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This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
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Inquiry, Literacy, and the Learning Cycle
September 9, 2010Jessica Fries-GaitherTerry Shiverdecker
Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
A – Classroom TeacherB – LibrarianC – AdministratorD – Higher EducationE - Other
Answer using the poll buttons underneath the participant window!
What best describes yourprofessional position?
What grade(s) do you teach?
A – Grades K-2B – Grades 3-5C – Grades 6-8D – Grades 9-12E - Other
Answer using the poll buttons underneath the participant window!
From where are you joining us today?
Answer using the stamping tool to the left of the whiteboard!
Inquiry, Literacy, and the Learning Cycle
Download these slides at:http://slidesha.re/learningcycle
Today’s presentersJessica Fries-GaitherEducation Resource Specialist
The Ohio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
Terry ShiverdeckerScience Content Specialist
Ohio Resource CenterOhio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
About Beyond Penguins and Polar Bears
•Online magazine•Professional and instructional resources•Science and literacy integration•Aligned to national standards•Multimedia
http://beyondpenguins.nsdl.org
Today’s Agenda• Inquiry: an overview• The Learning Cycle• Integrating science and literacy through an
inquiry-based learning cycle
What do you think about inquiry?
AGREE DISAGREE
Inquiry is asking the students a lot of questions.
Doing hands-on science is the same as doing inquiry.
Inquiry teaching is not chaotic –It is a carefully choreographed activity. Answer using the stamping tool
to the left of the whiteboard!
http://www.asdk12.org/depts/science/ESCARGotWeb/documents/MythsAboutInquiryBasedLearning.pdf
Testable questions
Question Characteristics
• encourage investigation
• examine natural phenomena
• rely on evidence-based responses
• relevant
• open-ended
257/365 Future ScientistKcolwell, Flickr
Testable questions
Question Types Meal Worm Examples
Attention-focusing What do you notice about the meal worm?
Measuring and counting How many legs does the meal worm have?
Comparison How is the adult beetle different from the meal worm? How is it alike?
Action What happens when the meal worm is moved into the light?
Problem-posing Can you find a way to illustrate the life cycle of a meal worm?
Reasoning How do insects benefit from having different life cycle stages?
Role of evidenceYou know it is inquiry if. . .
– Evidence is given priority when answering questions
– Explanations are evidence-based– Evidence is used to in logical arguments to
communicate findings
Evidence is an essential feature of inquiry!
Inquiry continuum
Inquiry and literacy“Inquiry is a multifaceted
activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations…proposing answers, explanations, and predictions; and communicating the results.”
National Science Education Standards. National Research Council, 1996
Get back to work!Robotkiss, Flickr
Let’s pause for questions from the audience….
How familiar are you with the learning cycle?
I can explain what it is to someone else.
I’ve heard or seen the term.
I have no idea!
Answer using the stamping tool to the left of the whiteboard!
The 5E Learning Cycle
http://www.ohiorc.org/pm/science/Sci_LearningCycle.aspx
Robert Karplus, 3 stage learning cycle, Science Curriculum Improvement Study (SCIS)
Roger Bybee, 5 E learning cycle model, Biological Sciences Curriculum Study (BSCS)
Additional models: 4E, 7E
Engage
• Set up motivating circumstances
• Access prior knowledge• Capture attention,
stimulate thinking• Instill a “need to know”
Explore
• Active involvement with science content
• Ask and investigate questions– Manipulate materials– Make observations– Keep records
• Science process standards
Explain
• Uncovering content– Guiding questions– Preconceptions
scientifically accurate conceptions
• Expertise emerging– Debriefing– Discussion– Reading & reflective
writing
Expand
• Deepen understanding– Real-world application– Unique situations– Identify new questions for
additional investigation
• Connect, apply, evaluate
Assess
• Ongoing• Embedded• Varied• Informs teacher and
students
• Learning within units• Flexibility• connecting content• building process skills
• making real-world connections
• supports interdisciplinary learning
• works well with students with diverse abilities
Doing ScienceRuthieki, Flickr
5Es in the Classroom
Let’s pause for questions from the audience….
Where do you see the potential for literacy integration?
Answer using the stamping tool to the left of the whiteboard!
– Connect text to hands-on experiences
– Use academic vocabulary– Authentic context– Focus on informational text– Teach literacy skills
Why integrate science and literacy?
Research shows that integrating science and literacy improves student achievement in both
areas!
Integration through the learning cycle
• Reading multigenre nonfiction text
• Writing in science notebooks• Participating in scientific
conversations
DSC_3761 Alexandratx, Flickr
Text in an inquiry learning cycle
Engage•Generate interest•Build or activate prior knowledge•Spark questions
•Narrative expository•Journal•Biography
Explore•Guide students in designing investigations•Classify organisms
•How-To•Field Guides
Text in an inquiry learning cycle
Explain•Develop understandings gained in inquiry•Mentor texts for representing data and communicating results
•Reference•Explanation
Expand•Generate new questions•Apply knowledge to real world situations•Connect knowledge
All genres
Science notebooks
Seven essential components:
•Question, problem, purpose•Prediction•Plan•Observations, Data, Charts, Graphs, Drawings, and Illustrations•Claims and Evidence•Conclusions•Reflection – Next Steps and New Questions
Scientific Discourse
What is scientific discourse?• Facilitates the use of scientific language• Present an evidence-based argument• Consider alternative explanations• Ask clarifying questions• Challenge evidence-based claims• Active listening
Scientific Discourse
How do I promote it in my classroom?• Modeling and teacher think-alouds• Sentence starters/prompts• Questioning prompts• Adequate time• Formative assessment and feedback loop
Like all skills, learning to communicate scientifically takes time to develop. Be patient and scaffold for success!
For More Information
The Learning Cyclehttp://www.ohiorc.org/pm/science/Sci_LearningCycle.aspx
Productive Questionshttp://www.maisk-6scienceinquiry.org/questions.htm
Klentschy, Michael. Using Science Notebooks in Elementary Classrooms. Arlington, VA: NSTA Press, 2008.
Coming Soon!
Thursday, October 14, 2010: Beaks and Biomes: Integrating Science and Literacy
This life science unit uses scientific inquiry, literacy instruction, and a multigenre text set to examine adaptations, migration, and ecosystems. Leave with a unit framework you can directly incorporate into your classroom!
Presenters: Jessica Fries-Gaither and Terry Shiverdecker
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
Thank you!
Jessica Fries-Gaither: [email protected]
Terry Shiverdecker: [email protected]
Today’s slides available at: http://slidesha.re/learningcycle
Archived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars