science teaching in secondary special education - nikolaos nerantzis and katerina riviou -...
TRANSCRIPT
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Science Teaching
in Secondar
ySpecial
Education
Nikolaos NerantzisPhysicist in Special Education(Greece)
EDEN OPEN CLASSROOM 2015ODS CONFERENCETRANSFORMING SCHOOLS INTO INNOVATIVE LEARNING ORGANISATIONS
19.Sep.2015Ellinogermaniki Agogi, Athens
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https://twitter.com/UNICEFLive/status/https://twitter.com/UNICEFLive/status/642796487701696512/photo/1642796487701696512/photo/1EDUCATIO
N
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EDUCATION
https://twitter.com/UNICEFLive/status/https://twitter.com/UNICEFLive/status/642796487701696512/photo/1642796487701696512/photo/1
SECONDARY
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EDUCATION
SECONDARY
https://speduser2.wordpress.com/2014/12/26/panoramic-photos/https://speduser2.wordpress.com/2014/12/26/panoramic-photos/
12-1415-17
12-14…17+15-17…20+
>> autonomous special schools
>> inclusion classes
mild difficulties severe difficulties
SPECIAL
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A learning disability is a A learning disability is a neurological condition that neurological condition that interferes with an individual’s interferes with an individual’s ability to store, process, or ability to store, process, or produce informationproduce information..
EDUCATION
SPECIALSECONDA
RY
Learning Disabilities Definition
Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity.
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EDUCATION
SPECIALSECONDA
RY
Learning Disabilities Learning Disabilities Definition Definition
……whilst excluding other whilst excluding other causes such as causes such as incomplete schooling, incomplete schooling, cultural deprivation, cultural deprivation, mental reta- rdation, mental reta- rdation, autism spectrum disor- autism spectrum disor- der, visual impairment, der, visual impairment, hearing impairment, etc.hearing impairment, etc.
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EDUCATION
SPECIALSECONDA
RY
core scientific ideas
student‘s ideas are universal
mathematics
…& not easy to be modified*
difficulties in memoryX
(short term / working / long term)
* …“old ideas stay alive in particular contexts. Usually the best that could be achieved was a peripheral conceptual change”
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tt – – aɪaɪ – – ɡɡ – – əə – – (r)(r)
titi – – gerger
tigertiger
phonems phonems
syllablessyllables
the word as a the word as a wholewhole
tigtigerer
DyslexiaDyslexia /dɪsˈlɛksɪə//dɪsˈlɛksɪə/
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analytical thoughtlanguage
sciencelogic
mathematics
creativityintuitionmusicartholistic thought
DyslexiaDyslexia /dɪsˈlɛksɪə//dɪsˈlɛksɪə/
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EDUCATION
SPECIALSECONDA
RY
Learning Difficulties & Disabilities & typical class’ Teacher
>> Discrepancy Component
school performance general intelligence
>> Response to academic interventions
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EDUCATION
SPECIALSECONDA
RY
Learning Difficulties& typical class’ Teacher’s judgments
…91 % of the LD group, …100% of the Low IQ group, …95% of the LA group.
…can help to early, valid & reliable diagnosis…
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EDUCATION
SPECIALSECONDA
RY
Learning Difficulties& typical class’ Teacher’s judgments…Difficulties in Learning…Difficulties in School Performance
…Difficulties in Behavior
mental retardation, autism, brain damage
specific learning disorders (in writing, in reading, in arithmetic/math)
psychological, emotional, social
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EDUCATION
SPECIALSECONDA
RY
SCIENCETEACHINGdiscussunderstandcollaborate
repeatsupport
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• Inquiry Based Science Inquiry Based Science Education - Education - extend extend phase phase
http://4myfiles.wordpress.com/
SCIENCETEACHING
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• Inquiry Based Science Education - extend phase
http://4myfiles.wordpress.com/
SCIENCETEACHING
• International Educational Practices
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• Inquiry Based Science Education - extend phase
http://4myfiles.wordpress.com/
SCIENCETEACHING
• International Educational Practices• Repositories /
Connections
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• Inquiry Based Science Education - extend phase
http://4myfiles.wordpress.com/
SCIENCETEACHING
• International Educational Practices• Repositories /
Connections• Metacognition / Metamemory• Brain Networks in
Learning
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• Inquiry Based Science Education – “7E model”
SCIENCETEACHING
elicitengagement
explorationexplanationelaborationevaluationextend
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• Inquiry Based Science Education
SCIENCETEACHING
…a very important phase for
- for deep understanding of core scientific ideas, - for knowledge transfer and - the development of everyday life skills.
