1. Agenda Opening activity (15 min) Updates on science talks in schools & questions on assignment (10 min) Science talk analysis More ideas on talk in the classroom (30 min) Small group work (20 min) Whole class discussion (10 min) I-AIM Reviewing framework (15 min) Sound activities (30 min) Discussion (20 min)

2. Opening activity: In the Field Chain Share Share something from the field. The teacher steps aside and listens as each person talks to the group. Each person shares one thing. The next who chooses to talk makes a comment or suggestion on the previous persons ideas and then shares their own thought with the group. **Remember to protect confidentiality by masking names and identifying details. You might share: interesting technology, materials, or curricula a light bulb moment you witnessed a pedagogical idea, technique or strategy a classroom norms/community building strategy something you are wondering about.

3. Science Talk Assignment Due Nov 15 4 parts: Classroom culture, science talk, analysis of talk, and lesson plan The lesson plan should be a draft of your big lesson Can be done with a partner Should build on what you learned in the science talk Should follow the common planning guide Questions or Insights?

4. Thinking about talk in the classroom In schools, talk is sometimes valued and sometimes avoided, butand this is surprisingtalk is rarely taught. It is rare to hear teachers discuss their efforts to teach students to talk well. Yet talk, like reading and writing, is a major motorI could even say the major motorof intellectual development. (Calkins, 2000, p. 226) How can we teach our students how to talk and conduct productive science conversations that lead to increased understanding and learning?

5. …not all talk sustains learning or creates intelligence. For classroom talk to promote learning, it must have certain characteristics that make it accountable. Accountable talk seriously responds to and further develops what others in the group have said. It puts forth and demands knowledge that is accurate and relevant to the issue under discussion. Accountable talk uses evidence in ways appropriate to the discipline (for example, proofs in mathematics, data from investigations in science, textual details in literature, documentary sources in history). Accountable talk follows established norms of good reasoning. Accountable talk sharpens students thinking by reinforcing their ability to use knowledge appropriately. Lauren Resnick (1999, Effort-Based Education and Learnable Intelligence: Principles for Teaching and Learning)

7. Using Talk Stems to Scaffold Student Conversations Work together with others at a similar grade level. Create an anchor poster you could hang in your classroom to scaffold your students use of accountable talk in whole class and small group conversations. Examples of talk stems:

8. TEACHER Talk Moves

9. Supporting ALL Students in Science Conversations How can we support students who struggle with explaining their thinking and ideas verbally during classroom conversations? ELLs, differences in cultural norms and values, Deaf and Hard of Hearing, ADHD, Language Impaired, etc.? Numbered Heads Discussion Question: Discussion Strategy: Split and Share Begin by discussing your thinking with your group. Jot notes on the valuable, interesting and controversial ideas that come up in your conversations. Count off by 4s. Meet in your number groups to share and discuss your teams ideas. Jot notes on the responses. Return to your team to discuss and share these new thoughts.

10. Analyzing a science talk Group 1: 1 st graders dropping a book and a piece of paper (transcript 1) Group 2: 1 st graders dropping a book and a piece of paper (transcript 2, scenes 1-3) Group 3: 3 rd graders discussing bubbles (scenes 4&5) Group 4: 2 nd graders discussing magnets (scenes 1-3) Group 5:2 nd graders discussing magnets (scenes 4-7)

11. Making sense of science talks Assign roles & read transcript. Use manipulatives if it helps you to think through the science activity on which the talk is based! Think about STUDENT talk and TEACHER talk

12. Student talk Guiding questions: What science conceptions come up? What is your evidence? What funds of knowledge come up? What is your evidence? Suggestions for how to do this: Use two colors of highlighters or pen (i.e., pink and yellow) Highlight every line where students bring in their funds of knowledge (yellow) Highlight every line where students explicitly make science claims (pink) You can use both colors on some lines What patterns do you see? How does this help you see connections between students cultural knowledge and experiences and making sense in/of science? Teacher talk Guiding questions: What EVIDENCE OF ACCOUNTABLE TALK did you find in the students contributions to the conversation? What talk moves did the teacher use to encourage her students to consider and respond to each others ideas? Suggestions for how to do this: Highlight when the teacher makes a talk move:. Think about how the talk move guided the particular students towards considering different points of evidence and revising their ideas? Think about how the talk move guided students who seemed stuck, confused or unsure? What kinds of talk moves helped the students to: develop their science thinking?

