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FOSTERING CURIOSITY AND SUPPORTING DIALOGUE THAT MOVES THINKINGSCIENCE/SCIENCE & TECHNOLOGYGr 7-12

DAY 12:30 pm 4:00 pm2AGENDAMINDS ON:Community Building Stand Up, Hand Up, Pair UpLearning GoalsACTION:What is a good conversation? Think-Write-Pair-ShareViewing video clips and making a list of criteriaCONSOLIDATION:Intro to WordPress & TwitterReflection: Day 1 Blog Question

MINDS ON: Community BuildingSTAND UP, HAND UP, PAIR UP (PART 1):Walk around when the music is playingWhen you hear hands up, raise one handHigh-five someone nearby this is your partnerWith your partner, introduce yourself and discuss the following:What city do you live in?Which character from T.V., books, or movies do you think you are most like?Describe a favourite pastime or hobby

4MINDS ON: Community BuildingSTAND UP, HAND UP, PAIR UP (PART 2):Pair up with another pair this is your Group of 4Within your group, introduce yourselves and discuss the following:What is something that you are curious about?Recount a time when talking with other people helped you to learn.Do you think it is important for students to learn through talk? Discuss your ideas.

5MINDS ON: Learning GoalsBy the end of Literacy Camp, we willBegin to develop a common understanding of academic conversations in scienceFamiliarize ourselves with WordPress and Twitter as tools for promoting conversationsPlan and conduct an inquiry to spark curiosity in science and technology, andDevelop an inquiry-based or issues-based lesson that provides opportunity for academic conversation (using curriculum documents)

6ACTION:What is a Good Conversation?Individual/Pairs Brainstorm using a Think-Write-Pair-ShareWhat skills do I need as the educator to promote and foster academic conversations?What skills do students need to engage in academic conversations?

What does it look like? What does it sound like? What does it feel like?

7ACTION:What is a Good Conversation?View the following video clips and Decide whether you think they show examples of good or bad conversation skillsRevisit the chart and add/delete/revise any of the criteria for good conversation skills

8CONSOLIDATION:Intro to WordPress & Twitter (Reflection)The URL to the WordPress blog is:

http://literacycamp.wordpress.com

Click on the Literacy Camp 2012 category link on the right to view content from this year only.

The Twitter hashtag is #gainslc12Use Twitter to comment on your experiences & learnings throughout this years literacy camp

CONSOLIDATION:Day 1 Blog QuestionWhat makes a learning conversation different from a regular conversation?

How can students be assessed using conversations that we witness in the classroom?DAY 210:30 pm 12:00 pm"...[we] learn more from talking about what [we] are learning rather than just listening or copying down what the teacher has said." Leschack, 201211AGENDAMINDS ON:Four Corners DebateRevisit and Review Learning GoalsACTION:Learning Conversations in ScienceRecap from plenaryLearning Conversations during InquiriesTry it Out! An inquiry activityCONSOLIDATION:Reflection: Day 2 Blog Question

MINDS ON:Four CornersHot Topic in Science:

Coal burning and nuclear generating stations should be shut down immediately and replaced with wind and solar farms.

Choose the corner that best describes your position on this topic: Strongly Agree, Agree, Disagree, Strongly DisagreeMeet with others at your corner and share your ideas, andChoose one person to represent your corner and share with the whole group

13MINDS ON:Four Corners DebriefWhat did you (participants) notice? What did we (facilitators) notice?

How might you consider assessing the conversations?14ACTION:Learning Conversations in ScienceRecap from plenary: 5 Core Skills

Elaborate and ClarifySupport Ideas with ExamplesBuild On and/or Challenge a Partners IdeaParaphraseSynthesize Conversation Points

Science wasnt very interesting until we started talking about it. Fifth-Grade Student (Source: Academic Conversations by: Zweirs & Crawford)Review conversation practices that were presented during plenaryIntroduce Fishbowl Debates as posted on WordPress15ACTION:Learning Conversations in ScienceGroups of 3 Brainstorm: Could academic conversations be incorporated in a scientific/technological inquiry?

Then

Whole Group Develop brainstorm list

16ACTION:Learning Conversations in ScienceAcademic Conversations can play a role when students

Solve a problem or answer a tough questionDesign a lab or experimentDiscuss what they learned during a lab before they write up a labShare and compare labsExplain or teach a process or concept to other studentsApply the science learning to real life

17We have to learn to see science teaching as a social process and to bring students, at least partially, into this community of people who talk science.

