The Science of Teaching

1. The Science of Teaching Researched Based Instructional Strategies (Teaching requires heart and is both an art and a science)

3. Science …. • is a set of process skills to solve problems • is life-long learning • Begins with questions and creates more questions • depends upon working collaboratively • is the use of documented research • is persistence to tasks • allows for “trial and error” learning • is active student engagement

4. The average student talks 35 seconds a day. The student who is talking is growing dendrites.

5. A Sobering Reality The children of the twenty-first century are and will endure a society characterized by drastic change. As educators we can provide students with the processes that prepare children for the challenges of living in a fast-changing society. Their lives, more than ours, will be affected by domestic and international politics, economic flux, technological developments, demographic shifts, and the stress of social change. The only prediction that can be made with certainty is that the world of the future will be characterized by greater change.

6. What do all of the following problems have in common? • Cancer • High dropout rate • Drug addiction • Violence among youth • War • Infant mortality • Joblessness • Mineral depletion • Energy crisis

7. You will touch the lives of people thathold the cure for cancer, poverty, hunger.You will touch the lives of future Nobel Prize Winners,teachers, innovators, leaders.Your mission is to motivate them and provide them withthat initial spark that will set the wheels in motion.Your job is not to simply teach information, provide a service, or manage behaviors.Your job is to inspire.Your job is to create a chain reaction.Your job is to cause and effect.Like a pebble dropping into the pool of still water,you can create a ripple of infinite possibilities.This is your legacy.(anonymous)

8. Attributes of a Future Ready Graduate for the 21st Century Scientifically Literate Science Savvy Strong Team Contributor Effective Problem Solver Critical Thinker Finance Literate Citizen Literate Consumer of Media Health Focus and Life-long Learner Curious Researcher Capable Technology User Creative/Innovative Thinker Proficient Reader Effective Communicator Self-directed Responsible Worker Skilled Mathematician Relationship Builder Knowledgeable Global Citizen

9. National Science Education Standards: A Definition of Scientific Literacy Scientific literacy" is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. People who are scientifically literate can ask for, find, predict, or determine answers to questions about everyday experiences. They are able to describe and explain orally and in writing.

10. An Object Lesson

11. Taking A Close Look at Your Students What do you see?

12. Valuing • Students • Yourself • The Teaching Profession

13. Faces of the Future-You Hold in Your Hands

14. Valuing the Student “Greatness is the rightful destiny of every person. Yet, most of our society never experiences this extraordinary level of achievement. It is ironic that the climate for excellence is available, but many do not recognize the opportunities that are bountiful in life…Great men and women know the secret of greatness, for it is universal. Sincere effort, a humble heart, and the desire to improve others, can raise the station of an ordinary individual to one of extraordinary achievement.” Eunice Dudley, Co-Founder of Dudley Products Losing sight of this focus will virtually guarantee the failure of a host of students. When young people are provided with “great” teachers and training they are destined for GREATNESS.

15. Our awesome task if fully accepted is... UNLOCKING HUMAN POTENTIAL We do so by providing effective classroom instruction based upon strong knowledge skills and preparing students to excel, persist, articulate and communicate ideas.

16. Powerful Quotes on Education Goethe “Treat people (students) as if they were what they ought to be, and you’ll help them to become what they are capable of becoming” Confucius “What I hear, I forget What I see, I remember. What I do, I understand.” Aristotle One must learn by doing the thing, for though you think you know it, you have no certainty until you try. Marva Collins “Don't try to fix the students; fix ourselves first. The good teacher makes the poor student good, and the good student superior. When our students fail, we as teachers, too, have failed. If students are not learning the way we teach--- we must teach the way they learn.” Ropo Oguntimehin: “Education is a companion, which no misfortune can decrease, no torture depress, no crime destroy, no enemy alienate, no depotism enslave; at home a friend, abroad an introduction, in solitude a solace, in society an ornament. It chastens vice, guides virtue, and gives grace and government to genius. Education may cost financial sacrifice and mental pain, but in both money and life values, it will repay every cost one hundred fold.”“ Gary Stager My prescription for effective classroom instruction is to make classrooms more social, teaching more engaging, and the curriculum more relevant Baba Dioum In the end, students will conserve only what they love, they will love only what they understand, they will understand only what they have investigated. Sharon Janulaw Education is what you have left after you have forgotten what you memorized.

