Transcript Chapter 3 Facilitating Learning in the Science Classroom Facilitating Learning Case to Consider: Helping Jeanne participate in class • • • • After reading the chapter 3 case, discuss these.

Chapter 3
Facilitating Learning
in the Science Classroom
Facilitating Learning
Case to Consider:
Helping Jeanne participate in class
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After reading the chapter 3 case,
discuss these questions:
What do you think Mr. Peterson
could do to help Jeanne interact
more productively with her peers?
What can the teacher do to promote
the participation of all biology
students?
Given what you know about Mr.
Peterson’s methods and beliefs,
how might he better facilitate
learning for Jeanne and her
classmates?
Facilitating Learning
How to Read This Chapter
• This chapter focuses on the role of the teacher in facilitating learning
in the science classroom. Topics include: Leadership in Teaching,
Student- centered and Teacher-centered Instruction, and Teaching for
the Beginning of the Year, and you can explore them in any order.
• A key concept of this chapter is leadership in the social processes of
the classroom.
• Inquiry activities will direct you to observe and interview an
experienced science teacher and to use web-based video vignettes to
analyze science teaching. You might find it worthwhile to develop a
classroom management/lab safety plan, and instructional plans for the
first day and early weeks of a science course.
Facilitating Learning
Invitations to Inquiry
• What role do you envision for you and for your students?
• How do teachers facilitate learning in “teacher-centered”
and “student-centered” instruction?
• What are some effective methods of facilitating laboratory
and small group work?
• How will you design a smooth-running science classroom?
• How will you ensure the safety of your students in all
facets of their science learning activities?
• How can teachers promote high-level thinking for their
science students?
Facilitating Learning
Chapter 3 Map
Facilitating Learning
Facilitation and Leadership
in the Science Classroom
• Leadership is a social influence
process whereby a teacher
works with students to achieve
learning goals.
• Our model of leadership is that
advocated by Harry and
Rosemary Wong, in their book,
The First Days of School.
• To understand this concept
more fully, you should
participate in Inquiry 3.1.
Facilitating Learning
Inquiry 3.1: Effective Teacher
Project
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This has been a popular project with
students in our program. During an
internship, or in connection with a
university course, you can interview a
teacher to find out how he or she
manages the classroom using the Wong
scheme for effective teaching attributes
(Table 3.1)
Collect “data” such as interviews,
digital pictures, sketches, samples of
student work, etc. to help answer the
leadership attribute question you are
investigating.
Prepare a presentation, accompanied
with a multimedia slide show, a web
site, or a low tech three-panel board
display.
Facilitating Learning
Effective Management Behaviors
• What do you know about the
following group management
behaviors? Turn to a peer and
identify an example of each in
the science classroom.
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With-it-Ness
Overlapping
Smoothness
Momentum
Group Focus and Individual
Accountability
Facilitating Learning
Management Plan and
Science Laboratory Activities
• Preparation
• Activity Monitoring
– Group size
– Roles
– materials
• Pre-Lab Discussion
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Goal and purpose
Expectations
Interpersonal skills
Time constraints
– Look and listen
– Note progress
– Discussions with
groups or individuals
• Post-Lab Processing
– Interpretive discussion
– Group processing
Facilitating Learning
Management Plan for Lab and
Small Group Activities
• The phases will help you
facilitate laboratory
lessons and small group
activities.
• Plan a lesson for a lab
activity that incorporates
these phases.
leads t o
P hases of a
Lab or Small
Group Activit y
P hase IV:
P ost act ivit y
P rocessing
P hase I:
P reparation
leads t o
leads t o
P hase III:
Activity
Monit oring
Facilitating Learning
start s wit h
leads t o
P hase II:
P react ivity
Discussion
A Humanistic Perspective
(1)
(2)
(3)
In practical terms of science teaching, our approach is humanistic
when we:
view our learners as individuals with distinct talents and interests to
be applied to the learning tasks;
integrate the humanities in our science instruction, including various
literary and art forms, and historical or social connections; and
use humane teaching methods that offer learners some degree of
input regarding instructional design as well as opportunity for
personal involvement in experiences that interest them.
Evaluate the strengths and limitations of this philosophy
and the degree to which it resonates with your
perspective on science teaching.
