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How Science and LiteracyCan Work Together to Increase Student Learning
International Reading Association Conference
Billings, MontanaOctober 19, 2007
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What do you hope to take away from this session?
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Presentation Purpose
To demonstrate the value of research based, collaborative cross-content curriculum design, implementation, and professional development.
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Jefferson County Public SchoolsGolden, Colorado
Enrollment: 84,790 Schools:
elementary schools 94 middle schools 20 high schools 17 option schools 9 charter schools 12
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Background: Action ResearchJeffco Overlap Project
Began project with two schools Year Two: Worked with grade level teams
at additional schools Year Three: Schoolwide implementation Year Four: Schoolwide Implementation Year Five: Schoolwide Implementation
with Administrator training
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Project Objectives
To narrow achievement gaps.
To deepen our understanding of the benefits of overlapping science/literacy curricula, utilizing technology tools and resources where appropriate.
To learn how overlap is best implemented.
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Components of the Model Thinking skills/Process skills Purposeful, intentional planning for
overlap instruction aligned to standards Reading, writing, speaking, listening Technology Science
Focus on big ideas Collaborative learning through
professional learning communities Integrity of the discipline
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What is overlap?
Deepening learning
Connecting thinking and learning
Maintaining integrity
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Why Overlap?
Prompted by: Instructional day challenges (time efficiency) Improve Student Achievement
Minority students English Language Learners (ELL) Boys
National data around increased student achievement with overlap
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National Data
El Centro School District - Michael Klentschy, Superintendent
Fresno, California – Sandra Carsten and Jerry Valadez
Broward County, Florida - Nancy Romance and Michael Vitale
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Student Achievement – Imperial County, CAStanford Achievement Test: Science ScoresSorted by years in the program
Years Grade 4 Grade 6CUM 0 21 27
n=137 n=174
1 32 32 n=150 n=121
2 38 42n=141 n=132
3 47 50n=111 n=107
4 53 64n=91 n=104
Klentschy 2006
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Student Achievement – Imperial County, CAStanford Achievement Test: Reading ScoresGrade 4 sorted by years in the programYears LEP EOCUM = 33 0 21 30
1 22 39
2 39 51
3 34 57
4 49 64
Klentschy 2006
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Student Achievement – Imperial County, CAStanford Achievement Test: Reading ScoresGrade 6 sorted by years in the programYears LEP EOCUM = 33 0 23 38
1 28 42
2 34 46
3 35 56
4 51 69
Klentschy 2006
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Science/Literacy Connections, Imperial County, CADistrict Writing ProficiencyGrade 6, Spring 1999 Cumulative Pass 64% n=636
% Pass n 0 23% 174
1 68% 119
2 71% 132
3 90% 107
4 89% 104
Klentschy 2006
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
12.00%
14.00%
2000 2001 2002 2003 2004Imperial County
California
UC Eligibility Rate for Underrepresented Students
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Science Notebook Components Focus question/problem/purpose Prediction Planning General Plan Operational Plan Data Collection (becomes source for
evidence) Claims (logical conclusions) and evidence Conclusion Reflection Feedback
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Significant Implementation Correlations – Science Notebooks
Reading Writing Math
Notebooks have student reflections to teacher-generated questions
X X X
Notebooks have students’ own reflections
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Notebooks have notes and diagrams from kit-based or other science activity
X X X
Notebook has measurements X X X
Notebooks have a table of contents
X X X
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Thinking skills across two disciplines
Application to a 3rd Grade Classroom
Studying Life Cycles
What does the overlapping of science, literacy, and technology look like in the classroom?
Draw caterpillar
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Engage Phase of Lesson
The Very Hungry Caterpillar
by Eric Carle
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Explore/Explain Phase of Lesson Observe your caterpillars, making notes
to hold your thinking. What do you notice? What are you wondering? What surprises you? What confirms something you
already know?
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Examine your descriptive words
Muscle words Wimpy words
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Linking to technology
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Turn and Talk
Brainstorm a list of thinking skills you utilized in order to complete the tasks.
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Comprehension Strategies Inferring Questioning Visualizing Connecting Schema Determining Importance Summarizing Synthesizing Clarifying Predicting
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Other thinking skills
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Literacy Block
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Teacher Reflection
Time will always be crunched and by teaching kids how to interweave their learning, we are teaching them how to save time and deepen their learning at the same time.
-Peggy and Megan, 2006
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Teacher Reflection
Children need to learn how to ask questions by themselves, and then they need to know how to answer the questions.”
-Peggy and Megan, 2006
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Overlap needs to be…
Purposeful…
and
… Intentional
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Explore/Explain Phase of Lesson
Use the books on your tables as “mentor texts” as well as sources of information. What questions are answered by the texts? What new questions arise? What is the author’s style of writing, and how do
word choices, organization, text layout contribute to that style?
What is the author’s purpose? Who is the author’s intended audience?
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Explore/Explain Phase of Lesson
Write about your observation of the caterpillar.
You may wish to emulate the style of a text you have read during today’s lesson.
Share your writing with a partner.
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Debriefing the Process
How did these experiences scaffold and/or elevate your ability and enthusiasm to write?
How did you choose to organize information?
How do you view the relationship between language and writing, and thinking skills?
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“We don’t write to display understanding, but to acquire understanding.
Writing teaches.
That simple fact explains why students need as much writing in the content areas as possible.
The process of composing their thoughts moves students away from the muddle of isolated facts toward the order of integrated knowledge.
That’s usually called understanding.”Carl Luty, NEA Today, 11/83
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Deepening Student Learning
What impact did the texts have on either your writing or your learning about caterpillars and life cycles?
What thinking skills did you use?
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Comprehension Strategies Inferring Questioning Visualizing Connecting Schema Determining Importance Summarizing Synthesizing Clarifying
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Teacher Reflection
It takes more time to teach how to think than just the facts.
-Peggy and Megan, 2006
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Elaborate Phase of Lesson
Electronic life cycle (Pixie) Kidspiration Model Model of a life cycle
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chrysalis
caterpillar
Eggs
butterfly
Butterfly Life Cycle
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Evaluation Phase of Lesson
Look at the model to explain and describe a life cycle. Talk Write
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Structuring Science Talk
Scientists’ Meetings
“Making Meaning Conferences”(teacher facilitates to probe understanding)
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One engages in science-related reading and
writing as one does science. To put it
differently, it is in the doing of science not just
in reading about it, that students learn to
master the concepts that will enable them to
better understand both the reading and writing
of expository and procedural text . To teach
science reading and writing and talk about it
without hands-on work makes as much sense as
learning to play the piano on a paper keyboard. Wendy Saul
Science workshop 2002
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Reflecting on the learning
Red – One thing you may stop doing.
Yellow- One thing you’re curious about.
Green – One thing you will try when you return to school.
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Contact us
Sharon Jeffrey [email protected]
Nita Kulesa [email protected]
Terrie Richardson [email protected]
Donnie Seibel [email protected]
Sources Instrumental to Our Work
Michael Klentschy, Valle Imperial Project in Science – California
STEP uP in Colorado Springs, Colorado (Science Teacher Enhancement Project-unifying the Pikes Peak Region)
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