13. Reminder FOK categories – Family knowledge and experience – Community knowledge and experience – Popular Culture – Peer activities – Talents and interest Youth genre categories – Sense-making through experimenting – Reciprocity – Sense of community identity – Argumentative stance – Banter – Exaggerating – Playfulness – Movement – Teasing – Intensity – Interest in popular culture (acting like their sports, music and film heros)

14. Look closely again at the transcript What science conceptions came up in the discussion? Do you think the students understand the content? What is your evidence (point to lines in transcript) What resources do students draw upon to talk about their ideas? (again point to specific lines in transcript) Teacher talk moves Ex: Weight (mass) plays a role in how a pendulum works. A little. Jeff compares what happens to keys and the washer and uses that difference to build an explanation. He understands that mass matters but doesnt quite know how. Jeff relates the washer to keys The teacher askedJeff, what are the keys doing

15. Whole class sharing Most important insights: – Students science conceptions – Students funds of knowledge – Teacher Talk moves What will you do as a teacher in your science talk?

16. Sequencing Lessons to reflect the work of scientists EPE/I-AIM Instructional Approach Tailoring lessons to reflect the resources your students bring to learning Strengths-based approach: – Science conceptions – Funds of knowledge – Youth Genres Learning Goals: GLCEs Planning a lesson Lesson objectives Overview of activities Assessment of learning Planning Instruction

17. What is Science? the process of looking for patterns in experiences and then testing and re-testing possible explanations that account for those patterns. These explanations are then applied to help to explain additional experiences. EXPERIENCESPATTERNSEXPLANATIONS Blowing whistles Observing drums Making rice drums Exploring tuning forks (one tuning fork & two tuning forks) Exploring cup phones Things that vibrate make sounds One thing vibrating can make another thing vibrate When a drumstick hits a drum, the drum vibrates. The vibration makes the air between the drum and our eardrum vibrate. The air makes our eardrums vibrate and that vibration sends a message to our brains.

18. Experiences Patterns Explanations Dozens of patterns in experience A few explanations Millions of experiences in the material world Inquiry: Learning from Experience Application: Using Knowledge Scientists Science

19. Experiences Patterns Explanations A few specific examples Fewer patterns (laws, generalizations, graphs, charts) Extensive explanations, models, theories School Science

20. What is different about these two models? Should school science look so different from scientists science? What do you think school science should look like? A few specific examples Fewer patterns (laws, generalizations, graphs, charts) Extensive explanations, models, theories Traditional School Science Dozens of patterns in experience A few explanations Millions of experiences in the material world Scientists Science

21. Experiences Patterns Explanations Dozens of patterns in experience A few explanations Millions of experiences in the material world Inquiry: Learning from Experience Application: Using Knowledge Scientists Science I-AIM Model for Science Teaching

22. Inquiry and Application Instructional Model

23. Ideally during a science unit you will bring your students through one or more I- AIM cycles. Not all individuals lessons will have all 4 components of the I-AIM model - some lessons may cover only one aspect, some may cover more or even all 4 Lessons should be sequenced to bring students through the complete I-AIM cycle. When you plan a lesson you should think about the strategic function of your lesson: Question Explore & Investigate Explain Apply

24. Experiences In groups, rotate across each of the noiseand vibration stations – Station 1: tuning fork – Station 2: telephone – Station 3: stereo hanger – Station 4: drums – Station 5: Adams Apple Make as many observations as you canabout noise and vibration. Record them onyour experiences and observation sheets ateach station.

25. Experiences Station 1: tuning fork Station 2: telephone Station 3: stereo hanger Station 4: drums Station 5: Adams Apple

26. ExperiencesPatternsExplanations Station 1: tuning fork Station 2: telephone Station 3: stereo hanger Station 4: drums Station 5: Adams Apple