extend
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• Inquiry Based Science Education
SCIENCETEACHING
Shadow
extend
Shadow Economy
Shadow Puppetry
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• Inquiry Based Science Education
SCIENCETEACHING
Light
extend
Art
Planets’ (only?) Auroras
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STEMSTEM STESTEAAMM
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http://portal.opendiscoveryspace.eu/edu-object/aurora-borealis-13547
http://portal.discoverthecosmos.eu/node/107349
https://youtu.be/hC7QroiDVQw
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SCIENCETEACHING
• International Educational Practices
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Educational Practices SeriesInternational Bureau of Education
• Teaching as a purposeful means to an end• Core scientific ideas• Deep scientific understanding• Complexity of learning• Active construction of scientific knowledge• Science content and students’ interests• Expectations for learning• Students’ anxieties and conflicts
http://www.ibe.unesco.org/en/services/online-materials/publications/educational-practices.html
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• Repositories / Repositories / ConnectionsConnections
SCIENCETEACHING
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A didactic proposal to introduce the concepts of A didactic proposal to introduce the concepts of “energy flow”, “wave”, “oscillation” and “energy flow”, “wave”, “oscillation” and “disturbance”“disturbance” (Nerantzis, Bezergiannidou, Mandiliotis, 2013)
SCIENCETEACHING
3rd prize at IEP’s / PATHWAY’s on IBSE contest: “The Pathway to Inquiry Based Science Teaching” (266624/SiS-CT-2010)
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>> The scenario includes the “water cycle DC electrical circuit” & the “matter energy” analogies, energy chains, storyline, posters, ICTs…
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…scientific questions and experimental inquiries with experimental setups and 1D, 2D and 3D pendulums,
* The activities proposal can be found also on UDLnet inventory.
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On simple DC circuits (Nerantzis, 2014)
•1st prize to 2014 GoLab’s national teacher contest
SCIENCETEACHING
* The initial idea was to emphasize the dialogue of reality (experiments) and models (virtual laboratory)
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>> The scenario Includes (in the ILS) virtual lab & hands-on experiments with “low cost” materials, the use of smartphone/ tablet for initial and final wireless recording students' responses, energy chains, comics, posters… CIRCUIT’s POLYGON
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Experimental (open) inquiry with low-cost materials, on the simultaneous freefall of two different bodies bodies from the same height (Nerantzis, Mandiliotis, 2015)
SCIENCETEACHING
1st prize to 2015’s GoLab’s national teacher contest
Big Ideas of Science
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>> This, IBSE proposal, aims students with disabilities and/or special educational needs (SEN), in order to investigate whether two bodies arrive simultaneously or not at the ground, using “low-cost” materials, posters, interactive whiteboard (IWB), photo and video editing software via a GoLab’s Inquiry Learning Space (ILS).
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Environment & STEM Education from (Nerantzis, Mpezergiannidou,
Tozakidis, Mandiliotis, 2015)
SCIENCETEACHING
a highly commented entry at GreeNET’s “How to shape environmental education for young people, so that their interest in the environment sector of the economy rises?” competition
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>> As a starting point we set citizenship and we constructed a didactic proposal with three ILS (on watersheds, on waste & on wetlands) aimed at active learning, "framing" the concept of environment with the knowledge of European and Greek law.
>> We tend to provide teaching tools and good teaching practices (e.g. posters, comics, video from Educational Television, GoLab/Graasp, metamnemonic questions, outside the classroom" activities etc.) based on STEM education, while integrating principles of inquiry learning and ICTs.
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Lasers & Bubbles (Nerantzis, Mandiliotis 2014)
•Top-5 at ISE “Learning with Light” 2015 Competition
SCIENCETEACHING
* “We repeat the activities with the same five students, whom also carried out the experiments two years ago”
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Big Ideas of ScienceThe project has the following
Phases Phase I (pre-activities)
Remembering 2013’s experiments. Atoms River Stones analogy or How light …jumps! Activities at the Laboratory Center of Science - LCS (Serres) lasers, total reflection, fiber optics, Morse code, bending light with sugar, …
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Phase II (main activity)
Experimentation - playing Main activity at LCS
Phase III (post-activities) LCS’ activities (red-cyan 3D, eye doctor) Visit to “Heraclitus” science museum.
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* The activities proposal can be found also on UDLnet inventory.
Phase IV (discussion/conclusions/extend)
>>…ancient philosophers on nature of light”,
>> GoLab’s remote lab The color of the light,
>> Eye resource & “Eyes' hidden secrets”,
>> Aurora Borealis & Aurora Australis colours,
>> Light pollution, >>Newton’s mistake.
aetherairfire
waterearth
http://www.golabz.eu
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SCIENCETEACHING
• Brain Networks in Learning• Metacognition /
Metamemory
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after after 20 20 minminof sittingof sitting
20 20 minutesminutesafter a walkafter a walk
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Metacognition
elicitengagement
explorationexplanationelaborationextendevaluation
>> What I did liked in this research?>> What was difficult for me in this research?>> How did I worked?>> Am I satisfied with my performance?>> Am I satisfied with my group’s performance?
evaluation
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Metamemory
Ease of LearningJudgments of
LearningFeeling of Knowing
EOLJOLFOK
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TASK
prior
after
What do you think, is this an easy TASK ?
