effective questioning and talk moves - leon county schools · 2018-11-15 · learning cycle session...
TRANSCRIPT
with Effective Questioning and Talk Moves
Using the Learning
Cycle
Session 1
The Learning• Invitation– the hook
• Exploration- engage misconceptions
• Concept Invention- what does the data tell me?
• Application- how do I know what I know
• Reflection (metacognition)- learning about learning, thinking about your thinking
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Cycle
What is CER?A framework for engaging
students in constructing explanations in
science.
• Claim – the answer to the question
• Evidence – data to support the claim
• Reasoning – a justification with science principals that connects the evidence to the claim.
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"Science" is investigating and explaining how the world works.
CER is a method of developing scientific thinkers by using this process.
CER Benefits• Engages students in authentic
science practices and discussions
• Develops problem-solving, reasoning, and communication skills
• Contributes to students’ meaningful learning of science concepts and how science is done
• Can be done throughout the learning cycle, during explorations, discussions and in writing.
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CER in action
Model Airplanes
Learning about making observations and models
Introduces students to
CER model
Easy way to demonstrate
how to record data.
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Cross Cutting concepts
• Patterns
• Cause and effect
• Scale/proportion/quantity
• Systems
• Energy
• Structure and function
• Stability and change
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Talk Moves during whole group instruction
* So let me see if I’ve got your thinking right. You’re saying ____________?
* Can you repeat what he just said in your own words?
* Do you agree or disagree and why?
* Would someone like to add to that?
* How do you know that?
* Do you have evidence to support that? or What evidence helped you?
* Why do you think that? or Say more about that.
* Take your time – we’ll wait.
*Is there anything in the text that made you think that?
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Talk Moves during small groups
* How does that help us answer our question(s)?
* What patterns are you noticing in your evidence?
* What are you finding?
* What claim can you make based on the evidence?
* Is there a different claim that explains better?
*Does it always work that way?
* Given your results, what do you predict will happen next?
* What does that remind you of?
* What surprised you?
*What do you wonder?
Use these instead of “How is it going?”, “What are you doing?”.11/13/2018 8
Role of the teacher• Monitor student thinking and support
their sense-making.
• Listen to each students’ contributions.
• These strategies are a scaffolding approach with the teacher’s role gradually fading until the students can answer with a reason for their thinking or “why” without being prompted.
“Because I saw …… I think….”11/13/2018 9
Independent *all student
Gradual release*mostly student
Guide*mostly teacher
Model*all teacher
Benefits to Group Work
• Allows teacher to monitor thinking
• Allows for the more timid students to share more
• Effective for ELL students
• Allows them to practice using and hearing science language with peers
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Science TrainingLearn how to implement Claims, Evidence, and
Reasoning using the HMH Curriculum.
December 3rd
3:30 – 4:45 in room 16-207Training by: Nicole Blanco, Marcy Grauer, Susan Vinson
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