17. An Ideal Classroom Your administrator observes your class. You have been told she will be staying 5-10 minutes but has now been in your room nearly 40 minutes. The class was enthralling. Sounds like… Looks like… Feels like..

18. Valuing Petree’s Researched-based Initiatives Gallery Walk • Make a list of the important teacher/student strategies/insights you have gained from your favorite initiative and indicate your level of Implementation on a scale of 1-10 on a sticky note and post. • Direct Instruction • Structured Teacher Planning Time • Positive Behavior Support • Collaboration Self-Reflection

19. Science as a Model for Teaching and Learning • Seeks to organize a body of facts • Engages many in the endeavor • Poses questions and ends with more questions • Devises procedures and gathers information/data to answer the questions • Uses prior knowledge to construct new knowledge • Recordsand communicates findings • Provides models and explanations (products/artifacts)

20. Science as a Verb is Inquiry • Active relationship between students, teachers, and the science process • Engages students in the work of science, encourages questions, and supports their desire to investigate phenomena. • Student engagement is grappling with current issues of interest to children, encourages questions and solution to those questions---Outcome: better citizens, self-confident, and competent

21. Comparing Inquiry-based Classrooms to Traditional Classrooms . Constructivism Behaviorism Active Passive Increased Responsibility Decreased Responsibility Problem solver Direction follower Process oriented Product oriented Guide/facilitator Director/ transmitter

22. The Constructivist Approach to Classroom Instruction Students construct meaning by calling on prior knowledge, then building on it. Teachers provide learning opportunities that result in scaffolding inquiry: What do we know about…..? What do we want to learn…..? Long-term knowledge is constructed as the : active learner engages in hands-on activities social learner interacts with peers creative learner verifies knowledge through ideas and through various art forms

23. The Science of Learning: Trial and Error There is room in life for mistakes and growth most often takes place as a result of them. Our greatest glory is not in never falling but in rising every time we fall."Confucius There is no failure except in no longer trying." Elbert Hubbard American Writer

24. “Trial and Error” as a Learning Strategy Failures can be invaluable learning experiences as they may mark the beginning of successful endeavors. "Only those who dare to fail greatly can achieve greatly." Robert F. Kennedy “Failure is simply the opportunity to begin again more intelligently”.~Henry Ford (Handout 1-Successful Failures)

25. Lesson Planning-Meeting the Learning Style Needs of Students • Be creative Like an artist-Be Creative and Flexible. With the number of activities planned you may adjust the order as dictated by questions from students or time constraints. • Make quality lessons that are multi-sensory • Make lessons social: Cooperative learning • Hold yourself and students to levels of high expectation

26. To be, or not to be: The Sage on the Stage Students as problem solvers creates critical thinkers providing higher order cognitive outcomes than cannot be achieved with direct instruction.

28. Teaching Differently Means of Assessing Differently Create student researchers by using alternate assessments • Journaling • Mapping • Conducting interviews • Photographic journal-Documentaries • Storytelling • Audio taping • Artwork

29. Teacher Centered Learner Centered Learner Centered Classrooms Where are you on the continuum? ?

30. Valuing the Student through Effective Planning Rigor is teaching aligned to the SCOS in an environment where each student is supported and expected to demonstrate learning at high levels.

31. Lesson Alignment – congruence or match between curriculum, instruction, and assessment Curriculum (what is written) Student Achievement Assessment (what is tested) Instruction (what is taught)

32. Making the Focus of the Observation Clearer: Student achievement in connection with the lesson plan(Again there must be an alignment between the three) Student Achievement Objective (the skill from the NCSCOS) Student Active Participation (what the students are doing to answer the EQ) Essential Question (the focus for the lesson and what students should learn)

33. Classroom Focus • the SCOS objective • the essential question(s) (EQ) • the student active participation There must be an alignment between the three!