So, at the end, it was an easy TASK ?
elicitengagement
explorationexplanationelaborationevaluationextend
So, in the future, how difficult it would be something like this TASK ?
evaluation
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Three major brain networks involved in learning… •the recognition network
•the strategic network
•the affective network
http://live.v1.udesa.edu.ar/files/programas/NEUROCIENCIAS/Brainresearch_learning_and_emotions_Hinton.pdf
…receives sensory information from the environment and transforms it into knowledge …identifies and categorizes what we see, hear or read.…is recruited for planning and coordinating goal-oriented actions.
…is involved in emotional dimensions of learning such as interest, motivation and stress.
https://4myfiles.wordpress.com/2015/04/05/hmerida-01-apr-2015/
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recognitionnetwork
strategicnetwork
affectivenetwork
CAST
How
What
Why
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UDL Guidelin
es
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• The educational activities presented here, involve SEN students working in teams and as researchers;
SO…
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• The educational outcomes (among others) are: >> knowledge on the core scientific ideas, >> better relationships (teachers & students), >> boost of students’ self-esteem;
SO…
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•…integrated the emotion component in learning._
SO…
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• The first pillar is to remove any “obstacles” and to offer students educational activities in order
>> to facilitate their learning and >> to provide them the experiences for life necessary.
AND…
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• The second pillar has been the design of innovative educational activities…
AND…
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…a process that has been facilitated with the participation in networks, such as GoLab, ODS, ISE and UDLnet…
AND…
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…(and) the participation in teachers’ contests, face to face trainings (such as workshops and summer schools) and teachers’ exchange of resources, practices & expe-rience._
AND…
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• All the above are objectives to an effort for an inclusive education and they were developed with use of “open access scholarships and open educational resources” (UN 2014).
AND…FINALLY
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My dream is (at least!) one of my students
will go to
…and (at least!) one of my students will
stand for human life – like r.L.Gen. Romeo Dallaire
Mars
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ReferencesSlide 3: https://twitter.com/UNICEFLive/status/642796487701696512/photo/1
Slide 5: https://speduser2.wordpress.com/2014/12/26/panoramic-photos
Slide 6 & 7: http://ldaamerica.org/
Slide 8: D. Heywood, J. Parker, The Pedagogy of Physical Science, pg.12, ISBN 978-1-4020-5270-5, Springer, 2010, freepik.com,
Slide 9 & 10: freepik.com, el.wikipedia.org, www.dyslexia-goneis.gr, http://goo.gl/hjA88j, www.dyslexia-goneis.gr, www.dsm5.org, http://ldaamerica.org, https://youtu.be/3Pk2wroNrkg,
Slide 11: www.dsm.org
Slide 12: http://psycnet.apa.org/psycinfo/1997-04328-003
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Slide 20: www.pathwayuk.org.uk/what-is-ibse.html
Slide 23: visau.ly
Slide 26: http://wp.me/p3oRiZ-h9
Slide 27: https://goo.gl/mxw1vX
Slide 29: www.ibe.unesco.org/en/services/online-materials/publications/educational-practices.html
Slide 32Slide 32: : http://wp.me/p3oRiZ-1R
Slide 35Slide 35: : http://wp.me/p3oRiZ-80
Slide 37Slide 37::http://wp.me/s3oRiZ-gal
Slide 40Slide 40: : http://wp.me/p3oRiZ-fo
Slide 45Slide 45: : http://wp.me/p3oRiZ-h9
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Slide 46: http://wp.me/p3oRiZ-hu
Slide 48: www.grouporigin.com/clients/qatarfoundation/chapter2_4.htm, http://portal.opendiscoveryspace.eu/edu-object/properties-rainbow-419701, http://graasp.eu/applications/54d8764917cf888ac8d59765, www.inspiring-science-education.net/sites/default/files/1_14_Eye.pdf, www.golabz.euhttp://portal.opendiscoveryspace.eu/el/edu-object/eyes-hidden-secrets-675434, http://portal.opendiscoveryspace.eu/edu-object/aurora-borealis-13547, http://portal.discoverthecosmos.eu/node/107194, www.opendiscoveryspace.eu, http://portal.discoverthecosmos.eu/node/132277, www.discoverthecosmos.eu, https://en.wikipedia.org/wiki/Aristotle
Slide 58: www.pegem.net/dosyalar/dokuman/138486-2014010414591-3.pdf
Slide 60, 61 & 62: http://goo.gl/sTHcpn, www.cast.org, www.udlnet-project.eu
Slide 72: freepik.com, www.childsoldiers.org