Who Gets to Who Gets to Learn?Learn?

Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu

““Retention rateRetention rate is more when is more when it's hands-on, . . . when it's it's hands-on, . . . when it's

hands-on hands-on minds-onminds-on"" Steve Ethen

HOW HOW Students LearnStudents Learn

• Illustrated textbooks Illustrated textbooks Colorful graphics Colorful graphics

• Chalkboard Chalkboard Seeing models Seeing models

• Charts and graphs Charts and graphs OverheadsOverheads

• Real objects Real objects Displays Displays

• In-class demosIn-class demos PhotographsPhotographs

• Slides/PowerPointSlides/PowerPoint Computer Computer

• Crossword puzzles Crossword puzzles Flip chartsFlip charts

• Handouts to re-readHandouts to re-read DramatizationsDramatizations

Visual LearnersVisual Learners = =

60%60%

• Audio tape Audio tape Oral presentation Oral presentation • Paraphrasing Paraphrasing Reading aloud Reading aloud • Discussion Discussion Debates Debates • Symposiums Symposiums Committee work Committee work • Question/answer periods Question/answer periods • Brainstorming with other students Brainstorming with other students • Buzz groups during classBuzz groups during class

• Verbal illustrations (examples)Verbal illustrations (examples)

Auditory LearnersAuditory Learners = = 30%30%

• Constructing a model Constructing a model Assembling Assembling

• Operating equipmentOperating equipment Filming Filming

• Drawing and sketching concepts Drawing and sketching concepts

• Touching, moving objects Touching, moving objects

• Step-by-step demo procedures Step-by-step demo procedures

• Games, including computerGames, including computer

• Simulation equipmentSimulation equipment

Kinesthetic LearnersKinesthetic Learners = = 10%10%

Learner performs lab activity

Teacher asks students probing questions

Learner reads about prior scientific investigations

Learner justifies proposed

explanation

Science Science as inquiry is as inquiry is when…when…

Inquiry In ScienceInquiry In ScienceWhich activities are inquiry?Which activities are inquiry?

• The pursuit of scientific explanations often The pursuit of scientific explanations often begins with a begins with a questionquestion about a natural about a natural phenomenon.phenomenon.

• Once the question is Once the question is asked, a process of asked, a process of scientific inquiry begins, scientific inquiry begins, and there eventually and there eventually may a may a proposed explanationproposed explanation

Scientific InquiryScientific Inquiry

Scientific InquiryScientific Inquiry• Includes Includes systematic approachessystematic approaches to to

observing, collecting info, identifying observing, collecting info, identifying variables, formulating & testing variables, formulating & testing hypotheses, taking precise hypotheses, taking precise & reliable measurements& reliable measurements

• UnderstandingUnderstanding and and designing experimentsdesigning experiments are are also part of the inquiry process.also part of the inquiry process.

Using the Using the 5 “E” 5 “E”

systemsystem

Methods for Methods for ENGAGINGENGAGING : :• Observing surroundings for points of curiosityObserving surroundings for points of curiosity• Ask questions to elicit & assess prior knowledgeAsk questions to elicit & assess prior knowledge• Sharing a piece of literature that helps students think about the topicSharing a piece of literature that helps students think about the topic• Discuss motivating photosDiscuss motivating photos• Do a demonstrationDo a demonstration• Do a hands-on or minds-on activity that seeks to set the stage for a Do a hands-on or minds-on activity that seeks to set the stage for a

conceptconcept

For For EXPLORATION & DISCOVERY:EXPLORATION & DISCOVERY:• Engage in focused playEngage in focused play

• Look for informationLook for information

• Observe specific phenomenaObserve specific phenomena

• CoIlect and organize dataCoIlect and organize data

• Select appropriate resourcesSelect appropriate resources

• Design and conduct experimentsDesign and conduct experiments

• Engage in debateEngage in debate

For For EXPLORATION & DISCOVERY:EXPLORATION & DISCOVERY:• Brainstorm possible alternativesBrainstorm possible alternatives

• Experiment with materialsExperiment with materials

• Design a modelDesign a model

• Employ problem ‑solving strategiesEmploy problem ‑solving strategies

• Discuss solutions with othersDiscuss solutions with others

• Evaluate choicesEvaluate choices

• Analyze dataAnalyze data

Methods for Methods for EXPLANATIONEXPLANATION• Communicate information and ideasCommunicate information and ideas

• Construct and explain a modelConstruct and explain a model

• Review and critique solutionsReview and critique solutions

• Construct a new explanationConstruct a new explanation

• Utilize peer evaluationUtilize peer evaluation

• Determine appropriate closureDetermine appropriate closure

• Integrate a solution with existing knowledge and experiencesIntegrate a solution with existing knowledge and experiences

• Assemble multiple answers/solutionsAssemble multiple answers/solutions

Methods for Methods for EXTEND & APPLYEXTEND & APPLY • Make decisionsMake decisions

• Apply knowledge add skillsApply knowledge add skills

• Transfer knowledge and skillsTransfer knowledge and skills

• Share information and ideasShare information and ideas

• Ask new questionsAsk new questions

• Develop products and promote ideasDevelop products and promote ideas• Use models and ideas to illicit discussions and acceptance by othersUse models and ideas to illicit discussions and acceptance by others

• Relate knowledge to everyday lifeRelate knowledge to everyday life

Methods for Methods for EVALUATIONEVALUATION • Every aspect of the cycle should contain on-going Every aspect of the cycle should contain on-going

evaluation:evaluation:– Make time for reflection & self-analysisMake time for reflection & self-analysis– Collect of real evidence to support yourCollect of real evidence to support your ideasideas– Reformulate ideas in light of new Reformulate ideas in light of new experiences and experiences and

evidenceevidence

Moving TowardsMoving Towards thethe 5E Cycle 5E Cycle• Seek out and use student questions and ideas to guide lessons and Seek out and use student questions and ideas to guide lessons and

whole instructional unitswhole instructional units• Accept and encourage student initiation of ideasAccept and encourage student initiation of ideas• Promote student leadership, collaboration, location of information, Promote student leadership, collaboration, location of information,

and taking actions as a result of the learning processand taking actions as a result of the learning process• Use student thinking, experiences, and interests Use student thinking, experiences, and interests

to drive lessonsto drive lessons

• Encourage the use of alternative sources for information both from Encourage the use of alternative sources for information both from written materials and expertswritten materials and experts

• Encourage students to test their own ideasEncourage students to test their own ideas• Encourage students to challenge each other's conceptualizations and Encourage students to challenge each other's conceptualizations and

ideasideas• Use cooperative learning strategies that emphasize collaboration, Use cooperative learning strategies that emphasize collaboration,

respecting individuality, and the division of labor tacticsrespecting individuality, and the division of labor tactics

Moving TowardsMoving Towards thethe 5E Cycle 5E Cycle

• Encourage adequate time for reflection and analysis; Encourage adequate time for reflection and analysis; respecting and using all ideas that students respecting and using all ideas that students generategenerate

• Encourage self-analysis, collection of real evidence Encourage self-analysis, collection of real evidence to support ideas, and reformulation of ideas in light to support ideas, and reformulation of ideas in light of new experiences and evidence.of new experiences and evidence.

Moving TowardsMoving Towards thethe 5E Cycle 5E Cycle

Developed byDeveloped by

Dean GilbertDean GilbertScience ConsultantScience Consultant

Anne F. MabenAnne F. MabenAVID LACOE Science CoachAVID LACOE Science Coach

© 2002 LACOE© 2002 LACOEAll rights reservedAll rights reserved