But it was just kids running in the hall.
I heard my house shake, but it was just
my sister jumping.
I felt my bunk bed shake, it was my sister
too.
I think everything is an earthquake.
What should I do?”
Grade 3
PEOPLE SAY
“People say it’s over
but everyone knows it’s not.
In our consciousness the rumble
still goes on and on and you are still
afraid.”
Grade 5
© 2009 Susan Kovalik
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His thinking remained
concrete, as does all
thinking that does not
first involve lived
emotional experience.
—Greenspan, The Growth of the Mind, 1997
BEING THERE-outside
Barometric
Geogravimetric
Ionic
Ultraviolet
Infrared
Magnetic
Electrical
Proximal
Vestibular
Balance
Vomernasal
Pain
Temperature
Smell
Taste
Proprioception
Touch
Eidetic Imagery
Hearing
Sight
And the
concept is….
Adaptation
Cause and Effect
Ecology
Survival
Relationships
Systems
Change
Diversity
Dependence
Cycles
Change
© 2009 Susan Kovalik
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IMMERSION-recreating an
environment
Electrical
Proximal
Vestibular
Balance
Vomernasal
Pain
Temperature
Smell
Taste
Proprioception
Touch
Eidetic Imagery
Hearing
Sight
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
Pattern
Identification
Fishing pole
Rod and Reel
Bait
Probable catch
Locations
Fishing basket
Fresh water
Salt water
© 2009 Susan Kovalik
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Pattern
Recognition
Structure
Systems
Interior
Exterior
Relative size
Species
© 2009 Susan Kovalik
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HANDS-ON REPRESENTATIONAL
models, manipulatives
Proprioception
Touch
Hearing
Sight
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
HANDS-ON of the “real thing”
Vomernasal
Pain
Temperature
Smell
Taste
Proprioception
Touch
Eidetic Imagery
Hearing
Sight
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
Pattern
Identification
Systems:
same or different
from ours? How?
Textures
Comparative size
Structure
© 2009 Susan Kovalik
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2ND HAND – print, video, lecture
Eidetic Imagery
Hearing
Sight
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
Pattern
recognition
Identify the exterior
and characteristics
and explain their
function
Translate these
exterior characteristics
to other fish: salt
water, deep water,
river, cold water,
warm water
© 2009 Susan Kovalik
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SYMBOLIC-formulas, math,
reading, parts of speech,
Hearing
Sight
© Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 1.10
Learning is the ability to
use information in
unexpected situations
CONCEPT
Pollution
Ecology
Stewardship
Cause/Effect
THE NEXT SCIENCE
CHALLENGE IS TO
HYPOTHESIZE HOW
TO REMEDY THE
SITUATION
© 2009 Susan Kovalik
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Whatever the goal, students
must build:
COMPETENCE, CONFIDENCE
and the COURAGE to act on
what they know.
© 2009 Susan Kovalik
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Assessment Tools for teachers and
students
FORMATIVE –to inform
SUMMATIVE-mastery
Identify the goal, provide:
• Meaningful content
• Adequate time,
• Collaboration,
• Immediate feedback,
Enriched environment,
Movement to enhance
understanding,
• A being there experience
• Choices
• What do they understand
and what can they do with
it?
• Is it transferable to other
subjects, skills?
• Can they teach it to
someone else who needs to
know?
© 2009 Susan Kovalik
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Waiting at the gate….
In the Beginning….
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Why?
How Come?
Show Me
What’s That?
• WHAT IS NEXT?
2011
U.S. Innovative Education Forum
• JULY 28, 29, Redmond WA
• Sponsored by Microsoft
• Engaging students, inspiring creativity and
preparing for the future.
• Winner goes on to world wide forum in
Washington, D.C. in November
© 2009 Susan Kovalik
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CHOOSE ONE A WEEK!
• MODERN MARVELS
• NOVA
• TED
• ANIMAL PLANET, Nature
• HISTORY CHANNEL
• MYTH BUSTERS
© 2009 Susan Kovalik
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We are the only species
that creates the
environment that
creates who we
become!
—Land of Childhood
© 2009 Susan Kovalik
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Thank you
for listening.
© 2009 Susan Kovalik
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