(Lemke, 1990)

ACTION:Learning Conversations in ScienceInquiry-based: Groups of 3 using the materials provided, try to come up with an answer to the following question:

Problem: You and 3 friends are trying to move a piano into a room of your friends house. It has a mass of 1000lbs. Together, the four of you are capable of lifting 800lbs. Without calling for help, how could you do it?Examine the materials before you design, then proceed to test your design

19CONSOLIDATION:Reflections on Learning Conversations in ScienceWordPress Prompt:

How did academic conversations play a role during the inquiry? Did it result in a CMT (Change My Thinking) moment?

20AGENDAMINDS ON:Theory to Practice: Assessment, Conversations & Inquiry in Science/Science&TechnologyRevisit and Review Learning GoalsACTION:Learning Conversations in ScienceConversations surrounding inquiry resultsAssessing Learning Conversations in Science /Science & TechnologyCONSOLIDATION:Reflection: Day 2 Blog Question, Part 2

DAY 22:30 pm 4:00 pmListening and speaking are at the heart of student learning.-EduGAINS: listening guide22MINDS ON:Theory to Practice

How does what Joanie and Regan talked about apply to the inquiry activity we just completed?ACTION:Conversations Surrounding ResultsIn your groups, complete the table and prepare to report out to the other groups. Consider how conversations with the other group members influenced the decisions you made and the direction that the inquiry went

Inquiry ResultsMethod of SolutionObservations2425

Sample Rubric for Conversations25CONSOLIDATION:Reflections on Learning Conversations in ScienceWordPress Prompt:

Introduce Open Space on the WordPress blog.

DAY 39:00 am 10:15 pm10:30 pm 12:00 pmReading and writing float on a sea of talk ..." -Britton27AGENDA (Day 3 & 4)MINDS ON:Debrief Blog QuestionsCuriosity in Science: Spark IdeasRevisit and Review Learning GoalsACTION:Planning for Inquiry & Talk in ScienceFeedback Using MicrolabCONSOLIDATION:Post & Share Lesson PlansFinal Reflection: Day 4 Blog Question

MINDS ON: Curiosity in ScienceDebrief Blog QuestionsSpark Ideas: Choose one or more of the learning centres to explore a spark idea around an inquiry in science/technology that can also promote academic conversation in your classroom:Baggy Science (a chemical reaction in a baggy)Human CircuitAlka-Seltzer RocketsDrops of Water on PennyGrowing Plants (Gizmos Activity)

29ACTION: Designing Effective Conversation TasksAcademic conversation tasks should have the following features:require both partners to talkrequire critical and creative thinkingtake advantage of controversies and conflictrecognize and reduce ambiguityencourage thinking based on principles, laws, and approaches of disciplinebuild in opportunities for transfer of knowledge and skillsprovide choice and ownership(Source: Academic Conversations by: Zweirs & Crawford)30

ACTION:Planning for Inquiry & Talk in ScienceSelect an expectation (or cluster) from the appropriate curriculum documentIn grade groups, co-plan a three part lesson that incorporates student questions (inquiry) and learning conversationsBe sure to include learning goals and success criteriaAndWithin the lesson, highlight specific opportunities for learning conversations to take place and for those conversations to be assessedDAY 49:00 am 10:15 pm33ACTION:Planning for Inquiry & Talk in ScienceContinue working in grade groups to complete the planning

Engage in a Microlab activity to get feedback surrounding your lesson

Incorporate feedback and post final lesson to WordPress blog

ACTION:Feedback Using MicrolabPeople are lettered (A, B, and C) and review the materialEach person takes one minute to write out their answer to the first question.Person A has 1 minute to speak while B and C listen silently (you must use the whole minute if you end early, everybody sits in silence)Person B then has 1 minute to respond and/or read their answer to the question while the others are silentRepeat for person CAllow 1 minute to debrief the questionRepeat for remaining questions (person B to start next)ACTION:Microlab Question 1Are the success criteria linked to the learning goals? Do they use observable verbs that are easily measurable?

ACTION:Microlab Question 2Does the inquiry allow for multiple entry points?

ACTION:Microlab Question 3Is there evidence of designing for learning conversations?

ACTION:Microlab Question 4In the role of a critical friend, can you suggest any modifications to the lesson that you think will improve it?

Please be sure to write down your feedback as wellCONSOLIDATION: Complete Planning, Reflect, and Share SHARE: Present your final version of the three part lesson to the group

REFLECTION: comment on where you were at the beginning and where you are now (using WordPress)40