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Strategies to Bridge the Hands-on Minds-on Gap

Feb 21, 2008 Inquiry SeriesMichelle ShaferAssistant Director,COSMOS, Bowling Green State UniversityNorthwest Ohio Center of Excellence in Science and Mathematics

Hands-On LearningReally doing science and mathematics

Experimenting first hand with physical objects

Having concrete experience BEFORE learning abstract concepts

Minds-On LearningFocusing on core concepts and critical thinking processes needed for students to create and re-create concepts and relationships in their own minds

Building a Bridge

How do you know when there is a gap between Hands-on and

Minds-on?

1. Students are not engaged mentally in a hands-on task

2. Students are not gaining new conceptual knowledge through a hands-on experience

3. Students are not able to apply a hands-on experience to new situations and/or contexts

Motivation

Thinking

Effective learners can:• link new information with prior

knowledge• engage in process and content

simultaneously• employ cognitive and

metacognitive strategies• resolve disequilibrium through

inquiry and experimentation

Most learners

need help with

these processes

Research Says…

Getting the Minds Focused and Reflective!!

Cyclic, flexible, scientific and mathematical thinking is the goal!

Strategies should be ongoing, dynamic, and adaptive, and ultimately focused on

fading support and transfer of responsibility

so that students take responsibility and control of their personal learning

Begin with the END in mind

Scaffolding

Ongoing diagnosis of student levels of understandingcoupled with dynamic and adaptive forms of support.

Getting the Minds Turned On and Tuned In!!

Strategies to Bridge the Hands-on, Minds-on Gap: Practical Ways to Support Students’ Thinking Before, During, and After Hands-on Activities

Before Hands-on Dur ing Hands-on Af ter Hands-on 5-E Phase‡ Engage Explore Explain

Minds-on Targets

• Research misconceptions and identify stumbling points

• Pre-assess to elicit what students already understand or misunderstand

• Ask the students to think about a problem and how they would go about investigating or solving it

• Motivate, motivate, motivate!!

Reflection IN Action: Thinking on your feet

• Make learning meaningful with student designed experiences with materials, ideas, and other people

• Give students ample time for exploring, executing, discussing, representing, trying new ideas, failing & trying again

Reflection ON Action: Retrospective thinking

• Take learni ng to a deep level through reviewing, replaying, evaluating, or judging

• Give students ample, organized time for reflection and sense-making

• Give yourself ample time for lesson closure

Mind s-on Gui ding

Qu esti ons

o Tell me about your ideas for solving this problem.

o What made you decide to solve it this way?

o How much time do you think you will need?

o What materials will you need? o What do you think will happen? o How can I help you? o

o What happened? o I wonder why that happened. Any

ideas? o Do you need to change your plan? o What might you do next? o What would you tell others about

what you learned? o Show me your data. What would you

tell others about what this data means?

o

o What is your reasoning? o How do you know that? o W hat are the facts to support your

ideas? o Where is the evidence? o What if we changed…? o How is this problem different

from/similar to…? o Is there another way to do this? o What is key to solving this problem? o

Minds-on Tools

o Assessment Probes Vol 1 ISBN: 9780873552554 Vol 2 ISBN: 9780873552738

o Driver et al ISBN: 0415097657 o Quick Write Type 1 o

o Leveled Inquiry Organizers o Inquiry Wheel o 10 and 2, Stop and Share o Data Dashboard o

o Whiteboarding o Frayer Models o Quick Write Type 2 o Learning Logs o

Minds-On Targets

Building a Bridge Hands-On LearningReally doing science and mathematics

Experimenting first hand with physical objects

Having concrete experience BEFORE learning abstract concepts

Minds-On LearningFocusing on core concepts and critical thinking processes needed for students to create and re-create concepts and relationships in their own minds

Getting the Minds Turned On and Tuned In!!

Before Hands-On•Pre-assess Students•Motivate Students•Use High Quality Curricular Materials

During Hands-on•Reflection IN Action•Meaningful Learning•Time for Trying

After Hands-On•Reflection OF Action•Time for Sense-making•Time for Closure

Pre-assess Students

Many ways to pre-assess• Preassess student content knowledge, basing assessment on

misconception research (Uncovering Student Thinking in Science)

• Preassess student learning modality• Preassess student process skills necessary for

experiment/lab/experience

Once you have the information, use it to guide your practice and to scaffold future instruction

Minds-On Tools

• Minds-on Tools ÿ Assessment Probes

ß Uncovering Student Thinking in Science ß Vol 1 ISBN: 9780873552554 ß Vol 2 ISBN: 9780873552738

ÿ Misconception Research ß Driver et al ISBN: 0415097657

ÿ Quick Write Type 1 ß www.collinseducationassociates.com

ÿ Preassess student learning modality ß http://www.ldrc.ca/projects/miinventory/miinventory.php

ÿ Preassess student process skills necessary for experiment/lab/experience ß http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/00000

19b/80/33/96/72.pdf

Before Hands-On•Pre-assess Students•Motivate Students•Use High Quality Curricular Materials

Minds-On Tools

Minds-on ToolsLeveled Inquiry OrganizersLeveled Problem Solving OrganizersInquiry Wheel10 and 2, Stop and ShareData Dashboard

During Hands-on•Reflection IN Action•Meaningful Learning•Time for Trying

Minds-On Tools

• Minds-on Tools ÿ Quick Write Type 2 ÿ Whiteboarding

http://www3.nsta.org/main/news/stories/science_scope.php?news_story_ID=51894

ÿ Gallery Walks http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php#Gallerywalk

ÿ Frayer Models http://oame.on.ca/main/files/thinklit/FrayerModel.pdf

ÿ Learning Logs http://www.learninglogs.co.uk/

After Hands-On•Reflection OF Action•Time for Sense-making•Time for Closure