Pre-reading Activities/Schema Theory

Comments from Dr.Schwarz about pre-reading activities:

One way in which I can determine what knowledge my students

do have about this is to initiate a class brainstorming or

discussion session at the start of the lesson. I can ask

direct questions about the process. This will allow me to

ascertain what the students do or do not know.

This would be the time to provide imagery in advance of the

video. Think: KWL chart.

http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2k

wl.htm

Once we have started a discussion, I can then show the class

a video of the cell division process, and point out the

various important aspects of the process as it occurs.

Great, now spiral back and combine this with some of the

strategies that we looked at last week. Which ones do you

think would work best for you in your biology classes?

You identified "words"ESL students bring with them valuable

ways of knowing and examples from their education abroad that

can enrich your classroom. Here is an example

(http://faculty.rcoe.appstate.edu/koppenhaverd/s07/3030/notes

/beth.pdf) of how one teacher builds schema for ESL students.

Observations of a teacher w. 30+ yrs exp by Dori Blake

-"never turn my back on a class, especially if it is 30 or

more students"

-Every Friday, Mr. S puts on the projector 'real life'

problems. He then allows the students time, while he takes

roll and checks if homework has been done, to work

independently and quietly amongst each other to solve the

problem. Once they have completed the problems to the best

of their ability, he goes over them in class - as a group.

He constantly challenges them with questions like "where did

you get that", "what concept is that", "how do you come to

this", etc.

-Another way I think he illustrates his push for students to

take ownership is how he grades.....classwork and homework

count for 80% of the grade in his class. He constantly tells

the class that testing alone does not "get it done", that the

understanding and ability to transfer their knowledge is the

ultimate goal.

Wikis and other accommodations

-Wikis are a good tool for collaboration for experiments.

-Record lecture for students who need to hear it again.

Science Fair- Accommodations for ESL students

Science Fair projects or projects of any kind:

** Must make accommodations for ESL students **

-Introduce visually dynamic literature before you start a new

unit.

-Find simple tactile projects that build a framework before

the start of a unit.

-Set the student up with pre-selected internet sites that

bring the concept alive and offer reference points.

-Need to be a range of possible projects that do not involve

extensive/costly materials.

-Have students work in groups if parents can't be involved.

** Also need to engage the parents of ESL students **

-Send home letter in the "home language" explaining the

project, what they're expected to do, and invite them to the

science fair.

Simulation software before lab

Brenna Pancza's thoughts on using simulation software in

science:

I was a poor science student, and on the rare occasion when

the teacher would assign an in-class experiment, I was

usually so focused on not making a mistake or mess that I

really did not gain much knowledge from these experiments.

Had I been exposed to simulation software as an introduction

or practice to some of these types of experiments. I can only

presume that my experience would have been enhance because I

would have already had a basic understanding of what was

going to happen.

My thoughts:

Provide simulation before lab. Learning environment- it's ok

to make mistakes or be messy as long as you're learning,

participating, making an effort.

Four components of effective teaching, no matter what the content area

1. Construction. Students "construct" meaning idiocyncratically by connecting new learning to current mental schema to create new understandings. For this reason, students need to be active learners rather than passive receivers of what the teacher has already "constructed" through his or her own idiocyncratic learning process. The old transmission model of learning has been discredited by what we now know about the psychology of learning. Although telling students about new learning is important, what students learn from telling is never exactly what the teacher believes she has taught, and sometimes it is very different, indeed. That's the reason why students have to be given learning opportunities in which they develop their own understanding through practice and application and then test it against that of others and the real world.

2. Occupation. To truly understand new learning, students need to "occupy" the discipline. For example, in English students can learn what it's like to "walk in someone else's shoes" when they read literature; in social studies they can project themselves imaginatively into the events and lives of the people of the past; in mathematics, they can choose methods for applying concepts and skills to solving real world problems; in science they can read about scientists and "do science" themselves in a lab or classroom; in foreign language they can play out real world scenarios in the classroom, or, better yet, in conversations with native speakers through Skype, emails, or in person.

3. Negotiation. In order to take charge of their own learning, students need to have some control over its content and the direction it takes. They need to exercise judgment, make decisions, and come to understand their strengths and weaknesses as learners. This requires that they make some choices, to at times be in an executive position. These opportunities can be provided within a framework designed by the teacher. It is not the same as a union negotiating a contract with management. When we "construct" meaning, we "negotiate" it within different social contexts in which we are active participants.

4. Conversation. Conversation among students and the teacher builds understanding as different perspectives are considered and in the process students shape and refine their mental constructs. Q&A is useful, but it is not conversation, nor is it "discussion." Authentic conversation involves students listening to each other and responding in light of what has already been said; it is not a two-channel, teacher-student dialogue in which the student tries to read the teacher's mind. There are some good conversations taking place in the current module. Consider how this can be the norm in your own classroom, even with young people who are not initially very skilled at the give-and-take of sharing ideas.

in addition to textbooks

Thoughts from Dr. Eileen Erwin:

I think textbooks should always be supplemented with outside sources, especially in History class. Students should examine original documents, read newspaper accounts, view footage from discovery streaming, read ficition and non-fiction...there are so many rich resources that would make learning far more interesting than reading a textbook account of an event. Your discussion response also points to how well we can "trust" information...we need to always ask, "what is left out?" and "whose perspective is this?"