34. Students become the experts. Students construct their own knowledge through the science process skills rather than lecture being the primary mode of instruction. Students work in collaborative pairs or groups. Students design and conduct authentic investigations Students gain life-long familiarity with content. TheChange of Focus and Advantages of Inquiry-based Instruction

35. Pyramid of Learning 10% ? of what we READ of what we HEAR of what we SEE of what we both SEE/HEAR of what we DISCUSS w/others of what we EXPERIENCE personally of what we teach to others 20% ? 30% ? 50% ? 70% ? 80% ? 90-95% ?

36. The Science of Learning … The Retention, Application, and Transfer of Knowledge and Skills Learning Activities Our Involvement Level We Tend To Learn 10% of what we read Verbal Receiving Reading 20% of what we hear Hearing Words 30% of what we see Visual Receiving Looking at Pictures Passive Watching a Movie 50% of what we hear and see Looking at an Exhibit Watching a Demonstration Seeing it Done on Location 70% of what we say Receiving and Participating Participating in Discussion Giving a Talk 90% of what we both say and do Doing a Dramatic Presentation Doing Active Simulating the Real Experience Doing the Real Thing Learning Concepts, 10/2005

37. Active Learning Active Learning • Student-centered • Student choice or influence • Students must analyze, evaluate, and/or create • Teacher as facilitator • Rubrics used for formative and summative assessment

38. Inquiry-based=Active Learning

39. Vocabulary Acquisition EQ: How do you provide depth to vocabulary acquisition?

40. Each Content Area is a Second Language • Mastery of a single content area requires the acquisition of many new terms. • The greatest stumbling block for students is the vocabulary.

41. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one our most lukized snezlaus in the future because of our zionter lescelidge. • What is traxoline? • Where is traxoline montilled? • What process is used to manufacture traxoline? • Why is it so important to learn about traxoline?

42. Increasing Student Vocabulary (Acrostic Poems) Acrostic poems are formed using the letters of the term you wish to manipulate. “Brain” Billions of nerve cells Rapid recall of facts Anterior portion controls involuntary functions Interprets impulses Neurons Transmit messages

43. Your Turn with Acrostics Brain Blood is supplied to bring oxygen Records memories Always working Imagining plans Neurons send impulses that tell the body what to do • ratio • poem • Cells • Weather

44. Other Vocabulary Strategies • Acrostics • Vocabulary cubes • KIM Method • Concept Maps • Venn Diagrams • Frayer Diagram • Concept Definition Map • Vocabulary Web • Graphic Organizers

45. Graphic Organizers-A Brain-based Strategy • Organizing what students need to know

46. Graphic Organizers “When students construct graphical representations of text, they better understand which ideas are important, how they relate, and what points are unclear.” -Jones, Pierce, Hunter “Teaching Students to Construct Graphic Representations” Educational Leadership. 46(1988)

47. The Frayer Model The Frayer Model Word

48. The Butterfly Story:A Science Life Lesson in Persistence

49. ”One day, a small opening appeared in a cocoon; a man sat and watched for the butterfly for several hours as it struggled to force its body through that little hole. Then, it seemed to stop making any progress. It appeared as if it had gotten as far as it could and it could not go any further. So the man decided to help the butterfly: he took a pair of scissors and opened the cocoon.The butterfly then emerged easily. But it had a withered body, it was tiny and with shriveled wings. The man continued to watch because he expected that, at any moment, the wings would open, enlarge and expand, become firm, and be able to support the butterfly’s body.

50. Neither happened! In fact, the butterfly spent the rest of its life crawling around with a withered body and shriveled wings. It never was able to fly. What the man, in his kindness and his goodwill did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening, through infinite wisdom was the way of forcing fluid from the body of the butterfly into its wings, so that it would be ready for flight once it achieved its freedom from the cocoon. The lesson is-- sometimes struggles are exactly what we need in life. “ If our students are allowed to go through life without challenges, it will cripple them. They may not be as strong as they could be and may NEVER be ABLE to FLY.