Facilitating Learning
Student-Centered Facilitation
• Dewey:
Educative Experience
• Noddings:
Ethic of Care
• Rogers
Person-centered
Attitudes
• Vygotsky
Social Constructivism
-Knowledge develops
through human interaction
-Teachers mediate learning
by helping students
understand what they
could not grasp on their
own (ZPD).
Facilitating Learning
Cooperative Learning
• Five key management
behaviors for small group
work:
– Positive Interdependence
– Individual Accountability
– Face-to-face
Communication
– Interpersonal Skills
– Processing--shown here
Giving teams time to ask, “What do we do well together in our team?”
Facilitating Learning
Facilitating High Level
Thinking Tasks
• Read the excerpt from
Peter’s class in which
there is an exchange
between Peter (the
teacher), and Jeffrey (one
of his students).
• How could high level
thinking be facilitated in
this case?
Facilitating Learning
Inquiry Activity 3.2:
Windows into Science Classrooms
• In this activity you will
analyze science teaching
via a lesson from Case
Studies in Science
Education or Teaching
High School Science.
• Summarize your results as
a written report to be
discussed with your
teaching peers (use the
questions in the Minds-On
Strategies section).
Facilitating Learning
Effective Teaching for the
Beginning of the Year
• Work with a peer and
discuss the management
procedures you are
currently using, or ones
you have seen that think
are valid and appropriate.
How do you deal with:
Students in a Russian class at
Moscow School 710.
– Room Arrangements
– Establishing Rules
– The beginning and end of
class
– Handling materials and
equipment
Facilitating Learning
Inquiry Activity 3.3: Developing a Classroom
Management and Lab Safety Plan
• Organize your thoughts
and vision of a smoothrunning science
classroom.
• To provide structure we
offer Table 3.4 as a
template to guide your
plan.
• Consider the Minds On
Strategies questions and
how you will present teach
these expectations .
Facilitating Learning
First Day Lessons--2 Models
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Using these principles, and after
reading the two models of first day
lessons, design a First Day Lesson for a
middle or high school subject of your
choice.
First Day Principles:
– Establish the teacher as the leader
of the class
– Provide opportunity for teacherstudent interaction.
– Present academic and behavioral
expectations; consequences and
reward system
– Involve the students in an
interesting activity
– Establish appropriate opening and
closing lesson routines
Facilitating Learning
Inquiry Activity 3.4:
Planning for Three Weeks
• In this activity you will make
brief plans (on a chart--Table
3.7) for three weeks of
instruction.
• If you are in an internship, you
should share these with your
mentor; if you are an in-service
or graduate course, meet with a
peer and present your plans for
feedback.
• How coherent are your plans?
After feedback, how would you
change them?
Facilitating Learning
Extra Activity:
Preparing a Science Equipment Order
• In this activity you will go
online and make an
equipment order for a
$1,000 budget for a
middle school team (of 4)
or high school science
department (of 8).
• After you brainstorm and
prioritize, visit online sites
and create a mock order.
• Did you have adequate
funding for your needs?
Facilitating Learning
Safety in the Science Classroom
• What principles would
you identify to create a
safe science learning
environment?
• What does the
Laboratory Safety
Institute contribute to
your understanding of
safety?
Facilitating Learning
Wisdom of Practice
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"How do you manage your classroom
and what is the most important piece of
advice you would give a prospective
teacher concerning classroom
management?"
Carol Myronuk (Canada) reports:
Initially, I gather and give out lab
equipment, materials and supplies, to
demonstrate an efficient distribution
system. As soon as possible, students
take responsibility for organizing lab
distribution, collection and cleaning of
equipment, recycling and disposal of
materials, and general
inventory. "Mean what you say and say
what you mean.”
What would your response be to the
question?
Facilitating Learning
Problems and Extensions
1)
2)
3)
What beliefs might support a teacher-centered
approach versus a student-centered approach?
Prepare a lesson for the first day of one of the
following classes: biology, chemistry, earth science,
physics, physical science. Discuss the “teachercentered” and/or “student-centered” aspects of the
lesson. What impression will you want to make on
your students on the first day?
What academic and behavioral expectations will you
have for your students and how will you help your
students embrace these?
Facilitating Learning